[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6427285,"mediaKeyId","5905721-c9e22cc566c05248cc22cd657d2faa57","parentId",5905721,"title","State education officials outline math coaching push, proficiency-scale rollout","audioSeconds",942,"startMs",1525000,"endMs",2467000,"viewUrl","/Search/View?dp=1&key=5905721-c9e22cc566c05248cc22cd657d2faa57&start=1525&end=2467","thumbnailUrl","https://assets.pipeline.soar.com/5905721-c9e22cc566c05248cc22cd657d2faa57/thumbnail_1525000.jpg","articleUrl","/articles/6427285/Alabama/State-education-officials-outline-math-coaching-push-proficiency-scale-rollout","mediaUrl","https://secure.pipeline.soar.com/6427285-05e7901cbe5eee30095745e2fdc30440/orig.mp4?Expires=1777165019&Signature=Vhm-xFzoFRer4JJdZ8kH2Ilc~SWJGBNvCvvffFdhI2rPyOQCNh7a~IOd8GOZt0h8y6qnAjt78t-60IwixFfL7d9UtrqsnHNDVpObYb48DVuBsu0Cu6cBCgKiTcf19SWkN5raI~trEtGUbAAC~Jb0wMM8JCjE8VXbruwW~DECZ03j0YoHfHe7JWgpXQS4NSvGZrQusV9TMwl5eaYr7rRKSL~6V~fEGACLLIXHnL1YpBsABjxgq7mgdDjjjVhCGqiAyCJZJdsavnO0XELemtVzV9nu~m3Qms8JXUwzpgKJCLSDoCXebeu4tOxHdl5qkOyHO0fqEst7K1Jm3R3SFptZPw__&Key-Pair-Id=KUT5TJCACFTXG","author","Alabama State Department of Education","date","2025-10-07T22:41:51Z","article","Alabama State Department of Education staff on Dec. 9 outlined a multi-part effort to raise student math achievement across the state that centers on a coaching academy for math coaches, a tiered delivery model (“AmSTI for All”), and new proficiency scales intended to raise classroom rigor.

The department’s AmSTI staff described a coaching academy that trains building‑based and district coaches in coaching techniques, leadership and math content; a parallel principal training strand is designed to help administrators conduct instructional walk‑throughs and lead school math improvement teams. Staff said they are currently supporting teacher‑in‑residence placements and coaching cohorts in targeted schools and providing monthly coaching communities for participants.

Officials framed the work as a three‑part system: (1) scalable offerings available to all teachers, (2) more intensive professional learning for schools that sign partnership agreements and commit coaches’ time to classroom coaching, and (3) targeted cohorts and teacher‑in‑residence placements in the lowest‑performing schools. Department presenters said the program has reached 145 elementary and 32 secondary building‑based math coaches and is supporting 31 teachers and residents in a multi‑year federal cohort.

Why it matters: Department staff and board members tied the initiative to statewide assessment results and to a perceived need for districts to move instruction from “practice” levels to grade‑level rigor. Presenters said proficiency scales — documents that define level‑by‑level expectations for a standard — are central to aligning instruction and formative assessment so teachers and principals can consistently identify and push for grade‑level work.

Supporting details and next steps: Staff said regional AmSTI teams will continue school‑by‑school planning at upcoming curriculum and instruction meetings and will roll out additional coaching academy levels and follow‑up coaching communities in coming summers. They described a “geometry and measurement student experience” (a station‑based event) and short, standards‑aligned task cards to give students targeted exposure to content that often falls late in local pacing calendars.

Department staff told the board they have asked the Legislature to fund a multi‑year expansion that would place state‑supported math coaches in a large number of schools (the department’s planning figures referenced an initial rollout target of roughly 200–220 schools under a multi‑year plan). Staff said a mix of state, federal (including ESSER) and local funds are currently in use to support the work, and they flagged the need for sustained funding to scale the model.

Board members asked about parent engagement and family numeracy supports; staff said the department is producing a short, family‑friendly daily numeracy routine and monthly calendars that schools and community partners can distribute. The department also reported work to link early‑years formative assessments to classroom and summative data so districts can better track predictive signals at the classroom level.

Context and constraints: Presenters noted that many of the first‑year teacher‑in‑residence placements and building‑based coaches were placed in schools that experienced remote learning during pandemic years, which affected baseline implementation and measurement. Staff said they are collecting classroom‑level formative data to assess where coaching yields measurable gains.

What’s next: The department plans to present continued rollout details at upcoming regional and statewide meetings and to seek funding through the legislative process to expand coach placements and sustain the coaching model.","mediaType","Video","parentTitle","Alabama Board of Education Work Session","oneSentenceSummary","Alabama Department of Education staff described a multi-part plan to raise math proficiency that centers on a statewide coaching academy, building‑based math coaches, and statewide proficiency scales; officials said they will seek additional state funding to expand coach coverage.","taxTitle","Alabama State Department of Education, State Agencies, Executive, Alabama","taxId",80275,"location","Alabama","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6427275,"Board staff explain ELA textbook adoption timeline and local options after literacy task‑force review",507,4405000,4912000,"/Search/View?dp=1&key=5905721-c9e22cc566c05248cc22cd657d2faa57&start=4405&end=4912","https://assets.pipeline.soar.com/5905721-c9e22cc566c05248cc22cd657d2faa57/thumbnail_4405000.jpg","/articles/6427275/Alabama/Board-staff-explain-ELA-textbook-adoption-timeline-and-local-options-after-literacy-taskforce-review","https://secure.pipeline.soar.com/6427275-04bf07c8eb3aa1ee9f7e2928938b96a5/orig.mp4?Expires=1777165019&Signature=NNTHg~GthDfnKrtsKfRwvu6uH3RAI5PbU36zJOJGY7XEc1Rs4gxS1yw3Bn2p2xYaOrtl-l4KZ3FaVWlBduteG3f3ncJLSSNkE7Dv03TyTDiILwJSgiNeac~hOTbm9Gfm6DXg2pC41FnO2AYwuSU5i380o2E7Ft8nPj6X945uflG1qjKCTNsVmqVsgGLbbw4OiagYQ6u55A~VPhZ5sVpsW4l6XoI2x2h56kHf8vqkXPCDw7xv0EbR8b5lcPjqXCAgWrrv1ROtOuSPffZjwt1kxaTuM81WtNmE37Wr2vWKoOP4BKk2MUhpTU1LIqXsHG-s8OjAVqV~HlFLNioNzqJ23A__&Key-Pair-Id=KUT5TJCACFTXG","Alabama State Board members on Dec. 9 received an overview of the state textbook adoption process for English language arts and career‑technical materials and clarification about the relationship between the literacy task force’s recommendations and the department’s textbook bid process.

State textbook staff explained the formal bid and review timeline: (1) courses of study must be adopted before the textbook review begins; (2) publishers respond to a request for proposals and submit materials to statewide library review sites; (3) a governor‑appointed state textbook committee (plus department appointees) reviews submissions using standardized rubrics; and (4) the department executes contracts and submits them for gubernatorial signature before making the award public.

Staff addressed confusion generated by public inquiries that the department received after the literacy task‑force announced recommended early‑reading programs. They said 1 literacy task‑force‑recommended program could not be included in the state textbook bid review because its published copyright date predated the adoption bid requirement (the department’s timeline required materials to be 2018 or later). Another recommended program was submitted and reviewed; committee scores and the full confidential review packet are included in board materials.

Local adoption path: Staff explained that if a publisher’s work was not reviewed in the state bid (for example, because of a publication‑date technicality) the local district may still adopt that program through its own local adoption process. A district that adopts a non‑state‑reviewed textbook should complete the department’s local‑adoption form and attach publisher documentation explaining why the title was not submitted or considered in the state bid. Staff reiterated that materials explicitly rejected by the state committee cannot later be adopted with state textbook funds.

Why it matters: Several board members and superintendents have asked whether districts with only state textbook dollars lose options when the state review includes only a subset of available programs. Staff said local boards retain discretionary authority to adopt non‑reviewed programs using state money only where the program was not rejected by the state process and the district follows the department’s local adoption procedure.

Additional notes: Staff said public library review sites received publishers’ submission packages during the review window; the department encouraged districts and the public to consult those packages during the 30‑day public comment period. Staff also described the contract execution process — vendors must return fully executed contracts to the department and the governor must sign before awards become public — and warned some publishers did not return contracts promptly last adoption cycle.

What’s next: The board packet includes a draft resolution seeking approval of the textbook‑committee recommendations at the January board meeting. Staff said they will send clarifying guidance to districts about the local adoption process and how to document purchases for state textbook funds if districts choose materials that were not included in the state review.","State textbook and curriculum staff briefed the board on the textbook adoption process, explained why some literacy materials the literacy task force recommended did not appear in the bid review, and described local adoption options for districts.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6427281,"State convenes fast‑track work group to tackle teacher shortage and certification bottlenecks",395,11984000,12379000,"/Search/View?dp=1&key=5905721-c9e22cc566c05248cc22cd657d2faa57&start=11984&end=12379","https://assets.pipeline.soar.com/5905721-c9e22cc566c05248cc22cd657d2faa57/thumbnail_11984000.jpg","/articles/6427281/Alabama/State-convenes-fasttrack-work-group-to-tackle-teacher-shortage-and-certification-bottlenecks","https://secure.pipeline.soar.com/6427281-48727fd2474a6aa67fbaa3530969e56f/orig.mp4?Expires=1777165019&Signature=NfQBXBI3kU-xECdPSYwUj3D~wimYuDhCrrPj76Q~rYcIgYwHzEr7ldCFf8hZEINzpk2dkSl2SiOS5XFFVpAbD0bGJAwycbdRvefEJQFWDT4iFyXx1HJUMRxNLn5qvwVyvemzLekmJkFIjSTbR3B6NBGSNwaxZ9fUA-Zrs4APh5Y11CvmKENAcVeSF4ZkHCL5wjugWpnrR3D656iklxGb-sWHpex1nDFL3qfl69rF1yGYp-Zr-MHdRGWZLoR0NDcfvIPd3MWiPDC8ga03ohDht9Lw2ZTN6kH7HkSJ7S~aJGnDMlcS0scC5AVfGef9V0DFK6zd5th3rXKPgilf5BUPqg__&Key-Pair-Id=KUT5TJCACFTXG","The Alabama State Department of Education has convened a 27‑member Teacher Preparation and Certification work group to produce short‑ and long‑term recommendations aimed at increasing the supply of certified teachers, a department official told the State Board during the Dec. 9 work session.

The group, chaired by a department official, includes local superintendents, district certification officers, university deans and certification officers, representatives of education associations, legislative staff and department leaders. Members said they are treating the assignment as urgent and plan to meet again in February; the department described the group’s charge as “think outside the box” approaches to certification, preparation and retention.

Why it matters: School and district officials told the board they are experiencing unusually large vacancies across subject areas and grade levels and difficulty hiring substitutes. Department members briefed the board on survey and trend data that committee members raised at the first meeting: an estimate cited to the board said about 38% of the current teacher workforce could retire within five years; department presenters also noted substantial declines in university enrollments in education programs over the past decade.

Ideas under consideration: Work‑group members said they are evaluating a range of options, including adjustments to certification rules, alternative certification and apprenticeship models used in other states, incentives to entice recently separated or retired teachers back into classrooms, and steps the department could take administratively to reduce noninstructional burdens on teachers. Retention — keeping teachers already employed — is a stated focus in part because raising retention reduces the number of hires needed in total.

Board engagement and timeline: The work group is expected to return with concrete recommendations and options that may require board action, legislative changes, or administrative steps by the department. Presenters emphasized the group intends to move quickly to produce proposals; the department scheduled the next meeting for Feb. 16 and said it will refine proposals in the interim.

What the record shows: Department representatives said the problem appears larger than earlier forecasts and that staffing pressures affect both rural and urban districts. District and higher‑education members of the panel contributed local and institutional data to inform the group’s discussions.

What’s next: The department will circulate the group’s membership and meeting schedule and said it welcomes board member participation in future meetings; staff said they will return to the board with proposals that are categorized by whether they require board policy changes, legislative action, or administrative implementation.","Department of Education convened a 27‑member work group to develop short‑ and long‑term options to increase teacher supply, including certification and alternative pathways, retention strategies and targeted incentives.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6427263,"Students showcase prosthetics project and community partnerships that support low‑cost limbs",626,328000,954000,"/Search/View?dp=1&key=5905721-c9e22cc566c05248cc22cd657d2faa57&start=328&end=954","https://assets.pipeline.soar.com/5905721-c9e22cc566c05248cc22cd657d2faa57/thumbnail_328000.jpg","/articles/6427263/Alabama/Students-showcase-prosthetics-project-and-community-partnerships-that-support-lowcost-limbs","https://secure.pipeline.soar.com/6427263-26dd098f8cd7b6e4cfab9535b50a61b8/orig.mp4?Expires=1777165019&Signature=KS64gRJ1Hw2r8VP65ABSX7qyoQxR46ZmRLVn~4hWq69DhaKWiWHXC~fji7uxh7ID8w92Tr-NLY05ayvZFQ3Mryn8u33EPz1Kyusn98JW4xuXsGV9rKAfqb23cD-396BsIwa7GOA-~6eDIsAsveYC3qE4n092iNu4zvVJg4FTD465-4lH2R7Tf0kNsSXm7xjN3PpxMlAYLIoJWKBpc8XLYtesCVRsqQQoUAcgh1act3VekWlix5Zjp6WuNvo~9jJgVxNkhKdFEcvg6ZbrPslpzc2seCDDM5cmpFA2nqIwUF7KLRe7HqfARHOdpjWwh94cvI8o1xlqMjpY1-lS3PBqZA__&Key-Pair-Id=KUT5TJCACFTXG","Board members were introduced to a student‑led prosthetics initiative and related career‑technical projects during public presentations at the Dec. 9 work session.

Presenters described an advisory‑board model that supports a high‑school career‑tech class. A local nonprofit — Skill(ed) Knowledge for Youth — and a donor (named in the presentation) financed hardware including a Mark series 3D printer; students build prosthetic limbs and components at reduced cost using locally sourced and donated parts. Committee members and presenters detailed partnerships with small manufacturers and craftsmen who supply parts at no charge and community spokespeople who help with fundraising and outreach.

Why it matters: Presenters and a veteran in the audience described the personal impact of affordable prosthetics for amputees. The program aims to combine vocational skill development, entrepreneurship and community service; students described plans to form a business to scale production and to purchase a CNC machine to increase production capability and support a tiny‑house framing project tied to housing and veterans’ assistance.

Key partners and supports: Presenters named a donor who purchased a $20,000 3D printer to launch the effort and a number of volunteer industry partners who provided materials and fabrication support. Presenters also cited previous international deployments of fabricated vocational labs — shipping‑container labs that have been delivered to Central American communities — as background for the program’s applied focus.

Student outcomes and forward plans: Students who spoke at the meeting described roles on teams (marketing, quality control, human resources) and post‑high‑school plans that included military service and technical careers. One student speaker described a plan to use a reported $50,000 grant to acquire a CNC machine and create products for sale while continuing construction‑type projects such as tiny houses.

What’s next: Presenters thanked school and district staff and community partners and encouraged board members to visit local project sites. The project leaders said they will continue developing partnerships and documenting credentialing and business plans for sustainability.","Students and teachers from Auburn‑area CTE programs described an applied project producing low‑cost prosthetic legs, funded and supported by a mix of nonprofit partners, an individual donor, small manufacturers and community businesses.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6427267,"State updates course‑of‑study for career‑tech clusters; committee emphasizes industry credentials and high‑demand jobs",1075,2458000,3533000,"/Search/View?dp=1&key=5905721-c9e22cc566c05248cc22cd657d2faa57&start=2458&end=3533","https://assets.pipeline.soar.com/5905721-c9e22cc566c05248cc22cd657d2faa57/thumbnail_2458000.jpg","/articles/6427267/Alabama/State-updates-courseofstudy-for-careertech-clusters-committee-emphasizes-industry-credentials-and-highdemand-jobs","https://secure.pipeline.soar.com/6427267-13ea42ee06f0dddfc1198fd0a51a8efe/orig.mp4?Expires=1777165019&Signature=nkLKpCGYWG5O9xgkWczmy4hDAVJA7IAQYNgWvfy9YFjmPx8P3qqi-HHUj-4avu4SZslJbruMmxS79TSjc4emsFW9vDkbKC6o0Bb5Jnk4ikGeR0d5D0g3e0bx-Oi9wTLJfw0ro-EohMsEeJ88BJGhHuvzHwKYblNGS9gzG-TDolVA3yq1dMmZ6a6y8Y4slHZ662H7G8Sd5CI9y5ehJE6FdgtdbECLCzgyj2jJyP6YTJY606xaoSHpwNpaQRyx97BGrDuHsAXgYWDsc-xLVowyG0sKK5OCxNb0Ceo2qwU~jbYqbNELvGAp3rCYH~MssPQ70My52Mic1vYCaU0QXIPnyA__&Key-Pair-Id=KUT5TJCACFTXG","A statewide career and technical education (CTE) task force presented revised course‑of‑study standards on Dec. 9 that span nearly 100 courses across multiple clusters, including architecture and construction, information technology, and transportation, distribution and logistics.

The committee members — teachers, administrators, post‑secondary staff and industry partners — said they completed the work virtually because of pandemic constraints and used a standard rubric to align each course to college and career expectations. The materials are intended to be flexible for school use while emphasizing applied learning, credentialing and articulation to post‑secondary programs.

Employment and credential focus: Presenters cited statewide employment estimates of roughly 2.15 million workers across the 16 CTE clusters and noted that many cluster occupations are “high‑demand, high‑wage.” The committee emphasized industry credentials—examples cited included CompTIA IT certifications, NCCER core curriculum and ASE (automotive) credentials—as pathways that help students transition directly into jobs or into post‑secondary credit. Presenters also described SkillsUSA and TSA as student organizations that build technical and leadership skills.

Selected cluster changes: Architecture and construction course standards were reorganized to emphasize applied measurement, technical design, and aligned credentialing (NCCER core and trade‑specific credentials). Information technology standards were redrawn into three pathways (cybersecurity and infrastructure, computer science and AI, and IT support/service), with middle‑school exploratory options and capstone courses designed to support project‑based work and industry certifications. The transportation cluster added a new flight‑technology distinction (flight operations vs. aircraft service) and a commercial‑transportation course to prepare students for CDL pathways.

Progression and rigor: Committee members described how standards progress from low‑cognitive‑demand tasks (identify/describe) in introductory courses to higher‑order performance tasks (calculate, perform, simulate) in capstone or advanced courses. They gave examples — rafter layout in construction courses, primer/sealer application in collision repair, and access‑control configuration in cybersecurity — to illustrate how classroom tasks move from “explain” to “perform.”

Industry partnerships and local outcomes: Presenters highlighted local partnerships that lead to internships and hiring, and they cited examples of students hired by companies after participation in CTE and SkillsUSA events. The committee said work to align articulated credit with local community colleges had improved pathway clarity and that the standards sought to support dual‑enrollment and credential stacking.

Next steps: The proposed course‑of‑study revisions will be included in the January packet for board consideration. Committee chairs said they will continue work on implementation guidance for teachers and for aligning local equipment and credentialing timelines to the new standards.","A state task force revised nearly 100 career‑technical courses across multiple clusters; presenters highlighted employment projections, credentialing pathways (ASE, CompTIA, NCCER), and stronger links to industry partners and dual enrollment.","actionData","errors"]

Article not found

State education officials outline math coaching push, proficiency-scale rollout

Board staff explain ELA textbook adoption timeline and local options after literacy task‑force review

State convenes fast‑track work group to tackle teacher shortage and certification bottlenecks

Students showcase prosthetics project and community partnerships that support low‑cost limbs

State updates course‑of‑study for career‑tech clusters; committee emphasizes industry credentials and high‑demand jobs