CLAS School Leader - Summer 2023

Gain valuable insights, strategies, and form the connections to help effectively navigate the challenges and seize the opportunities in today’s educational landscape.

LEGENDS IN THE MAKING

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2022-2023 CLAS Board of Directors

CLAS Officers

President Dr. Bob Lawry Hoover City Schools

President-Elect Chris McCullar Walker County Center of Technology

Past President Donald Turner, Jr.

Alabama Association of Secondary School Principals (AASSP)

Carrie Busby .................................. Mountain Brook High School

Dr. Brian Clayton Hartselle City Schools

David Diaz Satsuma High School

Dr. Jason Goodwin ............................... Russellville City Schools

Dr. Antjuan Marsh Robert E. Lee High School

Wes Rogers Elmore County High School

Bennie Shellhouse.................................. Andalusia City Schools

Seth Taylor Saks High School

Alabama Association of Elementary School Administrators (AAESA)

Dana Bottoms ........................... W J Carroll Intermediate School

Veronica Coleman Chastang-Fournier K-8 School

Dr. Charles Gardner Hokes Bluff Elementary School

Dr. Margaret Jones ..................... Edgewood Elementary School

Dr. Waller Martin Enterprise Early Education Center

Dr. Jami Rainey Northridge Middle School

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

Dr. Tamala Maddox i3 Academy - Middle School

Tony Sanders Greensboro 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

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

Christopher Mitten Dale County Schools

Dr. Carlos Nelson ..................................... Sheffield City Schools

Dr. Evelyn Nettles-Hines Birmingham City Schools

Alabama Association for Prevention, Attendance and Support Services (AAPASS)

Casey Davis Tallapoosa County Schools

Amanda Hood Mountain Brook City Schools

Bobby Jackson Retired

Alabama Association of Career/ Technical Administrators (ACTA)

Connie Davis Demopolis High School

Chris McCullar Walker County Center of Technology

School Superintendents of Alabama (SSA)

Christie Finley ......................................... Huntsville City Schools

Dr. Suzanne Lacey Talladega County Schools

Dr. Chuck Ledbetter Pelham 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. Allison Mays Tuscaloosa County Schools

Alabama Association of 504 Coordinators (ALA504)

Dr. Richard Templeton Muscle Shoals City Schools

Affiliate Presidents

Dr. Jan Tribble AASCD President

Dr. Waller Martin AAESA President

Michael Romine ACTA President

Dr. Bob Lawry AAPASS President

David Sikes......................................................AASSP President

Dr. Resia Brooks.............................................. AASPA President

James Chapman ................................................. SSA President

Ross Reed AAMSP President

Lana Tew ALA-CASE President

Patrick McGavin ACND President

Dr. Jason Barnett ALA-EL President

Dr. Annie Spike ALA504 President

DIRECTOR’S

view

Dr. Vic Wilson Executive Director CLAS

As we approach the 2023 CLAS Convention, I am excited to share my thoughts with you about the upcoming event. The theme for this year’s convention is “Meeting Challenges. Seizing Opportunities.” and it could not be timelier given the challenges and opportunities that lie before us.

The past two years have presented numerous challenges for educators, students, and families. From adapting to remote learning to navigating the pandemic, we have had to be resilient and innovative to continue providing high-quality education to our students.

The CLAS Convention provides an excellent opportunity for us to come together as a

Challenged! get ready to be

community and share our experiences, learn from one another, and develop strategies for addressing the challenges we face. This year’s convention will be held from June 11-14 in Mobile, Alabama, and I encourage all educational leaders to attend.

The convention will feature keynote speakers, breakout sessions, and networking opportunities that will provide valuable insights and resources to help us tackle the challenges we face. We will have the chance to hear from experts in the field, as well as our peers, who have successfully implemented innovative solutions in their own schools and districts.

As educators, we have a responsibility to ensure that all students have access to high-quality education, regardless of their background or circumstances. The convention will provide valuable resources and strategies for promoting high quality learning for everyone. We will have keynotes and breakouts to meet your learning needs.

The convention is also an opportunity for us to celebrate our successes and recognize the outstanding work being done in our schools and districts. The CLAS Awards Luncheon will honor educators and administrators who have made significant contributions to their schools and communities.

I am confident that the 2023 CLAS Convention will be a valuable and rewarding experience for all who attend. I look forward to seeing you in Mobile, and to working together to meet the challenges and seize the opportunities that lie ahead. Thank you all for the work you do for those under your care.

Renee

SUMMER LEARNING OPPORTUNITIES ABOUND

Dr. Eric Mackey Alabama State Superintendent of Education

As we get closer to the end of the school year, many people are turning their attention to summertime activities and enjoying the warmth the season brings. However, it is vitally important for everyone, especially educators and parents, to know that summer is also time for additional learning opportunities.

In reading and math, the subjects often seen as the cornerstone to all other learning, summer learning options are abundant. Through the outstanding efforts of teachers throughout the state, and backed by the requirements of state law, additional literacy and numeracy support is available for all students with a deficiency in either area – and all students in full support schools*.

Even with all of the summer programming that dedicated educators have in place, an issue we have encountered is, the summer camps are voluntary and too often the children who could benefit the most from this additional learning are not signing up or participating in these amazing opportunities. Understand, that could be for a multitude of reasons. It could be as simple as parents not being aware of the opportunity available to them, despite best efforts to keep them informed.

Educators should be vigilant about making sure they exercise every chance to communicate summer learning options to families. Also, children often spend the summer months with extended family who are not in the same geographic area. As well, transportation to and from the school is sometimes a barrier. These and many other circumstances can prevent a student from taking advantage of summer programming. Still, we must do all we can to encourage, inform, and actively support participation in these programs meant to help even the playing field for students with math and reading deficiencies.

As is always the case in education, partnerships with communities and organizations throughout the community are essential in making sure as many students as possible are attending these crucial summer camps. Summer reading and math camps may be held in conjunction with existing summer programs in the school district or other community-based summer programs.

We want to make sure that all children who need extra time and attention in the subjects of reading and math are reached

– especially our special populations such as English learners and students with special needs. Alabama has high expectations for students who are just learning English and students with special needs. Some special need students may need to have their Individualized Education Programs reviewed and accommodations made for them during the summer. These students deserve, and will have, access to high-quality instruction designed within a framework built on values and respect for students’ needs, cultures and languages – and a socially and emotionally supportive learning environment.

Summer is time for fun and relaxation; however, having a balance that includes intense instruction in reading and/or math makes sure the summer months are productive as well. We want every student in the state of Alabama to enter the next school year confident, prepared, and ready for the rigorous academic challenges that will face them in the fall.

Enjoy a wonderful summer!

Below are the laws and requirements regarding 2023 summer programming:

Schools that are among the lowest performing 5% elementary schools for reading and mathematics must provide camp for all K-3 students, embedding mathematics instruction, based on student need. Summer reading camps, at a minimum, shall include at least 60 hours of time in scientifically based reading instruction and intervention.

Each full support school must provide a mathematics problem solving camp for all students in grades 4-5 identified with a math deficiency. Summer math camps for students in grades four and five shall include not less than 40 hours, nor more than 70 hours of time spent in mathematics problem solving.

Each local education agency must provide a summer reading camp to all K-3 students identified with a consistent reading deficiency, with mathematics embedded. Summer reading camps, at a minimum, shall include at least 60 hours in scientifically based reading instruction and intervention.

Each local education agency must provide summer math camps for students in grades four and five who are identified with the mathematics deficiency. Summer math camps for students in grades four and five shall include not less than 40 hours, nor more than 70 hours of time spent in mathematics problem solving.

EQUAL ACCESS ACT AND STUDENT GROUPS’ ACCESS TO SCHOOL BUDGETS

LEGAL forum

The Equal Access Act (EAA) was passed in 1984, forbidding public secondary schools that receive federal funds and which have a limited open forum (as defined by the act) to prohibit students from conducting meetings because of the “religious, political, philosophical, or other content of speech at such meetings.” 20 U.S.C. § 4071 (a). That year was an election year, producing Ronald Reagan’s successful attempt for a second term, and there was concern about a string of federal court decisions about separation of church and state, including a U.S. Supreme Court decision prohibiting teacher-led school prayer, in Engel v. Vitale, 370 U.S. 421 (1962). This commentary is about a recently reported case where, under school board policy, a student group was permitted to meet on campus, but was not allowed to use school bulletin boards, to fundraise, to advertise through announcements on the school’s radio station, or to be listed in the student handbook. The case is Pendleton Heights Gay-Straight Alliance (PHGSA) v. South Madison Community School Corporation, 577 F.Supp.3d 927 (S.D.Ind. 2021).

PHGSA is a student group that meets at the high school, to provide gay, lesbian, bisexual, transgender, and allied students with support for each other, to inform the school community of the existence of these students, and to foster tolerance and acceptance regardless of sexual orientation. PHGSA sued the school district, arguing that it had violated the group’s rights provided by statute in the EAA, and had also violated the group’s constitutional rights under the First Amendment and the Equal Protection Clause. At this early stage of the litigation, PHGSA asked the court for a preliminary injunction requiring the high school to let PHGSA use the bulletin boards and radio station, to allow PHGSA to fund raise, and to let it be included in the student handbook. The legal standard for receiving a preliminary injunction required PHGSA to show

Dr. Dave Dagley Professor Emeritus, University of Alabama and Dr. Amy Dagley Associate Professor, University of Alabama at Birmingham

that “it is reasonably likely to succeed on the merits, it is suffering irreparable harm that outweighs any harm the nonmoving party (the high school) will suffer if the injunction is granted, there is no adequate remedy at law, and an injunction would not harm the public interest.” Christian Legal Society v. Walker, 453 F.3d 853, 859 (7th Cir. 2006).

Whether or not the EAA applies to a public high school depends entirely upon conditions set in the EAA and—importantly—whether the school administration has made decisions that make it apply. The formula we use in our teaching for when EAA applies to your school is a series of “if” statements, as follows:

If you are a public secondary school which receives federal funds; (20 USC §4071(a))

If you have a limited open forum in your school; i.e., have agreed to have one or more noncurriculum related student groups to meet on school premises during noninstructional time; (20 USC §4071(b)); and, If one of your school’s students asks to form a group to meet, (20 USC §4071(c))

Then, the school must allow the group to meet. (20 USC §4071(a))

The school’s policy divided its student groups into two categories: school sponsored and non-school sponsored. The school-sponsored groups got access to the budget, mentioned in the student handbook, space on the bulletin boards, and time on the radio station. The non-school sponsored groups received none of those perquisites. This language reflected the definition of a limited open forum under EAA, which exists when the school has let a “non-curriculum

Continued on Page 17

Dr. Vic Wilson CLAS Executive Director

Legislative

UPDATE

The 2023 Legislative session began way back in early March, and by the time you read this update in late May, the session will have only a few days remaining. The session began with a special called session by the governor to deal with the last remaining ARPA funds, and that session lasted for two weeks. The regular session then began and lasted one week before a spring break week during the last week of March. When the legislature returned in early April, they began working at a very quick pace to pass legislation and the both the Education Trust Fund and the General Fund budgets.

As you know, the legislature is constitutionally required to do one thing, and that is pass the

budget. Technically, we have two budgets, so they must pass the Education Trust Fund budget and the General Fund budget. Usually, those two events do not occur until later in the session, and in the meantime, the legislature passes many bills on education, finance, taxation, business, and more.

So, what bills have passed so far? The General Fund Budget has passed the House, and the ETF Budget has passed the Senate. Each one will go to the opposite chamber to start in the appropriate committee before moving to the chamber floor. The ETF Budget is a record amount totaling $8.8 billion dollars. In addition to this bill, the Senate has passed a $2.7 billion-

dollar supplemental appropriation that came from excess revenue from tax collections. Needless to say, we are thankful for the funding.

While the supplemental appropriation includes several items that may not be related to education, it nonetheless will help schools meet important needs in the near future. Likewise, the ETF appropriates a record amount of money to K-12, Higher Ed, and Early Childhood. The budget includes a 2% raise for all educational employees, creates a savings account for rainy days, decreases the divisors in grades 4-6, increases funding for several important programs including literacy and numeracy programs, adds funding to add nurses and increase nurse pay,

and much more.

With any budget, some things are not included. One very important ask from Dr. Mackey was to lower the divisors for how schools earn assistant principal and counselor units. This provision is not included in the budget; however, Senate and House leadership have committed to addressing this very important concern.

CLAS has also been working with Senator Orr on a Principal Leadership and Mentoring Bill which will apply to both principals and assistant principals. The bill would add five professional days per year for principals and assistant principals; create a mentoring program for all first- and second-year principals; create a design team to build a principal leadership academy; and strengthen the principal evaluation system. Under this bill, principals who complete the five extra days of professional learning would be compensated $10,000 per year in a stipend, and assistant principals who complete five extra days of professional learning would be compensated $5,000 per year in a stipend. School administrators would be compensated in the same manner as National Board Certified Teachers. See the talking points on page 22 for additional information about this bill.

We are working on several bills, and we are watching many more. You can view the bills we are tracking at clasleaders.org/advocacy. Let us know if you have any questions on legislative issues. I also encourage you to visit the PrincipAL Truth Podcast and read the Friday Updates to gain more insight on events taking place in Montgomery, around the state, and about education.

You are the key to effective legislation. Craft your narrative, or someone will craft it for you. Thank you for everything you do for those under you care. You are all rock stars in my book.

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!

related” student group to meet. In this case, the school district argued that the PHGSA was the only noncurriculum related student group and therefore the only non-school related student group to meet.

The first case about the Equal Access Act to reach the U.S. Supreme Court was Board of Education of Westside Community Schools v. Mergens, 496 U.S. 226 (1996), in which the high court held that the EAA was constitutional. The court also held that, under the EAA, allowing students to meet in groups for the purpose of Bible study did not violate church-state requirements. A central part of the Supreme Court’s analysis in Mergens regarded what it means to have a limited open forum. EAA recites that “a public secondary school has a limited open forum whenever such school grants an offering to or an opportunity for one or more noncurriculum (emphasis added) related student groups to meet on school premises during noninstructional time.” 20 U.S.C. § 4071 (b). Consequently, a most important factor is whether a student group is curriculum related or is not curriculum related.

INVEST IN YOURSELF

The Mergens court provided four instances in which a student group “directly relates” to a school’s curriculum: (1) if participation in the group is required for a particular course; (2) if participation in the group results in academic credit; (3) if the subject matter of the group concerns the body of courses as a whole; or (4) if the subject matter of the group is actually taught, or will soon be taught, in a regularly-offered course. 496 U.S. at 239-40. The Mergens court determined that a scuba diving club was not sufficiently curriculum-related simply because it enabled students to develop long-term recreational interests. In other words, to be curriculum-related, the student group’s activities must specifically detail and reflect the literal language in the school’s curriculum guide. Because at least one student group, the scubadiving club, was not sufficiently related to the school curriculum, the school district in Mergens had created a limited open forum and was therefore obligated to also allow the student Bible study group access to the forum.

Continued on Page 27

Create a required mentor program for all first and second-year principals.

Add language to principal professional learning plans and evaluations that must include five leadership domains.

Create a Principal Leadership Academy that every principal must complete.

Expected by 2029-2030

visionary leadership instructional leadership innovative leadership managerial leadership relational leadership

Include at least one goal related to student growth or achievement, or both.

Vic Wilson

vic@clasleaders.org

Add five days of meaningful professional learning days for every principal and assistant principal. Once all five days are met, principals would receive a $10,000 stipend and assistant principals would receive a $5,000 stipend.

Effective Fall 2023. Stipend requires annual completion.

Include at least one goal for school climate.

Ethically Speaking

Mark Boardman Attorney Boardman, Carr, Petelos, Watkins & Ogle P.C.

Doing business with your boar D of e D ucation

The Alabama Ethics Commission has made it obvious that, under limited circumstances, a business you own can do business with your employing board of education.

In the last edition of Ethically Speaking, we discussed you tutoring students (where the parents pay you) and how you can do so under the Alabama Ethics Act. This article has a different focus - - this is your company doing business with the board of education that employs you.

There are many reasons why you might want to do business with your board of education. For example, you might have a lawncare business “on the side.” Or your spouse could own an office supply business. Or maybe you have a small ownership interest in your parents’ restaurant, which either caters the football banquet or wants to sell concessions in the football stadium.

Let us first look at the basics: if you own at least 5% of a business, the Ethics Act requires that business to meet the same requirements as if you were the sole owner of the business.1 Likewise, your family is obligated to follow the Ethics Act, too. As a public employee, your spouse and your dependents are bound by the Ethics Act.2

The Ethics Act imposes conditions before your

business can do work for your employing board. If your company does business with the board and that business is not under the competitive bid laws, plus you are paid above your cost, the Ethics Commission said in Ethics Opinion 202101 that you “should seek an opinion from this Commission and contact the Alabama Attorney General’s office” before entering into an agreement with your board. The Ethics Act also requires that you file a copy of the contract between your business and your Board with the Ethics Commission within 10 days of signing the contract.3 If there is no formal contract, the Ethics Commission, in the same opinion, says you should file the invoice or purchase order with the Ethics Commission. Although the Ethics Commission did not say how quickly you need to do so, presumably the Commission means the same 10-day requirement applies to filing an invoice or statement.

The Ethics Commission notes that the Ethics Act imposes further obligations. You cannot use your public position or influence to direct business to your firm. An example of good evidence that you did not direct your board of education to do business with you is if the business relationship between the

business (or predecessors of the business) existed before the board hired you. In doing business with the board, you must recuse (and not be involved in any way) from any contact with the decision-makers who desire to do business with your company. In other words, you must have nothing to do with the board’s (or any supervisor’s) decision.4 As a public employee, of course, you cannot use confidential information you learned by virtue of your employment to assist your business.5 As noted above, the Ethics Commission also suggests consulting with the Attorney General’s office to determine whether there are additional applicable restrictions outside of the Ethics Act.6 (Your own attorney is a good source, too.)

Until 2019, the Ethics Commission prohibited a public employee or public agency who is also a vendor of the government from any profit-making business transaction with the government agency unless the transaction was competitively bid, even when the competitive bid law did not require it.7 The Ethics Commission changed its position after the Alabama Supreme Court addressed the issue in the criminal appeal of former Speaker of the House Mike Hubbard. Do not let the Ethics Commission’s suggestion that you obtain an Ethics Commission opinion discourage you. In the next edition of Ethically Speaking, we will discuss how easy it is to obtain an Ethics Commission opinion. While the Ethics Commission enforces the law, the Commission also educates on the law and works with citizens to ensure that citizens do not violate the Ethics Act.

1 See Alabama Code Section 36-25-5(f)

2 For public officials, the scope of a legal definition for their family is much wider, as was the subject of the Ethically Speaking article in CLAS School Leader, Spring 2020 issue

3 Alabama Code Section 36-25-11

4 Alabama Ethics Opinion 2021-01. See also Alabama Ethics Opinion 2013-06, where a county commission could still buy concrete from the only local concrete company even when one of the county commissioners owned that concrete company.

5 Alabama Code Section 36-25-8

6 Ethics Opinion 2021-01, pg. 7

7 See Ethics Opinion 2019-10

The DNA of LEARNING

There is an old proverb, “you can lead a horse to water, but you can’t make him drink.” As leaders, we are always trying to find innovative ways to provide professional learning to our faculty and staff that will leave a meaningful impact. Additionally, teachers are constantly seeking ways to get their students to not only come to the water, but to thirst after the knowledge that is being provided to them. In this special edition, Lavonna Roth, one of the keynote presenters for the CLAS Convention writes about what educators should do when students come to schools ready to drink!

PART I:

Unpacking the DNA of Learning Series: Each article in this series will walk practitioners through a blueprint for re-starting our passion as educators. The pandemic effect has resulted in a mental and emotional exhaustion that has taken a cumulative toll on all of us— including our students and their parents. Each article will unpack essential components of the DNA of Learning toward reinstating energy and interest through reflection, story, and doable practices. The entire collection will represent a complete blueprint of fundamental requirements for engagement toward timeless learning.

MEETING CHALLENGES

SEIZINGOPPORTUNITIES

Co-authored by LaVonna Roth who is a speaker, author, and Chief Illuminator at Ignite Your S.H.I.N.E., Inc. and the closing keynote of the 2023 CLAS Convention. Additional co-authors are Elaine M. Millen and Dr. Robert K. Greenleaf.

Denny: Two minutes after the class settles in, the door opens. As soon as he enters the classroom, Denny has an attitude. You can feel the perfect storm brewing. He is armed with a wealth of personal tools, often used to derail whatever is supposed to be happening. Chronically interfering with the class lesson is his mantra. As the need for attention escalates, Denny annoys other students invading their workspaces and tortures their thinking. Keeping to oneself requires full effort. He wanders aimlessly about the room, sharpening a purposefully broken pencil out of boredom, as he disrupts the learning culture. Aggressions include verbal assaults. Denny’s trips to the bathroom provide a brief sigh of relief by the teacher for a few distraction-free minutes! He is not focused, nor engaged, nor drinking the Kool-aid of the school mission. He’d rather negative attention than address schoolwork he has neither the skills nor the perseverance to accomplish. He lacks confidence and hope.

Sade: Sade enters her English class reluctantly, knowing there’s little to feel good about. There is no joy in coming to school. Attempts to do the assigned work are seldom completed without a hovering adult. Sade’s the poster child for “hand-over-hand” assistance, profuse with “I can’t” and “I don’t know how.” Sade’s quiet and masterful at ducking so as not to be noticed. When prompted about her work, she seeks direction continuously from the paraprofessional. She lacks confidence and has little interest in the text, so resorts to fidgeting with something in the desk. Everyday Sade patiently waits for someone to tell her what to do next. Even when she plods along and appears momentarily successful, Sade seldom understands sufficiently. A completion-oriented focus to work takes place to get through the day. Withdrawn, few friends, and seldom smiling, there’s not much that strikes

Sade as worth an earnest effort. Sweet kid, but... nothing seems to keep her attention.

Cortina: Cortina enters class the same way she walks the hallways; orderly, alone, without notice. She quietly sits, waiting for instruction and lecture to begin. When asked, calm and passive compliance follow. Doing as told, she plays school very well. Cortina completes her assignments and does a good job, getting the expected ‘A.’ Her work is usually good quality and she likes to work alone… it’s easier that way! Cortina’s posture pleads “please do not draw attention to me—just tell me what to do.” She identifies no reason to be in this class—or at school other than to get a good grade. There’s no sense of belonging. On a particularly bad day she looks down, away, or folds her arms with a brief expression that silently wonders, “why are we doing this?” The day is long, boring and without personal or social inclusion. Because she does as expected Cortina doesn’t believe anyone even notices her. As a result, she distances herself emotionally and invests in precious few friends. She is a master at accommodating the system and staying below the radar. It’s safer that way.

The DNA of Learning Continued

We all know the metaphor, “You can lead a horse to water, but you can’t make it drink.” Perhaps we see the analogy referenced at times to students suggesting “You can teach them, but you can’t make them learn it.” We’ve all encountered those that perennially generate consternation and frustration for peers and adults at school. When working with Denny, Sade and Cortina the origin of their disenfranchisement may not be transparent. The reality is they see no clear purpose to the learning. They have not learned the essential problem-solving skills to be successful in school. They see no relevance or interest in school and in fact, have few, if any connections at school that they see as purposeful in their lives. Bottom line: They are not thirsty. We can—and do lead them to curricular tasks. They just don’t drink. So, we can lead a horse to water… and if it doesn’t drink, the prevailing current suggests there’s something amiss with the horse. Right?! After all, it was given multiple opportunities to take that drink! The logic in this is both clear and prevalent. What if we prioritized ensuring hydrating a desire for learning (creating thirst) over drinking a scripted curriculum that has no taste for both learners and teachers alike?

The blueprint encompasses essential components to guide learners through to timeless learning. It starts with knowing learners well— knowing their interests, personal beliefs, values, and hopes and dreams. Following the indepth understanding of each student comes the requisites for learning how to navigate the many uncertainties we encounter along the way; learning how to relate to others; as relating to content and concepts through meaning and interest; followed by awareness and applying known practices of cognition that lead to memory and recall. Once students are well known and requisites are met, the “wings” of engagement and neuro-moves can now have the impact we desire from our instructional practices. These are listed is the blueprint and will be elaborated upon later in the series. Bundling competencies and skills provides a means of making the abundant curricula more accessible and doable in the course of the calendar year. As the DNA of Learning moves toward the final goal of “timeless” learning, we assess progress with analogies, performance competencies and demonstrations of the transfer of learning to new arenas. In the end, all learning must lead to new frontiers of exploration and discovery for the student.

Too many educators and their students are suffering from a lack of purpose and meaning in their work. Shall we continue to suffer and be marginalized in the situational soup or do we give thought to why our students lack a thirst for learning? Perhaps what the pandemic has demonstrated over the past year is the urgency to connect what we teach to what students see as having value for their future goals and aspirations. Typical, traditional maneuvering will not fix an issue if we’re focusing on the wrong problem! What if it’s not about the program, books, facility or new-fangled, instructional strategies? Clearly our new buildings, technology, materials and programs would have fixed the problem by now if they were the cause. Our repetitive return to rearranging the chairs on the deck of the Titanic is exhausting for all yielding little return. The origin of our ongoing challenges does not begin with pointing fingers or faulting students, but rather to ask, “Why are they not thirsty for learning?” Then, perhaps we can focus on what may unearth decades of misaligned, albeit good intent. The DNA of Learning Blueprint depicts the fundamental components that provide insight into the origins of our perennial challenges.

We lead our students to the “learning watering hole” but all are not partaking of the program offered. Let’s walk

through the blueprint and locate where the disconnect may be occurring for each of them. Though their behavioral choices differ, few have a clear sense of purpose for personal investment in the offerings of this place called school. Why aren’t they thirsty for the good things before them? No meaning, relevance or passion for learning come to the forefront. What’s missing is not instructional prowess and accompaniments to the classroom. What’s missing is in the requisites—that which comes before instruction, before curriculum, before testing and books and programs and all the wellintended provisions. If Denny, Sade and Cortina do not first connect well with others, especially the adults in school, little learning evolves. They must first become adept at navigating the uncertainties they encounter and be involved in effective strategies for cognition before becoming thirsty for learning. Until their fundamental need to be known, understood, and connected are met, thirst will evade them. Different kids for sure, but with one common denominator... they are disenfranchised from the provisions before them. The DNA of Learning Blueprint is clear. Everything starts with the student being well known. This relationship must be vetted through the requisites of relating, cognition, and navigating uncertainties prior to believing that there will be thirst. It should be clear that if the first two items were fully in place the wave of disenfranchisement witnessed for so many of our students could be influenced in sustainably positive ways. When an issue arises, look to these two aspects of the Blueprint FIRST. 95% of the time, the path forward will originate within the requisites and/or knowing any given student more fully. Without identifying that source, we’ll experience Groundhog Day over and over, again. Let’s pause and identify where and why the issue is present before purchasing more programs and entertaining yet another initiative.

1. How might we get to know each student well enough (beyond current notions of what this means) to understand the personal interests, aspirations and concerns that drive their choices?

2. What relationships will cause engagement in learning regardless of the content?

3. What strategies might we learn, teach and use together to navigate the challenges and uncertainties we encounter?

4. Is there a known learning science & cognition literature that provides for consistent impact on sustained learning outcomes?

5. How do we implement, monitor, assess progress and stay the course for at least five years—stemming the tide of initiatives that have been historically impotent?

Coming full cycle: We have seen over time that we can lead them all to water and many will only consume what is required out of compliance motivated by reward tactics or grades. We can lament how “kids” are not the same as they used to be—or some other blame-frame for why learning has not taken place… and the downward cycle will continue. The virus has illuminated the issue, not created it. Why are so many learners no longer thirsty for what is being offered? Address this question with forthright, honest reflection. The outcomes may be the best guidance we’ve had all along. We will not increase student success without the realization that learning STARTS with developing a thirst.

Simple, not easy. What is required is to simply identify the gold standards for learning... what is tried and true for years and supported by the learning sciences: 1. Navigate uncertainties with rigor and focus; 2. Keep an eye on the purpose as well as each student’s personalized journey; 3. Understand how ideas and people relate within their context... how they connect and find meaning. Astute folks have reminded us of this for decades while we systematically replaced gold standards with flashy new fads and short-term band aids. It’s time to rethink our outdated teacher development efforts toward intellectual conversations that delve deeply into questions that get at the root of the DNA of learning within our educational system. In respective order, some questions might be:

Baldwin County - Rosinton ES; Bibb County - West Blocton ES; Birmingham CityHuffman Academy; Calhoun County - Alexandria ES. Ohatchee ES, Pleasant Valley ES, Saks ES, Wellborn ES, White Plains ES; Demopolis City - US Jones ES; Franklin CountyBelgreen HS, Phil Campbell ES, Ray Thompson ES, Tharptown ES, Walnut Park ES; Gadsden City - CA Donehoo ES, Eura Brown ES, Floyd ES, Mitchell ES, Oscar Adams ES, Striplin ES; Gulf Shores City Schools - Gulf Shores ES; Jefferson County - Snow Rogers ES; Mobile County - George Hall ES; Mountain Brook City - Cherokee Bend ES, Crestline ES, Mountain Brook ES; Russellville City - West ES, Russellville ES; Talladega County - Lincoln ES Alabama Schools are also GETTING

Likewise, in the more-current case involving PHGSA, the high school in South Madison Community School Corporation had at least one student group meeting as an Outdoor Adventure Club, which met none of the four situations listed in Mergens, above, and was not specifically reflected anywhere in the language of the school’s curriculum. Therefore, the high school in this case had created a limited open forum and was obligated to treat the PHGSA the same as the other student groups. The federal district court held that PHGSA was likely to win later on the merits just under terms of the Equal Access Act, and that on balance the student group was being harmed more than the high school. It is important to note that the court stopped its analysis with deciding that the school had violated the student group’s rights under the EAA. It had not yet addressed the constitutional claims regarding the First Amendment or Equal Protection.

We chose this case for comment precisely because the court only addressed the EAA claim and went no further. In recent years, cases under the EAA often move on from the terms in EAA and begin addressing the First Amendment claims, requiring that the courts deploy Public Forum Doctrine to conduct an analysis of the nature of the forum, and also the free speech rights of the parties to the suit. If the forum is a limited public forum (not a limited open forum, the language in used EAA) but a forum where the school has purposely or blindly converted a nonpublic forum (a place where curriculum is delivered, such as a classroom) to something more like a public forum (a place where people are free to speak). If the court moves too quickly in using Public Forum Doctrine, the lines between a statutory limited open forum under the EAA and a limited public forum under Public Forum Doctrine became very fluid, and the relative rights of the parties can become very messy. The lesson for school principals here is that it is important to know what kind of student groups are meeting in your schools, where they fit among categories under the Equal Access Act, how your present board policy supports the decisions you intended to make, and what additional obligations have been created, either by the Equal Access Act or by Public Forum Doctrine.

Alabama Students Are Making Progress. Now, It’s Time to Double Down.

THE NATION IS WATCHING.

Last October, Alabama students and educators got some great news. According to the 2022 National Assessment of Educational Progress (NAEP), Alabama weathered the COVID-19 pandemic much better than most other states. We held steady or made small gains in our scores in reading and math while much of the nation had significant losses. In addition, a recent study from researchers at Stanford and Harvard found that Alabama districts claimed seven of the top ten districts in the country for reading gains of Black students. That’s right. Seven out of 10. And we claimed ALL of the spots on the top 10 districts for reading gains of Hispanic students. Paired together, this news puts Alabama at the forefront of the nation’s pandemic recovery.

In terms of the NAEP rankings, Alabama is now 39th in 4th grade reading, up from 49th. We were one of only three states that made any gains at all, with all other states dropping significantly. This is a big deal. When we discuss education data, sometimes it’s easy to forget that these numbers represent actual students, teachers, and school leaders who have been working incredibly hard during these unimaginably challenging years. These results will have a lasting impact on the trajectory of our students for years to come.

These reading scores show that our statewide commitment and investment in early literacy is working. The Alabama Literacy Act that was passed pre-pandemic led to historic investments in teacher training in the science of reading, coaching, and effective tools in the classroom. Maintaining our momentum as our state

leaders and educators fully implement this law is critical to ensuring that these small gains turn into big wins for our students and set them on a path for success.

In math, the picture isn’t as pretty, but it’s still not as bad as the rest of the country. In 4th grade math, our scores held steady alongside one other state while all other states dropped significantly, which meant we catapulted from 52nd to 40th in the country. No other state made gains and the rest of the nation’s scores plummeted.

With passage of the Alabama Numeracy Act last year, our state now has first-in-nation math legislation that provides a comprehensive plan and funding to give our K-5th grade students a strong foundation in critical

math skills. As state leaders and educators commit to fully implementing this law, Alabama students and teachers will have the tools they need to be successful, and we can solve our long-standing challenges in math.

For the first time in a long time, folks across the country are looking to Alabama to learn more about what we are doing in K-12 education. Our state is poised and ready to take on the monumental and urgent challenge in front of us. Let’s build on this momentum, chart the path forward, and show ‘em how it’s done.

A+ Education Partnership is working to ensure every Alabama child receives a world-class education, regardless of circumstance. A+ is the home of the A+ Student VOICES Team, A+ College Ready, and the Alabama Best Practices Center. We are working to build an Alabama where:

• Every child has a strong start.

• Every child can read. Every child can do math on grade level.

• Every school has a high-impact principal and effective teachers.

• Every student has access to high-quality, transformative schools.

• Every student has the resources they need to be successful.

• Every student is college and career ready and has access to pathways to economic mobility.

Learn more about our policy priorities and our programamtic work:

Membership Rewards

This year, CLAS awarded $4,050 to 119 CLAS members for their efforts in the 2022-2023 membership recruitment drive. For every new Individual/ Institutional member who joined before December 31, 2022, $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.

33HelpME

Panic Alert Button -- The NEXT STEP in school safety America’s Favorite, Fastest and Easiest way to call for HELP in classrooms.

Barry Peterson (813) 822-0045 info@33systems.net www.33helpme.com

ACCESS Virtual Learning

ACCESS Virtual Learning is the distant education program for the State of Alabama. ACCESS provides infrastructure that delivers equitable, quality learning opportunities for all students.

Casey Mack (334) 808-6323 adent@troy.edu www.accessdl.state.al.us

AIG Retirement Services

Financial Planning and Retirement Services

Mark Briones (205) 967-8974 andrea.zari@aig.com www.aigrs.com

Alabama Music Hall of Fame Museum

Haley Schrieber 256-381-4417 hschrieber@alamhof.org www.alamhof.org

American Fidelity Assurance

Since 1960, American Fidelity has focused on providing a different opinion for school districts and currently serves 4,300 districts across the country. 205-847-2762 john.cole@americanfidelity.com www.americanfidelity.com

Apptegy

Apptegy simplifies and improves schools’ communications and helps you change how the public thinks and feels about your school.

Samantha Bentley (501) 472-5636 samantha.bentley@apptegy.com apptegy.com

BlueStreak Math

BlueStreak Math is an adaptive real-time, multi-player gaming environment of fluency lessons students build the capacity for higher-level mathematics through continuous motivation, coaching, and feedback.”

Jan Letts

(630) 915-3171

jan@bluestreakmath.com

Bluestreakmath.com

Camp Explore for Educators, LLC

Camp Explore is designed for educators to experience research-based, instructional strategies for high engagement, while focusing on mental fitness and wellness.

Jennibelle Williams

(614) 824-7949

jennibelle@campexploreinfo.com

www.campexploreinfo.com

Aunt Flow

Toilet paper is offered for free. Why aren’t tampons and pads?

Alexis Deeb (518) 522-9423 alexis@goauntflow.com goauntflow.com

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

Bailey Education Group, LLC

Bailey Education Group is committed to partnering with all schools and districts to improve the lives of all children through customized PD and teacher coaching.

Pat Ross (601) 707-5778

info@baileyarch.com baileyeducationgroup.com

BBB Educational Enterprises, Inc.

BBB is a leading educational professional development as well as instructional material provider in the state of Alabama supporting literacy and mathematics.

Brian Rhodes (205) 529-6925 brian.rhodes@bbbedu.com https://bbbedu.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 focused on delivering innovative products and services.

(866) 433-7661

jtupper@campusbenefits.com

www.campusbenefits.com

CardFunder

CardFunder is an innovative and easy fundraising platform that allows schools to accept unused or partially used gift cards and turn them into cash donations.

Russ Howard

(404) 433-7834

russ@cardfunder.com

www.cardfunder.com

Carnegie Learning

With the highest-quality offerings for K-12 math, ELA, world languages, professional learning, and more, Carnegie Learning is changing the way we think about learning.

Amanda Creswell 888-851-7094

acreswell@carnegielearning.com

carnegielearning.com

Changemaker

Fundraising platform for schools where you can donate your digital spare change to the school of your choice.

Jake Lacy

(404) 660-6741

kathryn@hellodonor.com

www.joinchangemaker.com

Classworks

Classworks is a cloud-based, comprehensive RTI/MTSS program that includes assessment, instruction, progress monitoring, SEL and PBIS resources, and reporting. David Constantine 251-545-9903

dconstantine@classworks.com

https://www.curriculumadvantage.com/classworks

Cognia

We are a global network featuring a continuous improvement approach that encompasses accreditation and certification, assessment, professional learning, and customized improvement services.

Jeff Wooten and Jeff Langham (334) 201-5763 jeff.langham@cognia.org cognia.org

Curriculum Associates

Curriculum Associates, LLC designs research-based print and online instructional materials, screens and assessments, and data management tools.

Kelly-Ann Parson 205-949-7744 kparson@cainc.com www.curriculumassociates.com

DreamBox Learning

DreamBox Learning uniquely provides schools highquality adaptive math and reading learning solutions independently proven to accelerate student growth. For more information, visit www.dreambox.com.

Tevin Jones (187) 745-1784 events@dreambox.com https://www.dreambox.com/

E3 Strategic Solutions, LLC

We provide strategic and developmental consulting services to educational, non-profit and governmental organizations. Our service umbrellas include strategic planning, leadership solutions, funding solutions, and executive searches.

Darrell Cooper (334) 209-8050 info@e3strategicsolutions.com www.e3strategicsolutions.com

Edmentum

K-12 digital curriculum, assessments, & instructional services

Cynthia Chancery (800) 447-5286 nikeisha.nickels@edmentum.com www.edmentum.com

Educate, LLC

Innovation and transformation coaching-activating communities to spark meaningful change through teacher-centered, job-embedded support.

Julie Emory-Johnson (205) 835-1508

jjohnson@educatellc.com www.educatellc.com

Education Materials Specialists

Assessment and Intervention Software

Aubrey Corley (601) 624-5051 holly@edmat.com www.edmat.com

Elkay / VCM Sales, Inc

Essential water delivery products, hands-free faucets, bottle water stations.

William Cone (205) 324-0669

billcone@vcmsales.com http://vcmsales.com/

Firelight Materials

We provide strategic and developmental consulting services to educational nonprofit, and governmental organizations. Our specialty areas include strategic planning, leadership solutions, and funding solutions.

DeeDee Holmes (225) 933-1627 holmes.deedee@gmail.com Firelightbooks.com

FlexPoint Education Cloud (Florida Virtual School)

FlexPoint Educational Cloud™ is an internationally recognized, full-service Kindergarten-12th grade online education leader that delivers comprehensive and effective digital courses to schools and districts worldwide.

Biff McCabe (407) 212-1670 bmccabe@flexpointeducation.com www.FlexPointEducation.com

FOCUS Program

FOCUS empowers students in Grades 7-12 to successfully lead the prevention of adolescent risk behaviors through skills-based learning.

Sue Jones (256) 453-0655 sjones@thefocusprogram.com thefocusprogram.com

Fun and Function

Discover our ActiveMind Program for K-12 educators! Classroom tools, sensory spaces and interactive training support your goals. Ask about our special offer for CLAS @FunandFunction.com

Golda Itzinger (800) 231-6329

zhirsch@funandfunction.com Funandfunction.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

Horace Mann Companies

Founded in 1945, Horace Mann offers affordable auto and home insurance, as well as retirement strategies and financial wellness education.

Amber Ash (512) 808-3208

amber.ash@horacemann.com horacemann.com

Imagine Learning

Imagine Learning a PreK–12 digital learning solutions company that ignites learning breakthroughs with forward-thinking solutions, including Imagine Edgenuity, Imagine Learning, LearnZillion, StudySync, and Twig Education.

Steve Santora (404) 808-7782

tracey.milhouse@imaginelearning.com www.imaginelearning.com

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 334-332-9708

dc@in-elements.com

www.in-elements.com

IXL Learning

Interior Elements

IXL is personalized learning. With a comprehensive K-12 curriculum, individualized guidance, and real-time analytics, IXL meets the unique needs of each learner.

David Mickelsen

(256) 566-5545

phaldeman@ixl.com

www.IXL.com

Jumpstart Test Prep

Jumpstart’s unique preparation approach was crafted by experts and designed to empower students to gain the most improvement in the least amount of review time.

Sha Walker (833) 835-8329

hannah@jumpstarttestprep.com jumpstarttestprep.com

Kelly Education

Kelly Education is the number one (1) provider of substitute teachers for school districts in Alabama and across the United States.

Jason Yohn

(334) 614-5078

jason.yohn@kellyservices.com www.kellyeducation.com

Kids First Education

Greg Cobb 601-765-5437

gregcobb@kidsfirst.llc

Kloud-12

Kloud-12 is 360 HD classroom video, perfected. Hybrid, distance, or traditional, teachers can do it all with a single camera device. Observe, reflect, and improve. Melissa Mastrofrancesco

(888) 498-8416

Melissa@kloud-12.com

www.Kloud-12.com ®

Illuminate Education

Illuminate Education combines comprehensive assessment and MTSS management to monitor learning and growth, identify needs, align targeted supports, and accelerate learning for all students.

Geb Bul

(949) 656-3133

jrowley@illuminateed.net www.illuminateed.com

Lathan Architects

Lathan Arhcitects is a full design architectural firm. Our deep connection to each other and our clients is paramount in all we do.

Carol Coleman 205-988-9112

ccoleman@lathanassociates.com www.lathanassociatesarchitects.com

LeanStream Resource Partners, LLC

LeanStream’s fundraising + e-commerce platform helps schools, districts and supporting organizations increase supplemental revenue through online crowdfunding, an e-marketplace, digital ticketing, fee administration & more.

Luci Ray (205) 732-0088

jtaylor@leanstreamrp.com leanstreamrp.com

LEGO Education

Rethink STEAM learning and spark joy in the classroom. With the LEGO® Learning System, students’ knowledge, skills, and confidence grow along with love of learning.

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 (978) 405-6232

megan.curdy@lexialearning.com www.lexialearning.com

Lifetouch School Photography and Yearbooks

School Portraits and Yearbooks

Bryan McCarter (256) 534-1001

bmccarter@lifetouch.com www.lifetouch.com

Madison City Schools /

ACCESS

ACCESS Virtual Learning (Alabama Connecting Classrooms, Educators and Students Statewide), is an initiative of the Alabama Department of Education.

Maria Kilgore (256) 464-8370

lbbarrett@madisoncity.k12.al.us

https://accessdl.state.al.us/

Majestic Caverns

America’s Most Historic Caverns and World Heritage site is the perfect educational field trip destination with curriculum matching educational experiences for grades K-12.

Joy Sorensen (256) 378-7252

joy@majesticcaverns.com

https://majesticcaverns.com/

MASA MTS

MASA protects members against emergent ground and emergent air ambulance bills regardless of the ground or air ambulance provider used.

Lisa Cassady-Lee (270) 925-7508

lcassadylee@masamts.com

www.MASAmts.com

Move This World - PK - 12 SEL Curriculum

The leading social-emotional skills curricula: evidencebased, developmentally appropriate multimedia experiences for schools and families.

Beth Mayeaux (601) 717-2365

bmayeaux@movethisworld.com www.movethisworld.com

National Math and Science Initiative

National Math and Science Initiative’s Alabama Rural Learning Accelerator (ARLA) provides solutions for your STEM teachers staffing through technology integration.

Florence Williams (205) 246-3813 fwilliams@nms.org https://www.nms.org/

Nearpod

Engaging media and formative assessments to make every lesson interactive.

Matt Quintana (305) 677-5030

drew.bedurah@nearpod.com nearpod.com

Neurologic Performance Group (NPG)

Neurologic Performance Group (NPG) advances concussion care through mobile baseline testing, diagnosis, recovery, and research. NPG supports mental health initiatives alongside our co-founder Mark Hilinski.

Mark Hilinski (334) 300-9880

mhilinski@neurologicperformancegroup.com

NeuroMaker STEM

NeuroMaker is a STEM kit that teaches students skills in coding, neuroscience, artificial intelligence, robotics, and more.

Steven Goldblatt (732) 927-3960

steven.goldblatt@gmail.com https://neuromakerstem.com

Office of Prosecution Services

HERO, a Certified Facility Dog Program created by the Office of Prosecution Services utilizes Facility Dogs to reduce anxiety for victims including mass victimization incidents.

Trisha Mellberg Cater (205) 223-3672

trisha.mellberg@alabamada.gov alabamada.gov

OKIN Educate

24/7 On-Demand access to tutors so your K-12 students learn when inspiration strikes, get academic support when curiosity calls, or when they just get stuck.

Pam McAuley (813) 310-9621

pencarrowconsulting@gmail.com OKINEducate.com

OnToCollege

OnToCollege provides Alabama schools with fun, engaging online ACT prep courses, designed to be implemented during the school day. Help your students join the 5-Point-Jump-Club!

Roger Ried

(870) 834-7635

roger@ontocollege.com

www.ontocollege.com

Parent Teacher Store USA

Locally owned, we offer educators a unique assortment of over 15,000 of the newest and best educational tools and services since 1996.

Tom Lamkin (205) 979-7222

tom@parentteacherstoreusa.com

www.parentteacherstoreusa.com

Personal Finance Lab

Meeting your needs of Career Prep courses through a virtual money management and investment trading platform, learning resources, career survey and selfpacing course.

Paul Vasey (714) 679-6600

pvasey@stocktrak.com

https://www.personalfinancelab.com/

Playworld Preferred

Manufacturer of playground equipment, outdoor fitness equipment, shades and site furnishings.

Jeff Wingo (205) 222-2680

jeff.wingo@playworldpreferred.com playworld.com

PowerSchool

PowerSchool’s mission is to power the education ecosystem with unified technology that helps educators and students realize their full potential in their own way.

Jenny Scott 251-656-1397

ciera.leidheisl@powerschool.com www.powerschool.com

PowerUpEDU

Focused on education & achievement, delivering interactive technology solutions and coaching for classrooms while creating fun & engaging learning environments.

Jerry Gaillard (888) 517-3824

debbie@powerupedu.com powerupedu.com

Presentation Solutions, Inc.

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

Publishers’ Warehouse is Alabama’s one-stop shop for digital (EBSCOed) and print textbooks and instructional materials for K-12 schools in Alabama.

Patrick Chappell (205) 516-5821

pchappell@ebsco.com publisherswarehouse.com

Reach University

Reach University turns your school into a college campus for classroom aides and other school staff. Turn your paraprofessionals into teachers with Reach’s job-embedded BA.

Joe Ross (650) 274-8688 accounting@reach.edu www.reach.edu

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

Recreational Concepts, LLC

Playground equipment, site amenities, pavilions, surfacing, splash pad

Kurt Halter (205) 202-8677 melanie@rec-concepts.com www.rec-concepts.com

Renaissance

Renaissance is a global leader in assessment, reading, and math solutions for pre-K–12 schools and districts. We provide educators with resources to accelerate student growth.

Karen Winn 800-338-4204

karen.winn@renaissance.com www.renaissance.com

Rhithm, Inc.

Rhithm brings data, regulation practices, and well-being lessons into districts, campuses, and classrooms, in a simple way, without interfering with their academic goals.

Jake Gannon (617) 794-2684

jada@rhithm.app

rhithm.app

Samford University School of Education

Samford University School of Education Graduate Programs

Marcie Harchuck

(205) 726-4337

mjparson@samford.edu samford.edu

Scholastic Inc

Learning, discovery, imagination is Scholastic‘s mission. It is built on that special moment a child finds the right book and discovers a world of possible.

Ms. Lee Berlin (205) 209-2406

lberlin@gmail.com www.scholastic.com

SchoolsPLP/UMA Education Solutions

SchoolsPLP has 550+ online PreK-12 aligned courses that cover core, honors, AP, credit recovery, electives, CTE and has a management system that integrates with PowerSchool.

Eric Moon (770) 789-1941

emoon@umaed.com schoolsplp.com

Stride Learning Solutions

Stride Learning Solutions provides flexible online and blended learning programs that empower students to realize their potential.

Benj Sampson (817) 888-1216

Bsampson@k12.com

https://stridels.com/learning-solutions/

Learning Solutions

Studies Weekly

Studies Weekly creates award-winning K-6 elementary social studies, science, and well-being curriculum uniquely presented in a periodical format that pairs with an online learning platform.

Kirby Weaver (866) 311-8734

conferences@studiesweekly.com

https://www.studiesweekly.com

Synergetics DCS

Your complete turnkey provider of Educational technology solutions.

Grace Strahan (877) 825-6602

marketing@syndcs.com www.SYNDCS.com

Teachers

of Tomorrow

Alabama Teachers of Tomorrow is a state-approved approach for candidates seeking a Conditional Certificate in a Teaching Field (CCTF). Our approach is flexible and self-paced.

Stephanie James (713) 458-1660

stephanie@teachersoftomorrow.org www.teachersoftomorrow.org/alabama

Terrell Enterprises, Inc.

We provide school furniture, equipment, supplies and learning resources along with turn-key solutions and services for the PreK-12 market.

Al Brannon 334-382-7415

purchasing@terrellenterprises.com www.terrellenterprises.com

The Alabama Best Practices Center

The Alabama Best Practices Center offers impactful, collaborative, and data-driven professional learning opportunities for central office and school-based educators.

Dr. Stoney Beavers (334) 279-1886

dakota@aplusala.org

aplusala.org/best-practices-center

The Hope Institute

Dr. Jodi Newton

info@hopeinstitute.org

www.hopeinstitute.org

The Torchbearer Group, LLC

TTG is an educational consulting firm who partners with all schools and guides them toward Torchbearer success using tailored approaches on leadership, teachers, and students.

Dr. Stacey Gill (205) 529-8393

staceypgill1914@gmail.com

www.thetorchbearergroup.org

The University of Alabama Online

The University of Alabama offers over 20 top-ranked graduate education degrees in flexible online and hybrid formats with affordable tuition so you can earn a premier degree around your schedule.

Kathryn Morrow

(800) 467-0227

online@ua.edu

online.ua.edu/clas

UA Early College

UA Early College allows students to earn college credit while they are in high school and supports them to transition into college.

Taylor Eppler (205) 348-7083

lhporter@ua.edu

uaearlycollege.ua.edu

University of West Alabama

The University of West Alabama offers a wide variety of 100% online education degrees from Certificates, Bachelors, Masters, Education Specialists and Doctoral programs.

Jessica Hughes (615) 984-8535

sabbell@wiley.com

www.uwa.edu

Virco

We are an American owned manufacturer of school furniture for the classroom, media center, cafeteria or administrative areas. We sell direct to the schools.John Havicus 205-721-0514

johnhavicus@virco.com www.virco.com