SUMMER LEARNING FOR
School Leaders LEADERSHIP
connect~ inspire thrive
~
CLAS SCHOOL
Spring 2022 Vol. 50 Iss. 2
BIRMINGHAM
ALABAMA
JUNE 13-15, 2022
E M P L O Y E R B E N E F I T S O L U T I O N S F O R E D U C AT I O N
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Associate Superintendent, Orange County Dept. of Education
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American Fidelity Assurance Company
2021-2022 CLAS Board of Directors CLAS Officers President........................................................... Donald A. Turner Calhoun County Schools President-Elect...................................................... Dr. Bob Lawry Hoover City Schools Past President..............................................Dr. Susan Patterson Retired
Alabama Association of Secondary School Principals (AASSP) Dr. Brain Clayton........................... James Clemens High School David Diaz................................................. Satsuma High School Dr. Jason Goodwin................................ Russellville High School Van Phillips, Sr. ................................................................ Retired Wes Rogers..................................... Elmore County High School David Sikes................................................... Fort Dale Academy Bennie Shellhouse.................................. Andalusia High School Seth Taylor.......................................Pleasant Valley High School
Alabama Association of Elementary School Administrators (AAESA) Veronica Coleman......................... Chastang-Fornier K-8 School Tricia Culpepper.............................Cullman City Primary School Dr. Charles Gardner................... Hokes Bluff Elementary School Dr. Waller Martin.................... Enterprise Early Education Center Rodney Richardson.......................................................... Retired Dr. Stan Stokley.............................. Saraland Elementary School Dr. Dilhani Uswatte................... Rocky Ridge Elementary School
Alabama Association of Middle School Principals (AAMSP) Cassandra Anderson............................. Straughn Middle School Andy Carpenter......................................... Wellborn High School Tony Sanders.................................... Greensboro Middle School Keith York.................................................Opelika Middle School
Alabama Council of Administrators of Special Education (ALA-CASE) Dr. Charla DeLeo....................................... Brewton City Schools Dr. Annie Spike.....................................Marshall County Schools Courtney Utsey............................................. Selma City Schools
Alabama Child Nutrition Directors (ACND) Melinda Bonner........................................... Hoover City Schools
Alabama Leaders Advocating for English Learners (ALA-EL) Dr. Stefanie Underwood............................. Decatur City Schools Spring Issue 2022
Alabama Association for Supervision and Curriculum Development (AASCD) Dr. Lisa Beckham............................................................. Retired Ashley Catrett.................................... Crenshaw County Schools Dr. Patrick Chappell.......................................................... Retired Dr. Justin Hefner................................... Homewood City Schools Dr. Evelyn Nettles-Hines..................... Birmingham City Schools Dr. Jan Tribble...................................Limestone County Schools
Alabama Association for Prevention, Attendance and Support Services (AAPASS) Dr. Frederick Abernathy, Jr..........................Decatur High School Casey Davis..................................... Tallapoosa County Schools Bobby Jackson................................................................. Retired
Alabama Association of Career/ Technical Administrators (ACTA) Chris McCullar................... Walker County Center of Technology Dr. Rhinnie Scott.............................................................. Retired
School Superintendents of Alabama (SSA) Christie Finley.......................................... Huntsville City Schools Dr. Heath Grimes...................................Russellville City Schools Dr. Charles Ledbetter, Jr. ....................... Pike Road City Schools Dr. Aaron Milner........................................ Saraland City Schools Dr. Timothy Thurman....................................Linden City Schools
Alabama Association of School Personnel Administrators (AASPA) Dr. David Asbury....................................... Gadsden City Schools Dr. Michelle Washington.............................. Lee County Schools
Alabama Association of 504 Coordinators (ALA504) Dr. Richard Templeton..................... Muscle Shoals City Schools
Affiliate Presidents Dr. Carlos Nelson............................................ AASCD President Judith Ross.......................................................AAESA President Michael Romine.................................................. ACTA President Casey Davis ................................................. AAPASS President Andrea Dennis..................................................AASSP President Dr. Allison Mays................................................ AASPA President Chresal Threadgill................................................ SSA President Dr. Tamala Maddox.......................................... AAMSP President Lana Tew....................................................ALA-CASE President Stephanie Watson............................................. ACND President Ann Marie Batista............................................ ALA-EL President Dr. Annie Spike................................................ALA504 President 3
contents
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ISSUE
07
Director’s View Gear Up for Summer Learning
08 ALSDE Update MEGA 2022
10 Legal Forum Retaliation for Reporting Title IX Violations
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Upcoming Events
12
Membership Rewards
CLAS and Affiliate Conferences
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Membership Recruitment Pays Off
16 Ethically Speaking Do You Want to Retire While Remaining Active in Your School District?
18 Convention Speaker Feature Viewing the World Differently
Spring Issue 2022
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Professional Learning Update
Convention Speaker Feature
CLAS Staff Directory
Leadership Lessons My Mother Taught Me
Can You Let Go of Yesterday and Tomorrow?
Meet Your CLAS Staff Members
34 Partnership Directory 2021-22 CLAS Business Partners & Sponsors
Spring Issue 2022
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Gear Up for Summer Learning the first year of college I had a conversation with my dad, and I told him that I did not want to be an attorney. Daddy was a man of few words, but he looked at me and said, “Son, I’ve been a coal miner most of my life, and I’ve made a good living. But, I hate going to work every day. So, have a career that will make you happy and it will not make you hate work.” Essentially, my father told me to find my why.
view DIRECTOR’S
I told him I wanted to coach and teach, and he told me to follow that dream. I did. I immediately changed to English/History as a major in the college of education. A few years later, I did my student teaching in the fall at Collins-Riverside Jr. High School in Northport, AL. I volunteered to help coach football and basketball, and I simply immersed myself in the fabric of the school. I wanted to learn as much as I could about teaching, coaching, and learning. When I graduated in December, Dr. James I. Davis hired me to be the In-school Suspension Teacher in a portable classroom. We had no internet and no computers. We did have a set of 1992 encyclopedias. I loved every minute of the job.
Dr. Vic Wilson
The following fall, I moved to 7th grade Civics and English, and again, I loved it. Coach Mike Griffin and his wife, Linda, became the Godparents to our oldest child, Dailey, and I still have wonderful friends from those years at Collins-Riverside.
I hope this issue finds you relaxing and reflecting on a great year. Certainly, our year has been difficult, but that does not mean it has not been great. Remember your why! Why did you choose education as your career? Then, why did you choose to move into leadership? I hope that you have a clear understanding of your why, and I hope you revisit your why often as you reflect.
Thirty years later, I still love what I do! Certainly, bad days or even months have occurred, but overall, I have never lost my why. I love teaching and learning. As the Executive Director of CLAS, I am still teaching and learning and still loving it! I hope you still know and love your why.
Executive Director CLAS
Allow me to share my why. I left Arley, Alabama, and Meek High School in 1987 and headed to the University of Alabama to study English with hopes of going to law school thereafter. I even chose to take Latin to prepare myself for a career in juris prudence. Why did I choose this path? Because I thought everyone wanted me to be a doctor or lawyer. That was other people’s why; not mine. My first year of college was essentially unproductive. I did not enjoy the classes, and I had no desire to be an attorney. Near the end of 6
The 2022 CLAS Convention will be a great event and opportunity for you to recharge you and your why. We have great speakers from across the country, region, and state ready to work with and learn with you. The CLAS staff has worked very hard to design learning opportunities, networking opportunities, collaborative opportunities, and countless other opportunities. If you have not signed up, Get ‘er done! Sincerely,
Spring Issue 2022
“ACTIVE” Learning in Alabama Schools with the Interactive Playground, ActiveFloor, & SPORTsWall! In Partnership with PowerUpEDU is your trusted partner & onestop-shop for Alabama schools, providing technology, professional learning, curriculum & tech services.
Official Convention Sponsor! Come See Us at the Summer Convention! June 13-14
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Alabama Schools/Districts With the Interactive Playground West Blocton ES – Bibb County; Lincoln ES – Talladega County; Crestline ES, Cherokee Bend ES – Mountain Brook City; Belgreen HS – Franklin County; Snow Rogers ES – Jefferson County; Gulf Shores ES – Gulf Shores City; Alexandria ES, Ohatchee ES, Pleasant Valley ES, Saks ES, Weaver ES, Wellborn ES, White Plains ES – Calhoun County; Oscar Adams ES, George Floyd ES – Gadsden City
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• • • •
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MEGA 2022
Every summer, the Alabama State Department of Education (ALSDE) gathers with thousands of educators from across the state to experience a level of professional development that is unparalleled – we call it MEGA! Dr. Eric Mackey
Alabama State Superintendent of Education This year, Monday, July 11 through Friday, July 15, in Mobile, AL, we are looking forward to hosting a MEGA event that is sure to prepare, educate, and inspire like never before. The dedicated ALSDE staff who have planned and coordinated this year’s MEGA event have taken great strides to make sure attendees receive top-notch instruction and some of
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the most effective best practices used in education today. This year’s theme: Turning Obstacles into Opportunities, is particularly meaningful given the challenges education has experienced over the past two years. MEGA coordinators have listened to the suggestions of past attendees and made significant adjustments to maximize the impact of this huge annual professional development bonanza. This year’s keynote speaker is current
Spring Issue 2022
Also, the Alabama Multi-Tier System of Supports (MTSS) Preconference, featuring Dr. Greg Benner, will be held on Monday, July 11, from 9 a.m. – 12 noon. Don’t miss this opportunity to learn more about Academic Supports, Behavioral Supports, and Foundational Wellness. MEGA provides educators an opportunity to network with other experts in their subject area, learn more about effective solutions to issues they may deal with, enjoy engaging dialogue, and have fun – all within a constructive environment that is conducive to learning.
high school English teacher, author, consultant, and 2010 National Teacher of the Year, Sara Brown Wessling – one of the most sought-after educators in the nation. In addition to Wessling, MEGA will also add a new twist to this year’s event and showcase a host of featured speakers who bring additional excitement to the event. Featured speakers include: Damon West, The Coffee Bean Guy; Ronnie Thomas, Weird Fun Science; and Jan Bryan, Literacy Guru. These authors and motivational speakers are sure to inspire and present new perspectives on education and leadership.
I sincerely hope educators across the state will have an experience that exceeds their expectations at the 2022 MEGA professional development conference. A lot of hard work and innovative ideas have gone into preparing this year’s event. I look forward to the event itself, but even more so, the impact that such a rich and meaningful conference will have on the lives of the students we serve. Thank each of you for all you do to improve the lives and academic progress of our state’s most valuable asset – our children.
MEGA mornings will begin with Roundtable Discussions on various topics that lead into indepth breakout sessions. Once again, Food Truck Tuesday is back on the schedule, as is an Ice Cream Social on Wednesday. All of these fun and entertaining accommodations are wrapped around serious professional development meant to transform what could be considered obstacles into opportunities. Spring Issue 2022
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RETALIATION FOR REPORTING TITLE IX VIOLATIONS
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Spring Issue 2022
forum LEGAL
Title IX is generally well-known in school communities because it helped to usher in girls sports, and promised equal opportunity for female students to participate in educational programs without discrimination because of their gender. Central to the enforcement provisions for Title IX is the ability of persons to report possible violations of Title IX to school authorities and for school authorities to act to assure that discrimination is not occurring. Perhaps one of the most important Title IX cases so far was an Alabama case, Jackson v. Birmingham Bd. Of Educ., 544 U.S. 167 (2005), in which the U.S. Supreme Court held that Title IX protects individuals who report discrimination from retaliation. A recent case from Kansas, Douglass v. Garden City Cmty. Coll., 543 F.Supp.3d 1043 (D.Kan. 2021), involves alleged retaliation for reporting Title IX violations, and is the subject of this commentary. Following are the facts alleged by the plaintiff, Antonia Douglass. Douglass was a longtime volunteer for community college athletics, with many years of involvement with an endowment fund, the athletics booster club, and serving as a host mom for student athletes, especially cheerleaders. Beginning in 2017, student athletes started sharing concerns about the community college’s treatment toward female students. Of special worry were allegations that the cheerleader coach, who was male, had displayed inappropriate behavior toward female cheerleaders. Douglass encouraged persons who raised concerns to report their concerns to the community college through appropriate channels. She attempted to reach out to school administrators. She offered to take concerns to board members. She began to Spring Issue 2022
Dr. Dave Dagley
Professor Emeritus, University of Alabama
and Dr. Amy Dagley
Assistant Professor, University of Alabama at Birmingham
fear that the administration and board were not reacting to the information they were receiving. Early in 2018, Douglass received a text message from a female cheerleader, urgently asking Douglass to come to the office of the athletic director (AD). The female cheerleader had informally reported to her throughout the school year that the coach had sexually harassed her, and that a male cheerleader had blackmailed her and demanded that she perform sexual acts with him or he would publicly release a compromising picture of her. The AD had called the female cheerleader to his office, where she was met by the AD, the cheerleader coach, and the male cheerleader. The female cheerleader was confronted and felt intimidated. She texted Douglass for help. When Douglass arrived at the AD’s outer office, she was met by the assistant AD, who kept her from entering the AD’s interior office. She thought something seemed wrong. She finally told the assistant AD to stand aside, or she would call law enforcement. She found the female cheerleader curled up in a corner chair, cowering in fear, with the AD, the coach, and the male cheerleader around her. The female cheerleader shortly left with Douglass. Douglass then encouraged the female cheerleader to tell her mother about the cheer team’s sexual harassment issues. Because she perceived that school leadership was not going to deal adequately with the issues, Douglass decided to contact the board. At an April 2018 board meeting, Douglass
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Membership
Rewards
This year, CLAS awarded $4,625 to 122 CLAS members for their efforts in the 2021-2022 membership recruitment drive. For every new Individual/Institutional member who joined before December 31, 2021, $25 was awarded to the CLAS member credited with referring them to CLAS. We extend our most sincere gratitude for the hard work, dedication, and diligence put forth by these members. Additionally, for each new member recruited, CLAS enters the recruiter’s name in a drawing for $1,000 cash. Rosa Allen-Cooper . . . . . . . . . . . . . . . . . . . . . . . . . . Debra Allred. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Eric Andrews. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Angela Arnett. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . David Asbury. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mike Bishop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Shannon Bogert. . . . . . . . . . . . . . . . . . . . . . . . . . . . Kelly Bonds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scott Bonds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jan Bowen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Benjamin Brown . . . . . . . . . . . . . . . . . . . . . . . . . . . . Shane Bryan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Justin Burns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Shavonne Burrows . . . . . . . . . . . . . . . . . . . . . . . . . . Matthew Byars. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . David Carpenter . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ashley Catrett . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Donnie Chambers. . . . . . . . . . . . . . . . . . . . . . . . . . . Johnny Cleveland . . . . . . . . . . . . . . . . . . . . . . . . . . . Amy Copeland. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Holly Costello. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Arnold Cox. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Patricia Culpepper. . . . . . . . . . . . . . . . . . . . . . . . . . . Kelby Daniel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jason Davidson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kevin Davis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ashley Delano. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Eric Dickerson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Megan Driggers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dennis Duncan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jennifer Edwards. . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
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Donna Flannagan . . . . . . . . . . . . . . . . . . . . . . . . . . . Anthony Gardner. . . . . . . . . . . . . . . . . . . . . . . . . . . . Jaime Giangrosso. . . . . . . . . . . . . . . . . . . . . . . . . . . Jason Goodwin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Delaina Greene. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Leslie Habbard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Corey Hall. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Christy Hamilton . . . . . . . . . . . . . . . . . . . . . . . . . . . . Andrea Hawkins . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cheritta Hayes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Larry Haynes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Phillip Hazelrig. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jay Hooks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Debbie Hope. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John Howard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kevin Howard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cherie Humphries. . . . . . . . . . . . . . . . . . . . . . . . . . . Davida Johnson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jeff Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Joni Johnson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kelley Joiner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John Jones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Maria Kilgore. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TaShara King. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Heath Kirby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stephanie Ledbetter. . . . . . . . . . . . . . . . . . . . . . . . . Lane Lightsey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lane Lindsay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mallory Long . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Britt Lovelace. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wayne Lyles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Spring Issue 2022
Sabrena Malone . . . . . . . . . . . . . . . . . . . . . . . . . . . . Brad Mann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gary McCarley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ashley McCulloch . . . . . . . . . . . . . . . . . . . . . . . . . . . Shannon McCurdy. . . . . . . . . . . . . . . . . . . . . . . . . . . April McCutcheon . . . . . . . . . . . . . . . . . . . . . . . . . . . Jay McGaughy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jan McKenzie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Toya McMillian. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Michelle Miskelley. . . . . . . . . . . . . . . . . . . . . . . . . . . Rob Mixson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . La’Keisha Newsome. . . . . . . . . . . . . . . . . . . . . . . . . Caroline Obert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vicky Ozment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clifton Pace. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Danelle Peterman. . . . . . . . . . . . . . . . . . . . . . . . . . . Jordan Phillips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ron Pinson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wes Pouncey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John Prestridge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Traci Primm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kathy Pritchett. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Derek Pugh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jami Rainey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sandra Reid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Micah Rice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ron Rikard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Allan Robertson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Joe Roh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Judith Ross. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Spring Issue 2022
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Tony Sanders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Farrell Seymore. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roderick Sheppard. . . . . . . . . . . . . . . . . . . . . . . . . . Annie Spike. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Valerie Stevens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Taraethia Sullivan . . . . . . . . . . . . . . . . . . . . . . . . . . . Dorann Tanner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Laura Tate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seth Taylor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wesley Thigpen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chris Thomasson . . . . . . . . . . . . . . . . . . . . . . . . . . . Celeste Tilley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Danielle Tinker. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Wendy Tinker. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Melody Tucker. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Allison Usery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Shannon Walker . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tarria Walters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Andy Ward. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Heather White. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stephanie Wieseman . . . . . . . . . . . . . . . . . . . . . . . . Amanda Wilbanks. . . . . . . . . . . . . . . . . . . . . . . . . . . Courtney Wilburn. . . . . . . . . . . . . . . . . . . . . . . . . . . . John Wilcox. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mark Wilson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ray Wilson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Debra Wright. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tiffany Yelder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cristy York. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Hope Zeanah. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Legal Forum Continued spoke during the community comment part of the board agenda. She stated that community college employees were submitting female athletes to unwelcome, improper sexual discrimination, and she provided letters from seven women or their parents addressing sex discrimination involving the cheer team coach. The board did not react to the proffered evidence at the time, but local newspaper stories publicized the growing scandal, and the college eventually severed ties with the coach. Douglass soon believed that the community college leadership and the board was starting to retaliate against her for supporting potential Title IX victims. At a community event, a college employee reacted unexpectedly, shunning her. A week after the board meeting, she received from the campus police chief and a city police officer a No Trespass Notice, banning her from campus. Douglass asked the board to rescind the no trespassing order, which it refused to do at that time. However, the no trespass order was rescinded in mid-summer. In the summer, the college secured an independent investigator who produced a report in January 2019. No further actions occurred, and after a budget meeting in the summer of 2019, board members suggested that Douglass should just “move on,” despite their failure to act. Douglass sued the community college, its former president, five members of the board, and two police officers. In the summer of 2020, two board members told her that lawsuits like hers increased the college’s insurance rates and harmed the college financially. She alleged that their comments painted her as a bad person and intimidated others from associating with her or testifying for her. Douglass’ suit alleged that the college defendants retaliated against her in violation of Title IX and her free speech rights, violated her civil rights under Section 1983 (which allows a suit against defendants in their personal capacity), and two counts of conspiracy in interfering with her civil rights. At this stage of the litigation, it is just an opening salvo. The college defendants moved to dismiss the claims, on grounds that Douglass had failed to state a claim. Under the procedural rules, the court is required to assume as true all well-pleaded factual 14
allegations and determine whether they plausibly give rise to an entitlement of relief. In other words, the complaint must contain enough factual matter to state a claim which is plausible, not just conceivable, on its face. The court does not yet begin to analyze potential evidence that the parties might produce. The court is also required to accept well-pleaded allegations as true and is also required to view them in the light most favorable to the non-moving party. Here, the college is the moving party, because it is asking for the court to dismiss the complaint. Douglass is the non-moving party, so the allegations must be viewed in Douglass’ favor. The court denied most of the arguments that the community college had made and denied the motion to dismiss for most of the claims. Only two claims were struck down at this stage, and those were struck down because they were duplicated in other claims that had survived. Unless the court of appeals carves more of the claims out at the next stage, the case will go on to trial, mostly intact. Without boring the reader with further technical and procedural aspects of this case so far, several gems buried in the details should be spotlighted. A threshold question is whether a volunteer is protected under Title IX from retaliation against a person who reports discrimination to the school board or administration. In Jackson v. Birmingham Bd of Educ., 544 U.S. at 180-81, the Supreme Court voted 5-4, in an opinion written by Justice Sandra Day O’Connor in 2005, that individuals who report discrimination under Title IX are protected. Mr. Jackson was a teacher and coach, thus an employee of the public school board. Ms. Douglass, the plaintiff in this case, was a long-time volunteer with multiple roles of service to the community college. The community college seemed to be arguing that only school employees and students, and not volunteers or others in the community, have that same protection. This court rejected that limitation. If higher courts accept that limitation, it should come with a reminder that the arc of history is long, but it doesn’t always go in one direction. The case is not just about retaliation for reporting sex discrimination. The facts alleged that Douglass reached out to administrators and other employees
Continued on Page 27 Spring Issue 2022
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Ethically
Speaking
Mark Boardman
Attorney Boardman, Carr, Petelos, Watkins & Ogle P.C.
Do you want to retire, but want to remain active in your school or district? The Alabama Ethics Commission has revised its position and now allows a retiree who held a position of authority with a board of education to accept part-time hourly employment with the same board of education, without waiting two years. The Ethics Commission has made a change for smart public policy reasons. This is great news for CLAS members and for boards of education. These changes were made clear on December 2, 2020, in Ethics Commission Advisory Opinion 2020-07. This change renders incorrect my article in the Fall 2020 issue of CLAS School Leader. In that article, I addressed Advisory Opinions 2019-11, 2020-02, and 2020-03, which raised this possible change. As noted in the Fall 2020 article, the Ethics Commission then was applying an interpretation of the “two-year-revolving door” statute (found in Alabama Code Section 36-25-13(d)) which prevented an employee in a position of authority from immediately returning to work 16
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after retirement. That section prevents a person who exercises authority for a government agency to “enter into, solicit, or negotiate a contract, grant, or award with a government agency . . . for a period of two-years after he or she leaves . . . employment of such government agency.” The Ethics Commission’s prior interpretation of the two-year revolving door statute lead to problems serving the public. For example, in Advisory Opinion 2013-04, a retired city administrator could not come back, after his retirement,
to assist the city in its transition to a new city administrator. The Legislature responded by enacting a three-month “carve-out” on the two-year revolving door. For the first 90 days following retirement, the retiree, under that statute, may return to work for the same government unit provided that the retiree receives no more pay (when combined with retirement) than the retiree previously made. Prior to beginning work, the Director of the Ethics Commission must approve the retiree’s contract. Alabama Code Section 36-2513(d)(1)(2)(3) and (4). The wise change in interpretation the Ethics Commission voiced in Advisory Opinion 2020-07 is that the two-year revolving door provision does not apply to agencies or government bodies which hire former employees. Instead, the Ethics Commission now holds that public employees who held a position of authority may later seek reemployment with a government agency that previously employed them without violating the two-year revolving door. The Code of Ethics Clarification and Reform Commission suggested this to the Ethics Commission. (You can obtain a copy of this report from the Legislative Services Agency.) But, like everything, certain conditions apply. The Ethics Commission in Advisory Opinion 2020-07 allowed the retiring Vice-Chancellor of Teaching and Learning for the Alabama Community College System to come back to work to supervise the Teaching and Learning Division of ACCS on a part-time basis after his retirement. In doing so, the Ethics Commission relied on Advisory Opinions 2020-03 and 2019-11, both of which were limited to the facts presented and were discussed in the Fall 2020 issue. In Opinion 2020-03, the former executive director of the Auburn Research and Technology Foundation and of Auburn University’s Office of External Engagement & Support was allowed to work as a consultant for new clients of his business, provided he had not audited, regulated, or investigated those clients or their activities before retirement, for economic development purposes with Auburn University. Had he audited, investigated, or regulated those clients while in government service, he would have to wait two years before representing them before his former employer. The ethics law also requires that he not disclose any confidential information obtained during his employment. (See “Ethically Speaking: The Use of Confidential Information,” CLAS School Leader, Winter 2021.) The revolving door was also “cracked open” in Advisory Opinion 2019-11 where a City of Montgomery employee, who retired under the previous retirement system used by the City of Montgomery, was rehired
Continued on Page 27
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Baruti Kafele
Principal, Author & Writer CLAS Convention Keynote Speaker
Viewing the World
Differently When I meet teachers on the road, I routinely ask, “What’s your name and what do you teach?” In response, most tell me their name and the subject or grade they teach. However, I occasionally meet someone who responds, “I teach children.” For this teacher, children are the priority. Content is second. A teacher who prioritizes children over content is a very different teacher from the one who prioritizes content over children. Looking at children first translates into seeing the whole child — including the child’s life experiences, reality, challenges, obstacles, pressures, demands, needs, interests, goals, aspirations and how the student learns, thinks and makes sense of new information. Rooted in all of these experiences are the student’s racial and cultural identities. That is to say, their racial and cultural identities play a significant role in how they see, experience and react to the world, all of which have unavoidable classroom implications.
Reprinted from AASA School Administrator, April 2022 Edition, with permission from Baruti Kafele. 18
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Culture and Behavior Race and culture play out in almost all facets of life. Case in point: When the “Black Panther” movie came out in February 2018, I was eager to see it. Although I’ve never been interested in comic book characters, this one was different. Black people were being depicted as never before portrayed on the motionpicture screen. I couldn’t wait to see a major film devoid of the negative stereotypes of Black people. The storyline wasn’t as interesting to me as the audience at the theater. I wanted to study culture via the audience of “Black Panther.” As such, I saw the film twice — first in a theater with a predominantly black audience and subsequently in a theater with a predominantly white audience. I wanted to see how these two different audiences would react to a film with central Black characters — and whether my predictions based on my lived experiences played out. On the evening I went to see “Black Panther” in the theater of the predominantly Black audience, as predicted, the audience was very vocal in the theater. In fact, the atmosphere was quite festive. The Black audience was elated to see themselves being depicted positively, devoid of the usual stereotypes. The audience members weren’t reacting in a way that distracted others from viewing the film; they were responding toward the screen, reminiscent of the call and response in the Black Baptist church. The applause celebrated the storyline, the film’s characters, and the audience members themselves.
Predictable Differences The next evening, I went to see “Black Panther” in a theater with a predominantly white audience, which predictably was quite a different experience. The audience was quiet, reserved and subdued — even during scenes where one might expect applause. My point is not that one audience was better, more disciplined or more cultured than the other. Culturally speaking, the experience was vastly different, which does not imply that the Black audience’s experience defines culture for all Black people nor does the experience among the white audience define culture for all white people. The two audiences represent disparate cultural experiences. The question is this: Would someone who is of neither Spring Issue 2022
of those cultures have the cultural competence to comprehend what they are seeing and experiencing in the theater without reaching the wrong conclusion? This question leads to an exploration of cultural competence in our schools.
School Applications In the post-George Floyd era, educators realize that their efforts to close the racial gap in achievement are simply not working. While there are pockets of success, the masses of Black and Brown children continue to be in a crisis, with the pandemic only adding to the intensity of their learning needs. In recent decades, equity, diversity, inclusion, cultural responsiveness, cultural relevance and cultural competence have become a common part of the education lexicon. Yet during my 33 years as a teacher, principal and consultant in education, I’ve never been able to wrap my mind around the language of “achievement gap.” I understand what it means in theory, but I have never been able to make sense of it. As an educator in predominantly Black and low-performing schools, I understood students’ underperformance had nothing to do with their race or even poverty. I stopped using the term achievement gap and replaced it with “attitude gap,” which I defined as “the gap between those students who have the will to achieve excellence and those who do not.” During his time as a high school principal in Newark, N.J., Baruti Kafele addressed the school’s male students during a weekly “Power Monday” session. With the achievement gap, the priority is content and standardized assessments. With the attitude gap, the priority is transforming students’ attitude — their will to succeed. If you change the attitude, the achievement will follow. I proved this through my focus on the cultural competency of my staff. The wrong questions invariably yield the wrong responses. When working with school staff, I shared that the question is not “Why does the achievement gap exist?” nor “How do we close the achievement gap?” On the surface, these are relevant questions, but the answers are endless.
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Upcoming Professional Learning Opportunities CLAS Convention 2022: Leadership: Connect. Inspire. Thrive. Birmingham, AL
SSA Fall Conference: Florence, AL
SSA Summer Conference: Orange Beach, AL
LEArn and LEAd: Birmingham, AL
CLAS Lunch & Learn: Grow Your Own Teachers: An Initiative for Recruiting and Retaining High Quality Teachers Webinar CLAS Leadership Institute: Restorative Practices Huntsville, AL CLAS Leadership Institute: Restorative Practices Prattville, AL and Virtual CLAS Leadership Institute: Restorative Practices Daphne, AL
AASPA Fall Drive-In: Birmingham, AL CLAS Leadership Institute: Family and Community Engagement Daphne, AL CLAS Leadership Institute: Family and Community Engagement Hoover, AL and Virtual
CLAS New Principals Institute: Prattville, AL
CLAS Leadership Institute: Family and Community Engagement Huntsville, AL
LEArn and LEAd: Mobile, AL
AASSP/AAMSP Fall Conference: Lead Through It for Lasting Impact Orange Beach, AL
ALA-CASE Fall Conference: Orange Beach, AL
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LEArn and LEAd: Tuscaloosa, AL
AASCD Fall Curriculum & Instruction Bootcamp: Virtual
CLAS Lunch & Learn: Restorative Practices Webinar
AAESA Fall Conference: Next Level Leadership Orange Beach, AL
CLAS Leadership Institute: Belonging and Bias: Theory and Practice Florence, AL
LEArn and LEAd: Madison, AL
CLAS Leadership Institute: Belonging and Bias: Theory and Practice Prattville, AL and Virtual
LEArn and LEAd: Selma, AL
CLAS Leadership Institute: Belonging and Bias: Theory and Practice Mobile, AL
CLAS Secretaries Conference: Location TBD Spring Issue 2022
Alabama 504 Coordinators Conference: Birmingham, AL
CLAS Culture Training Day 1 of 2: Location TBD
CLAS Lunch & Learn: Be Present. Be Curious. Try Concious Discipline? Webinar
CLAS Leadership Institute: High Reliability Schools Prattville, AL and Virtual
CLAS Leadership Institute: Special Education Daphne, AL
ACGAL Grading Conference: Birmingham, AL
CLAS Leadership Institute: Special Education Prattville, AL and Virtual
LEArn and LEAd: Birmingham, AL
CLAS Leadership Institute: Special Education Huntsville, AL
LEArn and LEAd: Auburn, AL
AASCD Winter Conference: Location TBD CLAS Assistant Principals Conference: Mobile, AL AASPA Winter Conference: Montgomery, AL CLAS Lunch & Learn: Encouraging Character Among Adults Webinar
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CLAS Assistant Principals Conference: Birmingham, AL ALA-EL Winter Conference: Tuscaloosa, AL CLAS Assistant Principals Conference: Prattville, AL ALA-CASE Spring Conference: Birmingham, AL
Continued on Page 23
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update
PROFESSIONAL LEARNING
Dr. Demica Sanders
Director of Professional Learning CLAS
Leadership Lessons My Mother Taught Me As I author this article, it is Mother’s Day weekend and the first Mother’s Day since I lost my mother a few short months ago. I received a beautiful card today from one of my sorority sisters who reminded me of the importance of reflecting on all the wonderful Mother’s Day holidays that I shared with her. My mother taught me so many lessons growing up, so today, I am honoring my mother and all the mothers reading this article by sharing some of those lessons! Maria Shriver reminds us that “really good mothers make good leaders because they nurture, they build a solid team, they see your potential, and they build on your strengths, not your fears. They inspire you; they guide you and they ask of you. Plus, they are really strong and should not be messed with.” When I was a young child, amazing women surrounded me! My mother, grandmother, aunts and neighbors (the village) all instilled things that made me the woman that I am today. Those lessons that I learned as a young child, I still carry them in my personal and professional life. Growing up and growing into my own sense of leadership was often difficult for me because I did not always heed the advice of the wise women that I encountered on this journey. Lucky for me, they always believed in me!
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These leadership lessons learned from mothers can be put into practice as you lead your organization. Good mothers (leaders) build a solid team: To accomplish anything in life, you need a cohesive team around you. In both my personal and professional life, I learned very quickly that I needed a supportive team to get the job done. Like mothers, “effective leaders facilitate teamwork by encouraging cooperation among people and departments” (Lewis, n.d., para 3). Whether it is planning who is going to pick up a child from band practice or planning a major summer convention, it requires everyone on the team working together to achieve the mission! Good mothers (leaders) see your potential, and build on your strengths, not your fears: As a child, I often stayed in trouble because I had a smart mouth (imagine that!). I often stayed in trouble because I would often mumble under my breath. Even when I did this, my mother would chastise me as only she could and remind me that I was going to achieve greatness because I was not afraid to speak up for things, I believe in. A mother is your biggest cheerleader, advocate, and supporter. Those who are in Spring Issue 2022
leadership positions must see the potential in those they lead and build on their strengths - not fears. They turn strengths into performance by being an advocate and supporter to those they lead. Good mothers (leaders) inspire you, guide you and let you shine: According to Robinson, “mothers may seem overshadowed or eclipsed by the presence or achievements of their children” (Lewis, n.d., para 9). Even if this is the case, they still inspire you, guide you and let your light shine even if their own light dims just a little. Likewise, “leaders may seem to disappear in the bright light of their organization’s accomplishments. The best ones fade to the background willingly, knowing that true success is found in the influence they make in the lives of others” (Lewis, n.d., para 9).
Maria Shriver reminds us of a few important ones in the quote mentioned above. But in case you forget all of them, the most important one is stated in the final line of her quote, “Plus they are really strong and shouldn’t be messed with!” As always, if the CLAS staff can ever be of assistance, do not hesitate to contact us and Happy Belated Mother’s Day to all mothers! Lewis, C. (n.d.). Six examples of leadership from mom- happy mother’s day. Centennial, Inc. - https://centennialinc.com/centennial-blog/six-examples-ofleadership-from-mom/
Professional Learning Opportunities Continued CLAS Lunch & Learn: Working with Children with Neurological Disorders Webinar CLAS Leadership Institute: Teaching Social and Emotional Skills through (Not Instead of!) Daily Academics Daphne, AL AAPASS Spring Conference: Mobile, AL CLAS Leadership Institute: Teaching Social and Emotional Skills through (Not Instead of!) Daily Academics Prattville, AL and Virtual CLAS Leadership Institute: Teaching Social and Emotional Skills through (Not Instead of!) Daily Academics Hoover, AL CLAS Law Conference: Prattville, AL
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CLAS Culture Training Day 2 of 2: Location TBD CLAS Lunch & Learn: Upping Your D and I Game: Benefits of Diversity in the Workplace Webinar CLAS Leadership Institute: Educational Technology Integration Daphne, AL CLAS Leadership Institute: Educational Technology Integration Prattville, AL and Virtual CLAS Leadership Institute: Educational Technology Integration Florence, AL CLAS Lunch & Learn: Winding Down & Warming Up: ALSDE Instructional Updates to Transition to the 2023-2024 School Year Webinar ACND Spring Meeting: Gulf Shores, AL
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Tim Connor
Speaker, Trainer, and CLAS Convention Presenter The most common challenge for most people is to stay focused in now rather than the issues, memories, regrets or mistakes of yesterday or the challenges and opportunities of tomorrow or spending time with the wonderful memories of yesterday. By this I am not suggesting that planning and goal setting are not important and valuable exercises or use of time, but when we let the negative influences of what happened yesterday, or may happen tomorrow, have too great an impact on today’s actions, thoughts or decisions then we tend to let these have too much control over our life rather than the reality that is now. 24
Can You Let Go of Yesterday and Tomorrow? All the regret and angst of yesterday’s actions, mistakes or decisions can be relived. All the worries about tomorrow will not change what happens next and living now in either of these mindsets is just stupid – yes, I said stupid. No matter how smart, wealthy or good you are, you can’t change anything in the past and no matter how smart, good or wealthy you are, you can’t guarantee anything tomorrow. Now, keep in mind I’m not referring to simple things like what you eat, how you dress or how you drive, but the many aspects of life you can’t control. But here are a few to consider;
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not how it impacts your mind. You can control your decisions, but not all of their consequences.
Shall I go on? I have many wonderful memories of family, world travels and friendships but they are just that – memories. I have goals that I have worked toward for years and are still not reality, and I have accomplished things I never dreamed possible. So what’s the answer? Stop setting goals? No. Stop dreaming? No. Stop hoping and planning? No. Stop spending time remembering? No. But . . . are any of these getting in the way of cherishing what is in my life now, this day or this minute? We are all going to die. It’s a simple yet often complicated fact. How, when, or where is not possible to know or forecast, so what’s the answer to all of these life options? Quit, give in, settle or hope, dream, pray, ask and wait? Frankly, I don’t have an answer for you, but I do for me and that is simply – let go of yesterday and don’t get attached to tomorrow.
You can control how you drive, but not how the person behind you or in front of you drives. You can control what you eat, but not how it impacts your body. You can control what you say, but not how others react to it or interpret it. You can control how you spend your money, but not all of the circumstances that may be associated with this spending or investing.
I will share one of my many life mantras’ with you – I will be excited if it happens and I won’t be disappointed if it doesn’t. And one other – I am on God’s schedule, not mine. How about you? Stuck in some aspect of the past? Fretting and worrying about some element of tomorrow? I’ll leave you with a simple question – why? Tim Connor will present “How to Positively Manage Difficult and Challenging Circumstances and People” at the 2022 CLAS Convention. Contact Tim Connor: timspeaks4u@yahoo.com (704) 875-1230 timconnor.com
You can control what you read or watch, but Spring Issue 2022
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Legal Forum Continued
for violation of free speech, association, and due process rights. Also, successful damages, including punitive damages, could be assessed against and saw no response. On the day a cheerleader community college employees and board members sent an urgent text, requesting her to come quickly to in their individual capacities under Section 1983, the AD’s office, she found the girl curled in a corner which might have to be paid out of their own assets. chair, surrounded by a high-ranking administrator and two of the alleged perpetrators. From that Whether or not Douglass is successful in her vantage point, from Douglass’ perspective, it would lawsuit, the story line of this case provides a good look like the community college had moved from reminder for school leaders at all levels—K-12 being non-responsive to being actively resisting. schools, community colleges, and universities. After Douglass delivered letters from seven School leaders and other school employees must student-athletes or their parents to the board in a remember that in many of these situations, they are public board meeting, she did not see movement also mandatory reporters to social service agencies toward investigating the allegations nor dealing when they suspect instances of child abuse. School with them. Instead, she received a No Trespass leaders must subdue the urge to suppress bad news Notice. Douglass alleged that she was publicly or reports of bad behavior from within our schools. shunned by an employee, berated by individual Instead, they must meet problems head-on, follow board members in a public meeting, and, for a time, policy, and seek a resolution that provides protection not permitted on campus to participate in graduation and justice for our students, and the best outcome in and sports-related activities. Besides retaliation, the the long-term for our school communities. facts alleged would also suggest success in claims
should be approached by administrators of the board. Thus, a person of authority cannot retire, with a wink towards the board to rehire that individual. The retired after Montgomery joined RSA. The City employee individual should be an at-will contractor, without a held a position of authority before retirement. In written contract. This means that the retiree has no recognition that the two-year revolving door statute, guarantee of a future income and the school system as originally interpreted, caused problems for could terminate the relationship immediately. (For government agencies in their service to the public, the first 90 days, if there is a contract, that contract the Ethics Commission allowed a retired employee of still must be filed with the Ethics Commission, by the City from one department to be later employed by the carve-out statute discussed above.) The retired a separate City department. The Ethics Commission employee should be paid hourly, not under a flat fee said this did not violate the two-year revolving door arrangement. The retired employee should comply statute. with all RSA rules, including the limitations on income. The retired employee or the school district should also As a matter of good public policy, the Ethics Commission consider seeking a formal or informal opinion from the will now allow a retired superintendent, central office Ethics Commission. employee, principal, or other administrator to work again for the board from which that educator retired. But, as noted above, there are restrictions. The retired educator cannot use confidential information learned during employment to the detriment of the board of education. The retired educator cannot solicit the position from the board of education, but instead
Ethically Speaking Continued
Now you can enjoy retirement, but still contribute to making Alabama a better place by assisting your former school system! ???
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Viewing the World Differently (Continued) By focusing instead on closing the attitude gap and improving cultural competence, the most relevant question I asked my staff was: “Do we have the cultural competence to make strong, solid and meaningful connections with our Black students?” Asked differently: “Do we know and understand our Black students culturally?” We did not. That meant our focus as a community of learners had to be on developing our cultural competence via focus group discussions, group studies of books and journal articles, and relevant professional development. You cannot connect with a student you do not know. Knowing a fraction of the student who shows up to class every day is not enough. To elevate a student’s achievement, you must learn about them through a cultural lens.
Unfamiliar Cultures All school systems should develop cultural competency among staff. This means, first, engaging administrators at all levels in difficult and uncomfortable conversations about race and culture. Educators working with children, communities and cultures with which they are un-familiar are operating at a disadvantage. I grew up in a city that was 100 percent Black. In my young mind, my city reflected the world at large. Over time, I realized there was a world beyond the boundaries of East Orange, N.J. In my sophomore year of high school, my mother and I relocated to another part of the state. I attended a high school enrolling more than 2,000 students, where I became the fifth Black student. What a culture shock. My mother and I were the only Black family in our neighborhood. If I didn’t know I was Black, I found out there. Academically, I was a complete failure. I had zero confidence in myself in that environment. I had zero support in that environment. No teachers understood me, a young Black male from an urban community in New Jersey. I never passed a course with more than a D.
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No one in that school knew how to connect with me, motivate me, inspire me. I repeated a year and graduated from high school in five years. I went on to college and graduated summa cum laude. What was the difference? As an undergraduate at a diverse university, I discovered many individuals who “looked like me” and faculty who didn’t look like me but who, through years of experience working with Black students, understood me.
Uncomfortable Conversations It is not enough for teachers to have expertise in content. They must have equal expertise and competence in working with children. Black students who underperform and fail do not lack intelligence, motivation or work ethic. More commonly, the classroom teacher lacks cultural competence. The difficult, uncomfortable conversations eventually must make their way to principals. The work at the building level will differ from place to place based on the staff composition of the school. In my world as a presenter, speaking to a Black audience is a far different experience from speaking to a white audience. The same holds true with leading a school. A Black principal running a school with a predominantly Black staff has fewer nuances to navigate when holding a conversation about race. The white principal with a racially diverse staff faces a different challenge engaging staff on matters of race. There’s a multiplicity of reasons, including the perceived credibility of the principal to engage staff on a potentially explosive subject. How this conversation plays out, if it does, depends largely on the racial composition of school staff and administration. The goal is always to build understanding and empathy, not create tension and dissension. Children win when they are the priority.
A former principal in urban schools, he is now a consultant and author. Baruti Kafele will be the keynote speaker at the Second General Session of the CLAS Convention. Contact Baruti Kafele: PrincipalKafele@gmail.com principalkafele.com @PrincipalKafele Spring Issue 2022
SM
2022 CLAS CONVENTION
DJ Batiste & Donna Porter
Baruti Kafele
Katie Martin
June 13-15, 2022 | BJCC | Birmingham, AL Join us for the 51st celebration of the CLAS Summer Convention. This extraordinary three-day event features content to inspire and guide leaders in their quest to improve school and district performance. Expand your professional growth with strategies to take your career, school, and students to the next level. You will not want to miss Alabama’s largest professional learning gathering for school and district administrators.
Members Non-Members
PRE-REGISTRATION
REGISTRATION
ON-SITE
BY MAY 6
BY JUNE 11
JUNE 12-15
$ 290
$ 325
$ 355
$ 470
$ 505
$ 535
CONVENTION.CLASLEADERS.ORG
OPENING GENERAL SESSION 1:00 pm - 6:00 pm
THE BOUNDLESS POTENTIAL OF EVERY CHILD
What if ninety seconds could change the way you see your students forever? What if a simple shift in perspective could turn your quintessential “problem” students into your most passionate learners? What if one moment is the key to unlocking an infinite realm of life-changing possibilities for each student you encounter? Don’t miss this powerful session as Donna Porter and DJ Batiste unveil how every educator can use relationships to reach the most difficult students.
Registration
1:00 pm - 3:00 pm
CLAS Board of Directors Meeting
3:30 pm - 5:30 pm
Affiliate Board Meetings
7:00 am - 4:30 pm
Donna Porter & DJ Batiste
Sund ndaay, June 13 Mon ondday, June 15 Registration
7:00 am - 4:00 pm
Exhibit Hall Open
7:00 am - 8:00 am
Continental Breakfast with Exhibitors
8:00 am - 9:30 am
Clinic Sessions
Ignite Sessions - Various Presenters The Three Rs of Classroom Management: Relationships, Responsibility and Respect - Donna Porter & DJ Batiste (8:00 ONLY) Leaders of Diverse Learners: Creating Environments Where All Students Thrive - Lynmara Colon Happy Kids Don’t Punch You In the Face Ben Springer Managing the Unmanageable: How to Deal with Increased Stress in Schools - Josh Varner Making Grades Matter: Standards-Based Grading in a PLC - Nathan Wear 9:30 am - 10:30 am
Refreshment Break/Visit Partners
10:30 am - 12:00 pm
Clinic Sessions (Repeated)
12:00 pm - 1:30 pm
Lunch on Your Own/Visit Partners
1:30 pm - 3:00 pm
Opening General Session
3:00 pm - 3:45 pm
Refreshment Break/Visit Partners
3:45 pm - 4:45 pm
Affiliate Meetings
Regisistter Online Now! Get the latest information and register online.
CONVENTION.CLASLEADERS.ORG
7:00 am - 7:45 am
Tuesday, June 16
SECOND GENERAL SESSION
Continental Breakfast
7:00 am - 11:00 am
Registration
7:00 am - 11:30 am
Exhibits Open
7:45 am - 8:45 am
Morning Breakout Sessions
Navigating the Continuous Improvement Journey in Your School - Jeff Langham School Counselor and Principal Partnerships: Supporting the Needs of Our Students - Daniel Birdsong, Jason Bryant, Melissa Mecadon-Mann and Malti Tuttle Champions for All - Debra Wright, Maria Johnson and Scott Faulk Hindsight is 2021! The Most Relevant Lessons about Special Education Litigation for General Education and Special Education Professionals - Karen Haase Learn How to Get the Most Out of PowerSchool with Plugins - Stacy Royster
Baruti Kafele
J U S T O N E E D U C AT O R C A N C O M P L E T E LY A LT E R T H E TRAJECTORY OF A CHILD In this empowering keynote address, Principal
Campaign for Grade Level Reading: The Impact of Student Kafele will stress that educators possess the power to completely alter the trajectory of a Absenteeism on Third Grade Reading Proficiency child. You will be encouraged to reflect upon Liletta Jenkins 9:00 am - 10:30 am
Second General Session
10:30 am - 11:15 am
Refreshment Break/Visit Partners
11:15 am - 12:15 pm
Breakout Sessions (Repeated)
12:30 pm - 2:00 pm
Awards Luncheon
2:15 pm - 3:15 pm
Afternoon Breakout Sessions
your “why” for entering the world of education and be reminded of the significance your “why” holds throughout the course of each day. Gain strategies to take students to heights unimagined.This powerful session will summon you to overcome challenges and create positive change in your schools.
How to Positively Manage Difficult and Challenging Circumstances and People - Tim Connor Hot HR Legal Issues for Administrators - Mark Boardman Updates from the Alabama State Department of Education - Elisabeth Davis (2:15 ONLY) Alabama Multi-Tier System of Supports (AL-MTSS): What’s Next for Implementation Year 2 — Beyond Initial Pilots - Sean Stevens (3:30 ONLY) The Important Link Between Concussions and Depression in our Student Athletes - Mark Hilinski Dual Pathways for Early Success - Shawn McDaniel 4 Edtech Ways to Differentiate in a Student-Centered Classroom - Steven Anderson 3:30 pm - 4:30 pm
Breakout Sessions (Repeated)
5:00 pm - 7:00 pm
President’s Reception
EARN PLU OR CLOCK HOUR CREDIT Attend 2 sessions for each PLU to receive credit for one Phase I activity. Standard I: Planning for Continuous Improvement
Standard II: Teaching and Learning
Standard VII: Management of the Learning Organization
Wednesday, June 15
8:00 am - 10:00 am
Closing General Session and Breakfast
CLOSING GENERAL SESSION
Who shouldn’t miss it? Principals Assistant Principals Superintendents Assistant Superintendents Curriculum Supervisors Personnel Administrators Career-Technical Administrators Child Nutrition Directors
Katie Martin
A N E W W AY F O R W A R D : C R E AT I N G T H E C O N D I T I O N S F O R L E A R N E R - C E N T E R E D I N N O VAT I O N If we see the pandemic as a portal and use this opportunity to create a new way forward, we can choose to leave behind the parts that no longer fit the future we want to create. Participate in this session and experience an opportunity to focus on the skills, mindsets, and dispositions we want to ensure in our learners. Students must feel valued, and educators must create opportunities for them to reach their full potential. This session will focus on how to codesign meaningful experiences, connect with learners as individuals, and help them develop skills to navigate their world today and in the future.
School Business Officials Special Education Directors Attendance Supervisors College Faculty in Educational Leadership State Department of Education Administrators Aspiring Administrators and Emerging Leaders Retired Administrators Anyone earning PLUs
Classworks
Classworks® is a comprehensive, online intervention solution that includes assessment, instruction, reporting, and progress monitoring. Screen, intervene, and monitor using one intuitive program! David Constantine 251-545-9903 dconstantine@classworks.com www.classworks.com
Cognia 33 Systems Inc.
School Security – Panic Alert Button -- The NEXT STEP in school safety. Help is only a click away. Get HELP in classrooms. Barry Peterson (813) 822-0045 info@33systems.net www.33helpme.com
ABM
ABM offers energy and infrastructure upgrades that is budget neutral such as lighting, HVAC and water conservation as well as janitorial and enhanced cleaning services. Don McPherson 256-709-3051 don.mcpherson@abm.com www.abm.com
ACCESS Virtual Learning
The goal of the distance learning plan is to create equity through additional educational offerings for all Alabama public high school students. Maria Kilgore (256) 774-4609 mdkilgore@madisoncity.k12.al.us www.accessdl.state.al.us
Alabama Music Hall of Fame Museum Haley Schrieber 256-381-4417 hschrieber@alamhof.org www.alamhof.org
American Fidelity Assurance
American Fidelity Assurance Company provides employer cost-savings solutions and supplemental insurance benefits specific to K12 education within the state of Alabama. John Cole 205-987-0950 john.cole@americanfidelity.com www.americanfidelity.com
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Background Investigation Bureau
We Help You Create Safer Environments with Background Checks, Drug Testing and Occupation Health Services. Jennifer Drake (877) 439-3900 jdrake@bib.com www.bib.com
Bill Miller Photographers We provide full-service photographic solutions for your school. Other services include cap and gown, composites, ID badges, yearbooks and so much more. Bill Miller 800-523-5960 50ddockery@gmail.com www.billmillerphotographers.com
Campus Benefits
Campus Benefits is a full-service employee benefits brokerage/consulting and compliance firm serving public school districts across the southeast. Together we’re US. Todd Boozer 205-223-3108 tboozer@campusbenefits.com www.campusbenefits.com
Carnegie Learning
We’ve dedicated decades of research to understanding how students learn best, so you can propel them toward better outcomes. The future of learning starts here. Amanda Creswell 888-851-7094 acreswell@carnegielearning.com carnegielearning.com
Jeff Wooten and Jeff Langham 888-413-3669 jeff.wooten@cognia.org jeff.langham@cognia.org cognia.org
Curriculum Associates
Curriculum Associates designs research-based print & online instructional materials, assessments, & data management tools necessary for teaching diverse student populations, fostering learning for all students. Kelly-Ann Parson 205-949-7744 kparson@cainc.com www.curriculumassociates.com
E3 Strategic Solutions, LLC
We provide strategic and developmental consulting services to educational nonprofit, and governmental organizations. Our specialty areas include strategic planning, leadership solutions, and funding solutions. Dr. Darrell Cooper 334-209-8050 dcooper@e3strategicsolutions.com www.e3strategicsolutions.com
FluencyRev by Languametrics
Fluency is the gateway to Comprehension. Lack of oral reading practice with feedback constrains the flow. FluencyRev™ opens the floodgates. Randy Starner 813-279-1907 rstarner@languametrics.com www.fluencyrev.com
FOCUS Program
Empower students in Grades 9-12 to successfully lead the prevention of adolescent risk behaviors by offering FOCUS as an elective class or extracurricular activity. Sue Jones (256) 453-0655 sjones@thefocusprogram.com thefocusprogram.com
Spring Issue 2022
Get More Math
Get More Math provides cumulative math practice driven by teachers and uniquely tailored to each student’s needs, supporting mastery of new skills and long-term retention. Kenan McDonald (209) 288-5523 kmcdonald@getmoremath.com getmoremath.com
Great Southern Recreation
We design, sell and build commercial playgrounds, splashpads, site amenities, pavilions and sunshades. Abby Vance (800) 390-8438 info@greatsouthernrec.com greatsouthernrec.com
Hammill Recreation
Playground, shade, surfacing, and site furnishing supplier. Made in Alabama. Angela Collins 205-706-3993 playgrounds@hammill.net www.hammill.net We are dedicated to helping educators make informed financial decisions so they can stay in the job they love. Leslie Weitl, FSCP 800-999-1030 Leslie.Weitl@horacemann.com horacemann.com ®
Houghton Mifflin Harcourt
Houghton Mifflin Harcourt (HMH) is a learning company committed to delivering connected solutions that engage learners, empower educators and improve student outcomes. Tabitha Reever (855) 969-4642 tabitha.reever@hmhco.com www.hmhco.com Illuminate Education equips educators to take a datadriven approach to serving the whole child. Bradley Johnson 678-232-0994 bjohnson@illuminateed.net www.illuminateed.com
Spring Issue 2022
Imagine Learning partners with educators, providing supplemental digital literacy, math, and assessment programs for students in preK through grade 8. Steve Santora 404-808-7782 steve.santora@imaginelearning.com Ty Holston 334-313-6211 ty.holston@imaginelearning.com www.imaginelearning.com
LeanStream Resource Partners
LeanStream: a unified full-service fundraising and education commerce solution designed for school systems, individual schools, athletic boosters, PTAs/ PTOs, and other school support organizations. Jason Taylor 256-289-9781 jtaylor@leanstreamrp.com leanstreamrp.com leanstreamrp.com
LEGO Education Interior Elements
School Furniture Supplier with on staff interior designers that can redesign any of your classroom, library, cafe, etc spaces to enhance the overall learning environment. Dan Chappell Interior 334-332-9708 dc@in-elements.com www.in-elements.com
Elements
IXL Learning
Horace Mann Companies
Illuminate Education
Imagine Learning
IXL is personalized learning. With a comprehensive K-12 curriculum, a real-time diagnostic, individualized guidance, and real-time analytics, IXL meets the unique needs of each learner. David Mickelsen (256) 566-5545 davidm@ixl.com www.IXL.com
Jumpstart Test Prep
Jumpstart Test Prep, crafted by ACT experts, provides students of all ability levels with a unique preparation method of online, on-demand streaming video modules. Sha Walker (833) 835-8329 info@jumpstarttestprep.com jumpstarttestprep.com
Lathan Associates Architects
Lathan Architects is a full-service architectural firm known for long-term client relationships. The experience of a project with us is personal, collaborative, and unique. Carol Coleman 205-988-9112 ccoleman@lathanassociates.com www.lathanassociatesarchitects.com
LEGO® Education solutions are designed to build confidence in STEAM learning from pre-K through secondary education. Our tools make learning playful, engaging and relevant. Felicia Bustle 843-290-3526 felicia.bustle@lego.com education.lego.com/en-us
Lexia Learning
Lexia and Voyager Sopris have united to bring Alabama educators the best personalized literacy instruction and professional development that is grounded in the Science of Reading. Laura Woolf 205-394-1872 laura.woolf@lexialearning.com www.lexialearning.com
Lifetouch Studios
School Portraits and Yearbooks Bryan McCarter 256-534-1001 bmccarter@lifetouch.com www.lifetouch.com
Lightspeed Technologies
Lightspeed offers instructional audio solutions for the whole classroom, distance learning applications, and small groups. Steve Bishop (800) 732-8999 steve.bishop@lightspeed-tek.com www.lightspeed-tek.com
Locker Pro, LLC
22 years as a school lock & locker distributor & maintenance company. Locker Pro can handle all of your locker maintenance, sales & installation needs. Tyler Wiechman (205) 663-3211 tyler@lockerpro.com www.lockerpro.com/
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MasteryPrep
Presentation Solutions, Inc.
OnToCollege
Publishers’ Warehouse
MasteryPrep is a mission driven organization focused on helping low-income and first-generation students achieve a college-ready score on the ACT, SAT, TSIA2, and more. Chris Gilliland 855-922-8773 chris@masteryprep.com masteryprep.com/ Engaging ACT prep and college counseling for schools. We help students improve their test scores, scholarships, and college choices. Becky Voss (636) 368-7497 becky@ontocollege.com www.ontocollege.com
OverDrive Education
OverDrive Education is the leading global digital reading platform for K-12, offering the industry’s largest catalog of ebooks, audiobooks and streaming video. Scott Higinbotham (216) 573-6886 shiginbotham@overdrive.com www.overdrive.com
We are the company who sells the full-color indoor/ outdoor ColorPro Poster Printers, the Recognizer ULTRA Award System & the CoolLam non-heat and non-electric laminator! Steven Sanders (800) 280-7809 steven@presentationsolutions.com presentationsolutions.com Publishers’ Warehouse has long been Alabama’s official textbook depository. Now with EBSCOed, schools enjoy access to all their instructional resources with a single signer login. Patrick Chappell (205) 516-5821 pchappell@ebsco.com publisherswarehouse.com
Reading Horizons
Reading Horizons empowers teachers with an explicit phonics curriculum that helps all K-3 students build a solid fouundation in reading and spelling. Nate Smeding 801-971-3693 nate.smeding@readinghorizons.com www.readinghorizons.com
Pet and Playground
Outdoor amenities and activities for Early childhood through high school. Jessica Hoagland 334-296-7503 jessica@petandplayground.com petandplayground.com
PowerSchool
PowerSchool is the leading provider of cloud-based software for K-12. Our mission is to power the education ecosystem with unified technology that helps support educators/students. Jenny Scott 251-656-1397 jenny.scott@powerschool.com www.powerschool.com
PowerUpEDU
Georgia-based PowerUpEDU, is an award-winning education technology solutions provider for classrooms in the southeast. PowerUpEDU creates learning environments that engage students and empower teachers. Jerry Gaillard (888) 517-3824 jerry@powerupedu.com powerupedu.com
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SchoolCast
SchoolCast is a flexible notification system that lets your key stakeholders decide how they want you to communicate with them in an emergency or nonemergency. 888-988-5884 support@highgroundsolutions.com www.highgroundsolutons.com
School Shares
A digital platform that brings schools, business & Communities together...with benefits for all three. David Bannister (205) 936-4783 david@myschoolshares.com myschoolshares.com
SchoolStatus
The only student data analytics platform paired with communication tools to grow engagement between school and home. Beth Curington (205) 821-0951 samantha@schoolstatus.com www.schoolstatus.com
Southeastern Fundraising Renaissance
As a leader in assessment, reading, and math solutions for pre-K–12, Renaissance is committed to providing educators with insights and resources to accelerate growth. Karen Winn 800-338-4204 karen.winn@renaissance.com www.renaissance.com
Samford University School of Education
Graduate Programs from Samford University School of Education Marcie Harchuck (205) 726-4337 mjparson@samford.edu samford.edu
Scantron
From digital and paper assessment to world-class analytics to school stakeholder surveys, Scantron solutions provide actionable results. See what Scantron can do for you today! Tim Butterfield (815) 922-4365 tim.butterfield@scantron.com www.scantron.com
Fundraising. Ralph Cahill 601-319-3210 sosoralph@bayspringstel.net
Stride Learning Solutions
Stride (formerly K12) Learning Solutions offers flexible online and blended learning options that boost modern instruction and promote lifelong student success. Benj Sampson 844-638-3533 bsampson@k12.com stridelearning.com/learning-solutions
Learning Solutions Teachers of Tomorrow
Teachers of Tomorrow’s state-approved teacher certification approach is trusted nationwide. Teachers complete training/coursework/requirements to receive their Conditional Certificate in a Teaching Field. Dave Saba (334) 604-7114 dave@teachersoftomorrow.org www.teachersoftomorrow.org/alabama
Spring Issue 2022
Terrell Enterprises, Inc.
We provide school furniture, equipment, lunchroom tables, and services for the PreK-12 market. Al Brannon 334-382-7415 al@terrellenterprises.com www.terrellenterprises.com
The Hope Institute Dr. Jodi Newton info@hopeinstitute.org www.hopeinstitute.org
The University of Alabama
The University of Alabama offers many of its topranked graduate degrees in flexible online formats with affordable tuition so you can earn a premier degree at a cut-rate price. Nicole Springer 800-467-0227 online@ua.edu online.us-edu/clas
ThriveWay
Peer Helpers is an evidence-based K-12th grade prevention and support program equipping students to support a wide range of emotional, societal and behavioral challenges. Allison Moore (844) 705-1981 Ruby@thriveway.com thriveway.com
Spring Issue 2022
UA Early College
VCM Sales, Inc
University of West Alabama
Virco
The UA Early College program allows students to take college courses online or on-campus while still in high school, earning up to 30 credit hours. Sergio Ceja (205) 348-7083 saceja@ua.edu uaearlycollege.ua.edu At the University of West Alabama Online, you’ll pursue your personal and career goals in a culturally, intellectually diverse, and flexible environment. Jessica Hughes (205) 533-0131 jhughes@uwa.edu www.uwa.edu
UR Turn, SBC
Goal-setting and progress-tracking app (that plugs into PowerSchool) helps monitor student progress through high school (9-12) and offers college and career guidance. Angie Eilers (651) 253-7142 angie@urturn.org www.urturn.org
Local representative for Bottle Filling Stations by Elkay and hands free sensor plumbing products from Zurn. William Cone (205) 324-0669 billcone@vcmsales.com vcmsales.com American owned manufacturer of classroom, library, cafeteria and admin that sells direct to Alabama public schools. Please call me to disucss your next need. John Havicus 205-721-0514 johnhavicus@virco.com www.virco.com
Zaner-Bloser
Zaner-Bloser is an educational-solutions company that specializes in delivering explicit instruction and a solid academic foundation for PreK–8 students in reading and language arts. Teresa Cornett (614) 487-2637 danielle.lepage@zaner-bloser.com www.zaner-bloser.com
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SM
2022 CLAS CONVENTION
DJ Batiste & Donna Porter
Baruti Kafele
Katie Martin
June 13-15, 2022 | BJCC | Birmingham, AL Join us for the 51st celebration of the CLAS Summer Convention. This extraordinary three-day event features content to inspire and guide leaders in their quest to improve school and district performance. Expand your professional growth with strategies to take your career, school, and students to the next level. You will not want to miss Alabama’s largest professional learning gathering for school and district administrators.
Members Non-Members
PRE-REGISTRATION
REGISTRATION
ON-SITE
BY MAY 6
BY JUNE 11
JUNE 12-15
$ 290
$ 325
$ 355
$ 470
$ 505
$ 535
CONVENTION.CLASLEADERS.ORG
