CLAS School Leader - Fall Issue 2021

CLAS SCHOOL

School Bus GreenHouse See how Bullock County is bringing creativity to the classroom

Fall Awards & Recognitions View the district principals of the year

Covid’s Impact on Special Education What’s changed...AND what hasn’t

FALL 2021 Vol. 49 Iss. 4

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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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 Cullman City Schools

Alabama Association of Secondary School Principals (AASSP) Dr. Brain Clayton........................... James Clemens High School David Diaz.......................... Katherine H. Hankins Middle School Dr. Jason Goodwin................................ Russellville High School Van Phillips, Sr. ................................... Center Point High School 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.......................... Horizon Elementary 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........................................... Pizitz Middle 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

Alabama Association for Supervision and Curriculum Development (AASCD) Dr. Lisa Beckham.......................... Mountain Brook City Schools 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......................... Greene County Career Center

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 Dr. Michael Douglas........................................ ALA-EL President Dr. Annie Spike................................................ALA504 President 3

Inside...

Regular Features 7

Director’s View

Special Features 8

“Computer Science Education is Changing Alabama”

“Winding Down the Fall Semester”

14 Legal Forum

“Community Comments in School Board Meetings”

16 Ethically Speaking “Accepting Tickets Part 2”

A+

10 Special Education

Update

“COVID Changed Everything About Special Education Except the Law”

22 Education Innovation “School Bus Greenhouse”

20 ALSDE Updates

“ALSDE Supports Local Systems to Fully Implement PowerSchool”

Extras 6

20 Professional Learning

Updates

CLAS Convention Info

32 Membership Info

“Lessons Learned from a Loss”

34 Upcoming Events 36 Partnership Directory

4

Recognition 3

CLAS Board

Listing of CLAS Board Members

Advertising 2

American Fidelity

12 SchoolCast 18 Board Photos

Photo Directory of CLAS Board Members

28 Awards & Recognition Middle School and High School District Principals of the Year and Alabama’s District National Distinguished Principals

13 Samford University

27 PowerUpEDU

33 Stride Learning

Solutions

5

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view Director’s

Dr. Vic Wilson Executive Director CLAS

Winding Down the Fall Semester I trust this issue of the CLAS Leader Magazine finds you wrapping up a successful first semester. To say this semester has been challenging would be a huge understatement. In many cases, the fall semester was worse than all of 2020 due to COVID. At the start of the 2020 school year, we had a clear picture that the year would be anything but normal.

However, at the start of the 2021 school year, we fully expected a much more normal year, and sadly, that was not the case. Many of us faced more COVID-related issues this fall than last year in total.

The fact that you have managed to grow and thrive is a testament to your leadership.

The fall semester has included the aforementioned COVID issues as well as normal daily activities in education. We have seen excellence occurring in every corner of our state and in many different aspects. Academics, Athletics, and Arts have been showcased in almost every school in every district.

Your leadership has been integral in the great things going on in your schools. CLAS stands ready to assist you in showcasing your events and assisting with leadership needs when and where we can.

The fall semester has also brought not one, but two special sessions of the legislature. The first dealt with prison and prison reform measures, and the second dealt with the redistricting requirement that follows the census. Neither session included

educational issues. That will not be the case in the regular session that begins in January. Stay tuned on that front and be ready to assist when educational bills are discussed. Our 2022 Legislative Platform will be voted on by the CLAS Board at the December meeting, and we will get this information to everyone as soon as possible thereafter.

Leadership is critical to the success of our schools, and our goal at CLAS is to help you as much as possible on your leadership journey. Dr. Demica Sanders and the entire professional learning staff work very hard to provide impactful professional learning for our members, and we encourage you to engage with her about your needs moving forward.

We also ask that you take the surveys we provide at our events. The feedback you give us is critical to future success. We take pride in our work, and we need your help to ensure that we continue to provide what you need to lead successfully.

I know that the spring 2022 semester will be a success for you. We will have ups and downs, but at the end of the year, everyone will be able to proclaim, “Job well done.” As always, let us know how we can help you in your endeavor.

Warmest regards,

7

Computer Science Education is Changing Tammy Dunn

Vice President of Academic Affairs A+ College Ready Computing jobs are the largest source of new wages and comprise half of the new jobs in STEM (Science, Technology, Engineering, and Math) fields in the United States, according to Code.org, a national leader in Computer Science Education. This year in Alabama, there are approximately 5,800 open computing jobs in sectors like cyber security, data analysis, and manufacturing with an average salary of over $80,000 a year. This number will only grow over time as technology continues to change not only the economy but our everyday lives.

8

Alabama

Computing is now a foundational skill for K-12 students, which I often refer to as the third most important literacy following reading and math. It develops students’ computational and critical thinking skills and teaches them how to create, not just use, new technologies. A survey from Code.org found that 90% of parents want their child’s school to teach computer science. Additionally, 67% of parents and 57% of teachers believe students should be required to learn computer science. With the passage of the 2019 Computer Science Bill, every K-12 school will be required to offer a high-quality computer science

course to its students. This legislation sets Alabama up to be a national leader in computer science education quality and access for students.

Making computer science curricula available to all students is critical to both their future success and the future success of our state’s economy. As you know, the Alabama Legislature took steps to ensure high-quality computer science courses are available in every K-12 school through the 2019 Computer Science Bill and subsequent funding for teacher training. This year, every high school and middle school must offer a course; next school year is the deadline for elementary schools. The bill also created new certification pathways for educators to teach computer science in their schools.

A+ College Ready and our parent organization,

A+ Education Partnership, have been working since 2012 to build the infrastructure for computer science education for all students. This work has been made possible through our partnership with the Alabama State Department of Education and as the Regional Partner of Code.org. A+ College Ready has been expanding access to Advanced Placement (AP) computer science courses at the high school level since 2013 through our Advanced Placement Training and Incentive Program.

Additionally, we participated in the State Board of Education’s Computer Science Course of Study Committee that created the framework for computer science education in K-12 classrooms. After that, we developed high-quality virtual and in-person computer science training for K-12 teachers

Continued on Page 13 9

COVID Changed

Everything Julie J. Weatherly, Esq.

Attorney & Founder Resolutions in Special Education, Inc.

COVID has changed everything about Special Education except the law.

COVID-19 has impacted every aspect of education, especially special education. In addition to creating new modes for delivery of instruction, schools are navigating the complications of educating and protecting students with disabilities during COVID who may not receive the same benefit from remote learning options and may have unique health and safety concerns.

As schools reopen to in-person learning, we are often asked “What do we do if, as a result of COVID, our district doesn’t have and can’t find something needed by a student with a disability?” This question can stem from a shortage of service providers and/ or support personnel or difficulty locating placement options, especially day programs and residential placements where safety protocols may limit the number of individuals attending.

While COVID has forever changed the world of special education, the requirements of the law have not changed, even if compliance is more challenging and, in some cases, impossible. Regardless of the circumstances of COVID, the U.S. DOE steadfastly maintains that students with disabilities remain entitled to a free appropriate public education as set forth in their IEPs. As a result, answers to questions such as “What do we do if, because of COVID, we don’t have, can’t find, or can’t afford …” apply the same legal standards that existed before the pandemic, even when they are unworkable in the “new normal.”

10

The Legal Standard for FAPE As explained by the U.S. Supreme Court in 2017, “[t] o meet its substantive obligation under the IDEA, a school must offer an IEP reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”i As has always been true in developing an IEP, service recommendations must be based on the individual needs and circumstances of the student and nothing else.

Consequently, school team members must respond to parent requests for services based upon what the student needs to make progress, rather than what the district has, always does, or has never done before. Thus, the sole question for FAPE is this: “What do the school’s data reflect a student needs in order to make progress appropriate in light of his/her circumstances?”

That FAPE is all about the individual needs and

circumstances of the student sounds simple enough, but this tenet of special education law does not always fit neatly in real-world application.

For example, it is well-settled that the availability of programs or services cannot be a determining factor in making service recommendations and COVID has not changed that.ii Accordingly, in a COVID world, statements like “day programs have no availability for the foreseeable future” can deny FAPE where a student needs those services. Likewise, statements such as “residential facilities are not accepting new students,” while perhaps true, likely will be an IDEA violation for a student who cannot be appropriately educated outside of a residential facility.

Another established legal principle is that lack of sufficient resources or personnel is not proper justification for the failure to provide FAPE. iii Notwithstanding that personnel shortages due to COVID are rampant nationwide, schools must find a way to deliver IEP services or risk an IDEA violation. Thus, if a student’s IEP includes a one-toone aide, the fact that the school district has posted the position but had no applicants for months will not excuse the failure to implement the IEP.

Navigating the Realities of COVID So, what should school districts do when COVID circumstances have left them without staff or other resources to deliver IEP services? Wouldn’t amending an IEP to change or decrease services for reasons other than the individual needs of the child violate IDEA? It is our view that where an IEP offers appropriate goals and services, the IEP should not be changed, even if the current realities of COVID prevent its full implementation. A student does not need less speech services than his/her IEP provides just because the district’s only speech service provider retired after 35 years because of health risks from COVID. Writing or amending an IEP to offer only the services a district is able to provide, where those fall short of FAPE, would not be legally defensible.

Continued on Page 13 11

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Computer Science (continued) to ensure schools are ready to implement the aforementioned legislation, including a praxis prep course to ensure educators pass their certification test.

Since 2016, we have trained over 3,300 teachers statewide. This has led to 21,819 middle school students taking the Computer Science DiscoveriesAlabama course and 10,756 high school students taking computer science courses in the 2021-22 school year, showing constant growth in access for students year-over-year. For context, the year before, only 9,317 middle school students were in a course.

Our state has come so far in the quest to provide equitable access to high-quality computer science courses to all students. The need for trained computer science educators will only continue to grow, and A+ College Ready is proud to support this expansion. Continuing this work must be at the heart of our work as educators and leaders, as these skills are paramount to ensuring every student graduates from high school ready to succeed in both college and career.

Covid Changed Everything (continued)

We believe that the preferable course is to ensure that the IEP offers FAPE and make all reasonable efforts (and document those efforts!) to implement the IEP. If staff shortages are a barrier to delivering services, post available positions, make efforts to publicize them, and even consider staffing company options, if available. Continue creative hiring and retention efforts (and document those efforts!) to find and keep needed staff and other resources.

And when IEP services simply are not available despite the district’s best efforts, communicate with the parent that the district will offer compensatory services for those missed. For example, if a student needs residential placement for FAPE but no availability can be found, provide the services that can currently be delivered, document ongoing efforts to find an appropriate placement, and communicate with the parent the district’s offer of compensatory services for the time the placement was not available. i

Endrew F. v. Douglas Co. Sch. Dist., 69 IDELR 174, 137 S. Ct. 988 (2017).

ii

Deal v. Hamilton Co. Bd. of Educ., 392 F.3d 840 (6th Cir. 2004) and LeConte, 211 EHLR 146 (OSEP 1979).

iii

Letter to Anonymous, 30 IDELR 705 (OSEP 1998).

13

COMMUNITY COMMENTS IN SCHOOL BOARD MEETINGS

14

forum

Dr. Dave Dagley

Professor Emeritus, University of Alabama

and Dr. Amy Dagley

Legal

Alabama law directs county boards of education to hold a meeting, at least once each year, to allow the public an opportunity to present its views. Section §16-8-3 Code of Alabama (1975). A comparable statute does not seem to exist for city boards of education. However, both county and city boards regularly hear from their constituents by the long-standing practice of having time reserved on the board agenda for an opportunity for community comment. Many school boards have adopted a policy guiding the use of a community comment section during a school board meeting. A policy challenge against an Ohio school district, in a case recently decided by the Sixth Circuit Court of Appeal, Ison v. Madison Local Sch. Dist., 3 F.4th 887, 392 Educ. L. Rep. [527] (6th Cir. 2021), is the subject of this commentary.

1.

Prohibit public comments that are frivolous, repetitive, and/or harassing;

3.

Request any individual to leave the meeting when that person does not observe reasonable decorum;

A parent objected to discussions by the school board to arm school personnel and came to a school board meeting to comment. He was not allowed to address the board, because he had not preregistered to do so. After preregistering, the parent returned to the next meeting, to speak against the board proposal to permit school employees to carry concealed weapons to school, and to speak against the actions of the administration in punishing students who had protested against the proposal.

Assistant Professor, UAB

In 2016, a student in Madison schools wounded four students with a firearm, fostering arguments in the community about school safety. In 2018, the school board decided to allow school staff to carry concealed weapons. Previously, the school board had enacted what it called a Public Participation Policy, to set procedures for community members to address the school board. The policy limited participation to city residents and required completion of a form, in person, at least two days prior to the meeting. Participants could only speak for three minutes, could only address the board president, and could not address individual board members. Under the policy, the board president was authorized to:

2.

Interrupt, warn or terminate a participant’s statement when the statement is too lengthy, personally directed, abusive, offtopic, antagonistic, obscene, or irrelevant;

4.

Request the assistance of law enforcement officers in the removal of a disorderly person when that person’s conduct interferes with the orderly progress of the meeting.

The parent spoke at the meeting, accusing the board of being pro-gun and of threatening the school to punish students who had protested against the proposal. According to video evidence, he read calmly from his notes, but turned to address the crowd and other board members. He was interrupted twice, first by the board president, who asked him not to use the word “threatening,” and then by another board member who disputed the parent’s conjectures about the board’s motivation in passing the resolution. The board

Continued on Page 17 15

Ethically

Speaking

Scenario 2: Student Athlete Recruitment

You have an opportunity accompany a perspective student athlete on a recruiting visit to a college Mark Boardman football game, where you Attorney receive free admission. Will Boardman, Carr, Petelos, Watkins & Ogle P.C. you violate the Ethics Act if In the last edition of CLAS School Leader, you go?

we discussed that you should not accept free football tickets to a college football game from a school vendor. We discussed that the “don’t take free tickets” rule also applies to entertainment or social events, which includes a play or concert. Now let’s consider two circumstances where you can accept tickets (which are not from a school vendor).

Scenario 1: Tickets to the Event at the Seminar You have an opportunity to go to a great seminar, and as part of the seminar, you attend a concert or some other event where you need a ticket. Will you violate the Ethics Act if you take it?

16

Short Answer: No. These are exceptions which will allow you to use the ticket.

Analysis: The Alabama Legislature adopted major revisions to the Alabama Ethics Act in its special session held in December 2010. The Alabama Ethics Commission says that part of the intent of those ethics reforms was “to do away with the longstanding practice of giving free tickets to sporting events to public officials and/or public employees, merely because they were public officials or public employees. As a general rule, it is now prohibited for public officials and public employees to receive tickets to sporting events or recreational events merely for the fact of their public service.” 1 Nevertheless, if your seminar is an “educational function” then you can use the tickets as long as doing so “could not reasonably be perceived as a subterfuge for a purely social, recreational, or entertainment function.” 2 In reaching this position, the law says to take “into account the totality of the program or agenda.” 3 The free ticket amounts to a waiver of a registration fee or similar cost, so perhaps even your spouse can attend this ticketed event as part of the educational function,” 4 again, provided that the concert or play is “an integral part” of the seminar. 5 The seminar sponsor also can seek precertification by the Director of the Ethics Commission. 6 (The value of the hospitality cannot exceed $150 per year if the seminar is held by a lobbyist or $250 a year if the seminar is held by a person or business which employs or retains a lobbyist.)

The Ethics Act prohibits any public official or public employee 8 if accepting the tickets could lead to corruptly influencing official action. 9 Likewise, no public official or public employee shall use his or her official position for personal gain. 10 However, in this scenario, you are doing neither, because you are attending a seminar which will help you become a better educator and the play or concert is part of the event.

Similarly, you are not corruptly influencing a government function or using your public position for personal gain if you are assisting a student athlete. Thus, when you accompany a student athlete onto the field at Jordan Hare or Bryant Denney stadiums, you are there to assist the student athlete, both as a chaperone and as an advisor. The NCAA provides strict rules by which the universities can recruit the student athlete; you are even required to follow those. Thus, you, too, can accept free admission to the sporting event. 11 The Ethics Commission even goes further, stating: “It is not improper for the University to provide complimentary passes to teachers, administrators, etc., who are director or overseeing a program or other activity in which the perspective student athlete is participating.” 12 Enjoy the seminar!

Ethics Commission Advisory Opinion 2011-07, Pages 7 and 8 Alabama Code Section 36-25-1(13) 3 Id. 4 Alabama Code Section 36-25-1(34)(b)(12) 5 Alabama Code Section 36-25-1(34)(b)(14) 6 Alabama Code Section 36-25-1(34)(b)(15) 7 Alabama Code Section 36-25-1(34)(b)(17) 8 The difference is explained in the CLAS School Leader 2020 Spring Issue, pages 8, 9 and 18.

9 Alabama Code Section 36-25-7(a) 10 Alabama Code Section 36-25-5 11 Alabama Ethics Commission Opinion 2011-07, page 8 12 Id. 1 2

17

2021-2022 CLAS Board of Directors

Bob Lawry CLAS President-Elect

Susan Patterson CLAS Past President

2021-2022 CLAS President

Donald Turner, Jr. Superintendent, Calhoun County Schools

Stan Stokley AAESA Director

Charles Gardner AAESA Director

Veronica Coleman Dilhani Uswatte Patricia Culpepper Rodney Richardson Keith York AAESA Director AAESA Director AAESA Director AAESA Director AAMSP Director

Cassandra Anderson Andy Carpenter AAMSP Director AAMSP Director

Chris McCullar ACTA Director

Waller Martin AAESA Director

Tony Sanders AAMSP Director

Rhinnie Scott Stefanie Underwood Melinda Bonner ACTA Director ALA-EL Director ACND Director

David Asbury AASPA Director

Michelle Washington AASPA Director

Van Phillips AASSP Director

Bennie Shellhouse AASSP Director

David Diaz AASSP Director

Wes Rogers AASSP Director

Seth Taylor AASSP Director

Jason Goodwin AASSP Director

David Sikes AASSP Director

Brian Clayton AASSP Director

Lisa Beckham AASCD Director

Ashley Catrett AASCD Director

Patrick Chappell AASCD Director

Justin Hefner Evelyn Nettles-Hines Jan Tribble AASCD Director AASCD Director AASCD Director

Frederick Abernathy, Jr. Casey Davis Bobby Jackson Charla DeLeo Annie Spike Courtney Utsey AAPASS Director AAPASS Director AAPASS Director ALA-CASE DirectorALA-CASE Director ALA-CASE Director

Christie Finley SSA Director

Heath Grimes Charles Ledbetter, Jr. SSA Director SSA Director

Aaron Milner SSA Director

Timothy Thurman Richard Templeton SSA Director ALA504 Director

ALSDE Supports Local Systems to Fully Implement PowerSchool Dr. Eric Mackey

Alabama State Superintendent of Education We are finally beginning to establish some sense of normalcy, after what can only be described as one of the most challenging school years ever. We do so with cautious optimism and a great amount of appreciation for the teachers, administrators, staff, and others who have so diligently helped get students back in school.

In addition to reeling from the impact of the COVID-19 pandemic, we are also beginning the implementation of PowerSchool, the state’s new student information system program.

Full implementation, and understanding, of any new piece of statewide technology is always difficult. Implementation during a pandemic is even harder.

I am a former teacher, vice-principal, principal, local superintendent, and I have been through a myriad of new student information systems over the years. From Osirus, to STI-Local, to STIState, to I-Now… and now to PowerSchool, I am familiar with both the excitement and the headache that learning the insand-outs of a new student management system brings. Each one comes with challenges and opportunities. There is always a learning curve and I want to take this opportunity to let you know how much I appreciate the hard work and determination you have put into getting to know this new system.

On top of the daily responsibilities and challenges that come from just running a school, you now have the additional responsibility of learning a new student management system. It 20

is difficult. We understand that and are committed to supporting schools and school systems through the arc of this learning curve. Our commitment to continually provide intensive training, professional development, resources, and support as the state familiarizes itself with this new system is unwavering.

In mid-November, we partnered with the Council for Leaders in Alabama Schools (CLAS) to provide Principals with targeted training to address specific issues or concerns. The Alabama State Department of Education (ALSDE) subject-matter experts provided information on resources, level data and PowerSchool Support Models, PowerSchool updates, and more. In the coming months the ALSDE will provide training videos and tutorials that can be accessed at any time to give end-users specific instruction on some of the most common issues experienced with PowerSchool implementation.

We firmly believe that PowerSchool, once its full potential is truly realized, will forever change student information management, and district’s ability to efficiently manage instruction, learning, grading, attendance, assessment, analytics, reporting, and other facets of school management. Unlocking PowerSchool’s full potential in ways that are unique to individual school systems will revolutionize student information management. We understand that there are some areas of the state that need more training and specific training, and we are committed to being there every step of the way.

Legal Forum (continued) president asked the parent to stop speaking and warned that if he continued, he would be escorted out by security. The parent continued his speech as a security officer escorted him calmly from the room, finishing the speech in just under three minutes.

The board president later testified that the parent had been unruly, not following rules, and was hostile in his demeanor. The board president also said that he had let the parent speak until other people started to object and got offended.

The previous system, INOW, has gone out of business and is no longer an option. So, in our attempt to replace that with a system that not only meets, but exceeds the needs of our school leaders, we sought the input and expertise of technology directors, educators, and stakeholders from across the state, and formed a committee to look at various options for Alabama’s student management system; overwhelmingly (by more than 90 percent of committee members) PowerSchool was the system of choice.

Over the coming months we will roll out more training options and continue looking at the most efficient and effective ways to support PowerSchool implementation at the local level.

We want to answer your questions, answer them quickly, and provide necessary training and resources to make sure we can take full advantage of the potential of this truly amazing system. We have a really strong product that is going to do wonders for our state in the years to come. The power behind PowerSchool is much richer than anything we have ever used before. There is great potential in the PowerSchool platform, and it is going to allow Alabama to connect students, teachers, administrators, and parents with the shared goal of improving student learning outcomes.

Again, thank you for your dedication and your perseverance through what we know are very difficult times. There will be bumps in the road – we know that even with the best training, the implementation of such a data-driven and comprehensive system will take time and patience to master. The ALSDE plans to be here every step of the way and will do whatever we can to make sure every system in Alabama can utilize this flexible, scalable, and reliable student information system.

The parent sued the school board for violating his speech rights, through 42 U.S.C. § 1983, which, as part of the Civil Rights Act of 1871, allows a plaintiff to seek damages for violation of a constitutional or civil right. The parent alleged that the policy used vague and undefined terms, and that the policy imposed content-based restrictions on speech. After both parties filed cross motions for summary judgment, the district court awarded summary judgment to the school board. The parent appealed. The appeal deployed three arguments. First, the parent argued that the policy’s restrictions on “personally directed,” “abusive,” and “antagonistic” speech violate free speech. Second, the parent argued that the preregistration requirement is an improper restraint on speech. And third, the parent argued that the policy itself is unconstitutionally vague.

The appellate court decision began by acknowledging that the constitutionality of speech restrictions depends upon the nature of the forum in which it occurs.

Then, the decision recorded that the parties agreed that school board meetings are limited public forums. (Note: The court cited Pleasant Grove City v. Summum, 555 U.S. 460, 470 (2009), which is about monuments on display in a public park, for this assertion. As a tactical matter, we suggest that the community comments part of a school board meeting is a limited public forum, without conceding that the whole school board meeting is a limited public forum.) In a limited public forum, a school board may make manner, place,

Continued on Page 26 21

SCHOOL BUS GREENHOUSE Bullock County Schools is using creativity in effectively bringing to life the phrase, “rolling classroom”. Through a collaborative partnership with the University of Alabama in Huntsville (UAH), Bullock County Schools repurposed a school bus to create a greenhouse, a School Bus Greenhouse.

In early 2020, Dr. Christopher Blair, Superintendent of Schools, Bullock County Schools, shared a vision of STEM activities with Dr. Gary Maddux, Principal Director, UAH Systems Management and Production (SMAP) Center, while discussing longterm strategies to meet the economic challenges of the Black Belt Region. Understanding that a successful STEM project should address the current economy of Bullock County, namely agriculture, along with emerging regional growth industries, such 22

as solar power, Dr. Blair and UAH hoped to develop a project that merged the present with the future.

Immediately, Dr. Maddux and his SMAP Center team provided a resolution to Dr. Blair’s vision, resulting in a collaborative partnership with Dr. Marvin A. Lowe, Director of Career and Technical Education, Bullock County Schools, thus establishing the system’s first rolling STEM Classroom.

Months of collaboration were invested in the School Bus Greenhouse project. During the worst months of the COVID-19 pandemic and while Bullock County schools were operating remotely, Dr. Lowe, Dr. Maddux, and personnel from both organizations collaborated weekly, via Zoom, in planning the School Bus Greenhouse. The UAH collaborative

Dr. Marvin A. Lowe, III

Director of Career & Technology Education, Bullock County

and Dr. Gary Maddux

Principal Director, UAH Systems Management and Production

“Months of collaboration were invested in the School Bus Greenhouse project.” team consisted of Norven Goddard, Research Engineer, Ishella Fogle, Research Associate, both of the UAH SMAP Center, along with Matthew Harrison, Laurel Fogle, and Marco Garcia, undergraduates attending UAH who also work as Research Assistants at the UAH SMAP Center. Dr. Lowe’s collaborative team was Victoria Warmack, Welding Instructor, Bullock County High School, Ernest Hughley, AgScience Instructor, Bullock County High School, Anwar Walker, STEM Instructor, South Highlands Middle School and Germaine Edwards, Owner of G & G Auto Body and Recovery in Union Springs, Alabama.

Phase I: Removal of seats and portion of roof.

Phase II: Measurements for

irrigation system & requirements for solar panels.

Phase III: Painting the bus.

Phase IV: Installation of irrigation system and solar panels.

Phase V: Bonnie Plants provides soil, seeds, and vegetated plants.

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Phase I Phase I of the project required the removal of seats and a portion of the roof on the school bus. Ms. Warmack, Mr. Hughley, and their students assisted in this phase of the project.

Although Bullock County schools were operating remotely due to the high spread of COVID-19, students in Ms. Warmack’s and Mr. Hughley’s classrooms were very interested in the project.

To complete this phase, several specialized tools were needed for the project and Dr. Maddux and his team quickly ordered the additional equipment. Students also helped to remove student seats, a portion of the roof, the reflective stickers from the sides of the bus, and prime the bus in preparation for the new green exterior paint. Most importantly, students learned how to operate the new specialized tools in completing this project.

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Phase II Phase II provided opportunities for Anwar Walker, STEM 8th Grade Teacher, South Highlands Middle School and Ms. Warmack to collaborate on measurements for the irrigation system and requirements for the solar panels. This was possibly one of the easiest phases to complete.

Phase III Phase III consisted of Mr. Walker, Ms. Warmack, and Germaine Edwards collaborating and coordinating schedules to paint the bus. This phase was extremely challenging as it was a timeconsuming process in taping the bus. Again, none of the items needed for this phase of the project were on hand and the UAH SMAP Center quickly processed the orders and shipped needed materials to Bullock County for this project.

Phase IV Phase IV, Mr. Walker and his students, began installation of the irrigation system and solar panels. During this phase, undergraduate students from UAH travelled to Union Springs, Alabama and helped complete installation of the technical systems on the bus. This was challenging for the students as they made two separate trips to Union Springs to install the electrical equipment and solar panels.

Phase V Phase V of the STEM project allowed Dr. Lowe to collaborate with Bonnie Plants, which is headquartered in Union Springs, Alabama, in sponsoring soil, seeds, and other vegetated plants for students to explore. This new partnership with Bonnie Plants will further allow professional technicians to regularly collaborate and share knowledge with Bullock County faculty to support STEM activities. The collaboration between Bullock County Schools and Bonnie Plants will allow students attending Union Springs Elementary School the opportunity to grow and learn about specific plants. A school garden is also being constructed for this STEM project touching all students.

Lastly, Dr. Lowe shared success from this collaborative project, via Zoom, with Dr. Melvin A. Lowe, III, Director of Career and Technical Education, Macon County Schools and Mrs. Shameka Baker, Principal, Lowndes County Career Technical Center, Lowndes County Schools. The overarching goal is for each school system to develop unique STEM projects that address emerging processes and technologies. The UAH SMAP Center has volunteered to assist as many school systems as possible in developing new projects and encouraging that newly implemented STEM projects are shared among the school systems.

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Legal Forum (continued) or time restrictions, if they are narrowly-tailored to serve a significant governmental interest, and leave open ample alternative channels for communication of the information. Thus, the school board may make content-based restrictions, such as limiting participation to certain groups or discussion of certain topics. However, the school board cannot practice viewpoint discrimination, which is discriminating between speech that it likes and speech it does not like. As the appellate court described it, impermissible viewpoint discrimination does not neutrally treat an entire subject as off limits. Rather, it permits some private speech on the subject and only disfavors certain points of view. In other words, a school board can choose to not talk about football at a school board meeting. But once it opens discussion to styles of football uniforms to private individuals in the room, it cannot pick and choose between opinions on the styles.

The parent argued successfully that two recent Supreme Court cases interpreting restrictions on federal registration of trademarks under the Lanham Act are instructive in deciding what is viewpoint discrimination. (The two cases are Matal v. Tam, 137 S.Ct. 1744 (2017) and Iancu v. Brunetti, 139 S.Ct. 2294 (2019). Matal struck down a regulation that prohibited trademarks that “disparage” . . . “persons, living or dead.” Iancu struck down a regulation that restricted trademarks that are “immoral or scandalous.”) Following those decisions, the appellate court held that restricting “antagonistic,” “abusive,” and “personally directed” speech because it opposes or offends school board members or members of the public violates the First Amendment.

Although the court held in favor of the parent on this point, the court remanded a decision on damages or other remedy back to the district court, because the parties had not yet produced briefs about remedies.

On the preregistration requirement, the parties and appellate court agreed that it was a content-neutral restriction and therefore qualifies as a manner, place, or time restriction. As such, it only needs to narrowly serve a significant government interest and provide ample alternative channels for communication. The court noted that the preregistration process signals a commitment by citizens to show up to speak and provides an orderly and efficient means of creating and following an agenda. Emails to school personnel

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and school board members, and other school functions provide significant opportunities for parents to communicate personal viewpoints. The appeals court affirmed the summary judgment for the school board on this matter.

The parent’s third complaint was that language in the policy was unconstitutionally vague. In essence, the parent challenged the board president’s discretion, arguing that “reasonable decorum,” “abusive,” and “antagonistic” can change depending upon the school board’s approach. Here, the appellate court acknowledged that it had already struck the prohibition against “abusive” and “antagonistic” speech. However, the court declined to strike language in the policy regarding what was “reasonable decorum.” The court was supportive of allowing the president to make on the spot decisions about what was “reasonable decorum,” but signaled that it would not support decisions that picked between viewpoints, or limited speech simply because others in the room were offended by it.

We thought this was an important case to spotlight right now. We have seen school board meetings around the country erupt during community comments, recently about mask and vaccination requirements. We suggest that school leaders review their community comment policies with legal counsel.

Although it is unlikely that the policy would be struck as being constitutionally vague, it is possible that the words chosen to convey what is prohibited can be interpreted as picking and choosing between opposing viewpoints. What is certain, however, is that threats are not constitutionally protected by the First Amendment. Threats, whether spoken threats or threatening behavior, may be controlled by the board president, with the assistance of law enforcement if necessary.

The school board in this case called their policy a “public participation” policy. The court in turn used the school board’s language to describe it. We believe school boards are better served by calling it a “community comment” policy. We have the viewpoint that a school board meeting is not a town hall meeting, where everyone in the room may speak to each item on the agenda. A school board meeting is not a public meeting, it is a meeting of the board in public. Although it is always good to listen to the public in forming policy, it is still the school board’s meeting.

Alabama Schools Are Getting “Active” with the Interactive Playground!

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Alabama Schools/Districts West Blocton ES – Bibb County; Lincoln ES – Talladega County; Crestline ES – Mountain Brook City; Belgreen HS – Franklin County; Snow Rogers ES – Jefferson County; Gulf Shores ES – Gulf Shores City; White Plains ES, Ohatchee ES, Saks ES, Weaver ES, Wellborn ES – Calhoun County

Albertville City Schools Getting “Powered Up” STEM Career Pathways Curriculum and Marty the Robot “…With vertically aligned STEM pathways, from kindergarten to 12th grade, our students will be engaged in dynamic learning that empowers them to be successful in college or in a career.” “[PowerUpEDU] offers the best of the best for what you need in the classroom.

They are not just a company we purchase from, but family. They care about what they sell and they care about how you use it in the schools and classrooms.” Spring Charles, ACS Technology Coordinator

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Awards &

Recognition

Each year, in November, the Alabama Association of Secondary School Principals names its district principals of the year and the Alabama Association of Elementary School Administrators names district nominees for Alabama’s National Distinguished Principal.

Middle School Principal of the Year Each district’s selection was considered before the finalists for the Middle School Principal of the Year award were chosen. The district principals of the year were recognized at an awards ceremony at the AASSP/AAMSP Fall Conference on November 9, 2021. The district principals of the year are: District 1 District 2

Robbie Smith Perry Dillard

Orange Beach Middle School South Dale Middle School

Baldwin County Dale County

District 3 Cicely Curtis (finalist)

R.B. Hudson STEAM Academy

Selma City

District 4

Holtville Middle School

Elmore County

District 5 Larry Haynes (finalist)

Oak Mountain Middle School

Shelby County

District 6 Lori Carlisle District 7N Kevin Wieseman District 7S Lisa Wright

Wadley High School Florence Middle School South Lamar School

Randolph County Florence City Lamar County

District 8 April McCutcheon (finalist)

Buckhorn Middle School

Madison County

Lee Jackson

The Alabama Middle School Principal of the Year Award is sponsored by the Alabama Association of Secondary School Principals and Horace Mann. AASSP is grateful to Horace Mann for their support and recognition of outstanding Alabama public school administrators.

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High School Principal of the Year Each district’s selection was considered before the finalists for the High School Principal of the Year award were chosen. The district principals of the year were recognized at an awards ceremony at the AASSP/AAMSP Fall Conference on November 9, 2021. One overall winner will be named in January. The district principals of the year are: District 1 District 2

Arnold Cox Joshua Herring

Chickasaw High School Ariton School

Chickasaw City Dale County

District 3 Terina Gantt (finalist) District 4 Kyle Futral (finalist)

Demopolis High School Holtville High School

Demopolis City Elmore County

District 5

Helena High School

Shelby County

District 6 Seth Taylor (finalist)

Pleasant Valley High School

Calhoun County

District 7N Jeff Burbank District 7S Davey Reed District 8 Willie Moore

Brooks High School Haleyville High School Athens High School

Lauderdale County Haleyville City Athens City

April Brand

The Alabama High School Principal of the Year Award is sponsored by the Alabama Association of Secondary School Principals and American Fidelity. AASSP is grateful to American Fidelity for their continued support and recognition of outstanding Alabama public school administrators.

Alabama’s National Distinguished Principal Each AAESA district selects one nominee for Alabama’s NAESP National Distinguished Principal. In January, a committee of judges will review their applications and select three finalists. Each finalist will host a site visit of judges.

Alabama’s NAESP National Distinguished Principal will be named in early spring. The district nominees are: District I District II District III District IV District V District VII District VIII District IX District X

Michael South Christy Amick Lucile Prewitt Alice Turney Brigett Stewart Mary Salmon Michelle Moore Christie Mitten Bradley Scott

WC Handy Early Childhood Development Center Chickasaw Elementary School Oakdale Elementary School Riverchase Elementary School Piedmont Elementary School Southview Primary School Foley Elementary School Holly Hill Elementary School Blossomwood Elementary School

Florence City Chickasaw City Tuscaloosa City Hoover City Piedmont City Opelika City Baldwin County Enterprise City Huntsville City

The Alabama National Distinguished Principal program is the state recognition program of the National Association of Elementary School Principals (NAESP) National Distinguished Principal program. The Alabama program is sponsored

by AAESA and Classworks.

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Dr. Demica Sanders CLAS Director of Professional Learning

Lessons Learned

from a Loss On October 9, 2021, a rare event occurred in the state of Alabama- the Crimson Tide lost a game to an unranked team, Texas A&M. Now, other teams lost on that day- Auburn, Texas, Michigan- just to name a few, however, the major focus was on Alabama’s loss. As I scrolled through Facebook, I saw many people sending comments to Alabama fans, as well as displays of memes and jokes all at the expense of Alabama. The next morning, many headlines summed up the events of the day, Oklahoma’s all-time comeback to Alabama’s stunning loss: Week 6 turned college football upside down and Alabama vs. Texas A&M score, takeaways: Aggies win stunner, No. 1 Tide suffer first unranked loss since 2007 just to name a few.

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Even though I am not a fan of football, I am a fan of Nick Saban and his process so I listened to the press conference after the game. “Obviously, this is a very disappointing loss for us. I know the players are disappointed.” Saban said. “But I think that everybody needs to remember how they feel and not forget it, because when I talk about having respect for winning, that’s what I mean. You wanna avoid the feeling that you have when you lose. So, a lot of lessons to be learned out here tonight” (Saturday Down South, 2021). As I listened

to the press conference, I began to wonder about those lessons that we often learn when we lose.

As administrators, there are times when you feel that you have lost a game. Recently, many of you received the test scores from the ACAP assessment. Although many of us knew that the results were not going to be great, we had a difficult time processing the scores when they came in.

Like Saban, many of you had to get your teams together and reevaluate.

Lessons Learned: Responsibility

According to John Maxwell, losing allows us to learn, but many people do not seize it.

And when they don’t, losing hurts (Mackey, 2017). He goes on to advise that it takes discipline to do the right thing when everything goes wrong and provides us with the first step when we lose, which is to take responsibility. It is hard for those who do not win to admit that they did not do everything right (Mackey, 2017).

Lesson learned: If you can look at the loss and be responsible for the mistakes that you have made, then you will be able to correct those mistakes and move on!

Resiliency

It is ok to be disappointed or upset after a loss! As many of you received those test scores, I am sure that you had a moment where you were disappointed. The quicker that you can put the loss behind you, the closer you are to the next win. Vince Lombardi reminds us that, “it’s not whether you get knocked down, it’s whether you get up.”

Lesson learned: Recover and move forward.

Review

Humility

After the Texas A&M loss, I am confident that Nick Saban and the team reviewed the film to determine the mistakes that had been made during the game. The ultimate goal was not to stay focused on those mistakes, but learn from them.

Lesson Learned: After a loss, you must “review the why in your losses” to strengthen your weaknesses.” By doing so, “new opportunities will arise” (Hickman, 2016).

The final step in this process is to be humble! After the game, Nick Saban immediately admitted that some mistakes had been made that cost them the game. Although your scores may not be what you wanted them to be, you have to be humble with your staff and more importantly, with your community stakeholders.

Lesson learned: Although, “losing challenges us and keeps us humble, it teaches us there are others who are better” (Hickman, 2016). The emphasis should be motivation to do and be better.

Final Lesson: Charlie Brown’s team, probably the worst team in cartoon history, is known for losing games. After one of the many losses suffered by the team, Lucy reminds us of the value of losing in the cartoon depiction: The final lesson learned: The ability to learn from your losses is the biggest win of all.

Remember that CLAS is here to help you through the losses and celebrate with you when you win. If we can ever be of assistance, do not hesitate to contact us!

Roll Tide!

Hickman, V. (2016, May 19). “4 lessons learned by Losing.” Retrieved October 2021 from https://www.itsfrontporch.com/4-lessons-learned-by-losing/#.YXSDiBrMLyE. Mackay, H. (2017, March 19). “Learning from losing is a discipline that pays off,” Retrieved October 22, 2021 from https://www.startribune.com/learning-from-losing-is-a-discipline-that-pays-off/416478363/.

Saturday Down South. (2021, October 10). “Nick saban reacts to alabama’s loss to texas a&m.” [Press Release]. https://www.saturdaydownsouth.com/alabama-football/nick-saban-reacts-to-alabamas-loss-to-texas-am/

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Upcoming Professional Learning Opportunities Information and registration is located at clasleaders.org/events CLAS Secretaries Conference: Montgomery, AL

CLAS Aspiring Administrators Conference: Montgomery, AL

ALA504 Conference: Birmingham, AL

CLAS Lunch & Learn Webinar: Lessons Learned from COVID-19: Rethinking Leadership

CLAS Lunch & Learn Webinar: Achieving Equity and Dismantling Disproportionality

by Addressing Systemic Beliefs

CLAS Culture Training (Day 1 of 2): Tuscaloosa, AL

SSA Legislative Conference: Montgomery, AL CLAS Leadership Institute: Practical Trauma-Informed Social and Emotional Learning Strategies for the Classroom Mobile, AL CLAS Leadership Institute: Practical Trauma-Informed Social and Emotional Learning Strategies for the Classroom Montgomery, AL CLAS Leadership Institute: Practical Trauma-Informed Social and Emotional Learning Strategies for the Classroom Huntsville, AL ALA-EL Winter Conference: Tuscaloosa, AL CLAS Aspiring Administrators Conference: Tuscaloosa, AL AASCD Winter Conference: Virtual CLAS Assistant Principals Conference: Point Clear, AL AASPA Winter Conference: Montgomery, AL 34

CLAS Leadership Institute: Another Year in Review: What’s Been Going On in Special Education Law? Florence, AL CLAS Leadership Institute: Another Year in Review: What’s Been Going On in Special Education Law? Montgomery, AL CLAS Leadership Institute: Another Year in Review: What’s Been Going On in Special Education Law? Mobile, AL CLAS Assistant Principals Conference: Florence, AL AASCD Winter Curriculum & Instruction Bootcamp: Virtual CLAS Assistant Principals Conference: Prattville, AL ALA-CASE Spring Conference: Birmingham, AL CLAS Leadership Institute: Key Indicators of Highly Effective Technology Integration Mobile, AL

AAPASS Spring Conference: Mobile, AL

CLAS Lunch & Learn Webinar: Topic TBD

CLAS Leadership Institute: Key Indicators of Highly Effective Technology Integration Montgomery, AL

CLAS Leadership Institute: Engaged Leaders = Engaged Learners Mobile, AL

CLAS Leadership Institute: Key Indicators of Highly Effective Technology Integration Florence, AL CLAS Lunch & Learn Webinar: Playing Catch Up: Combatting the Achievement Gap CLAS Culture Training (Day 2 of 2): Tuscaloosa, AL CLAS Law Conference: Prattville, AL

CLAS Leadership Institute: Engaged Leaders = Engaged Learners Montgomery, AL CLAS Leadership Institute: Engaged Leaders = Engaged Learners Hoover, AL ACTA Spring Conference: Orange Beach, AL CLAS Lunch & Learn Webinar: Updates from the State Department of Education CLAS Convention 2022: Birmingham, AL

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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

Edgenuity

Edgenuity provides online and blended learning solutions for grades K-12 that propel student success, empower teachers, and enable schools to meet their academic goals.

Steve Santora 480-675-7284 steve.santora@edgenuity.com www.edgenuity.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

Imagine Learning

Imagine Learning partners with educators, providing supplemental digital literacy, math, and assessment programs for students in preK through grade 8.

Christy Sanders 205-470-9807 christy.sanders@imaginelearning.com www.imaginelearning.com

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

Horace Mann Companies

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

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

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

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

IXL Learning

Lexia Learning

Jumpstart Test Prep

Lifetouch Studios

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, 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

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 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/

Illuminate Education

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

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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

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

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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