Education News in Alabama

July 16, 2004 (archive)

IT WAS A GOOD WEEK FOR:
Reading scores, as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment scores for spring 2004 were released statewide. Systems and schools that are using DIBELS faithfully to track student progress in reading are having success in raising student achievement and getting students to read at grade level.

DIBELS is a standardized reading test used to assess elementary reading proficiency. It was administered statewide for the first time during the 2003-2004 school year. Administration was required in K - 2 but was optional in Grade 3. DIBELS results are not used for either Alabama’s accountability system or for No Child Left Behind (NCLB) accountability but rather for instructional improvement that will lead to improved NCLB accountability results.

DIBELS now gives teachers in grades K-3 a tool that they can use on an ongoing basis to monitor student progress in reading and address any deficiencies. Previously, schools and school systems had to wait until the release of SAT 10 data each August to gauge student performance. Because this data is released during the summer, there was no way for teachers to use the data to improve student achievement. Because DIBELS data is readily available during the school year, educators are able to use test scores to determine student progress and alter instruction to meet the individual needs of students.

According to Dr. Katherine Mitchell, director of the Alabama Reading Initiative (ARI) and Alabama First Reading Initiative (ARFI), it is critical for K-3 educators to use DIBELS data because it points to what matters most for teaching students to read. DIBELS gives teachers, principals, and superintendents the information they need by mid-year of Kindergarten about which students are on track to be reading at grade level and which students need extra help.

The Spring 2004 data is evidence that increased focus and attention to early reading instruction can pay big dividends. The two school systems that made the greatest gains on the DIBELS were Montgomery County and Wilcox County. These systems used state, local, and federal funding wisely to implement system-wide efforts in reading.

For more information on the DIBELS assessment, go to http://dibels.uoregon.edu/
For more information on Alabama's DIBELS scores, go to the Alabama State Department of Education's website at http://www.alsde.edu

MORTON CHOSEN STATE SUPERINTENDENT
On July 13, members of the State Board of Education voted to remove the word "Interim" from Dr. Joe Morton's title, making him the next State Superintendent for Alabama's K-12 schools. Governor Riley presided over the meeting as president of the board.

The vote was preceded by much discussion and praise for Dr. Morton, who held the position of Assistant Superintendent for eight years under Dr. Ed Richardson and who has served as Interim State Superintendent since January, when Dr. Richardson resigned to head Auburn University. Ms. Sandra Ray (D), District VII, began the discussion by moving that the board accept the previously published criteria as guiding parameters for selecting the next state superintendent. The board unanimously agreed.

Mr. David Byers (R). District VI, then made a motion to remove the "Interim" from Dr. Morton's title and make him permanent state superintendent. His motion included that Dr. Morton would continue at his current salary until the next board meeting, when contract details and salary would be discussed. Ms. Ray seconded the motion.

In the discussion of this motion, Ms. Ella Bell (D), District V, stated that while she knows Dr. Morton is "a premier educational leader and the state is fortunate to have him" her constituents had indicated their desire for a regional search to determine that that board is indeed choosing the best person for the job. Ms. Bell entered a second motion asking for a regional search. The motion died, as it did not receive a second.

Board members then continued to discuss the qualifications of Dr. Morton. Many indicated that they originally wanted a national search initially but have come to admire and respect Dr. Morton's abilities to perform the job. Governor Riley stated that he believes Alabama is extremely fortunate to have Dr. Morton and that he is the right person for the job. The board then voted 8 - 1 to name Dr. Morton the next State Superintendent of Education. Ms. Ella Bell opposed the first vote. Gov. Riley called for a second vote to make the decision unanimous. It was.

Upon his selection, Dr. Morton was uncharacteristically "speechless." He stated that he has tremendous faith in the Alabama public schools, but that he has a much deeper and greater faith in what they can become. "With God's help and guidance," he said, "we can see this state turn the page to become a national leader in education. With the superintendent and state board working together, we will not fail."

A+ congratulates Dr. Morton on this honor. We have confidence in his ability to lead Alabama's public schools to greatness and look forward to working with him in the future.

STATE BOARD OF EDUCATION NEWS
In other news, the State Board of Education held their annual election for Vice President and President Pro Tem on July 13. Dr. Ethel Hall (D), District IV, announced her intent to step down as Vice President after 10 years. She nominated Mr. Byers as her replacement. Mr. Randy McKinney (R), District I, seconded the motion and thanked Dr. Hall for her leadership. Mr. Byers was elected Vice President and will conduct meetings in the Governor's absence.

How they voted:
Yes: McKinney, Hall, Riley, E. Bell, Byers, Ray
Abstain: Stephanie Bell (R), District II; Betty Peters (R), District III

Mr. Byers then introduced a resolution to make Dr. Hall Vice President Emertia of the State Board of Education. "I learned from you consistently what it takes to be a leader," he told Dr Hall. "Your fairness and integrity have been a light for all of us." The board unanimously approved his resolution. A+ echoes Mr. Byers’ remarks and has watched and worked with Dr. Hall with great admiration during her years of service. Her strong commitment to doing the right thing for students has set a strong example for all those who work with the State Board of Education. We look forward to continuing to work with her for the remainder of her term and beyond that time.

Mr. McKinney then nominated Ms. Ray for the position of President Pro Tem, who leads the board meetings in the absence of the Governor and the Vice President. The board unanimously approved the nomination.

IN THE NEWS
STATE IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT
States are making substantial progress implementing the controversial No Child Left Behind Act (NCLB), although they still have far to go in some areas, says a new report by the Education Commission of the States (ECS), a nonprofit, nonpartisan policy organization involving key leaders from all levels of the education system.

The report is designed to share the information and insights ECS has collected during the tracking and reporting of state policy activities related to 40 different elements of the law. Additionally, ECS incorporated the ideas and opinions of governors, legislators, chief state school officers and other state policy makers. The report outlines recommendations and a set of more specific suggested actions for federal and state leaders to consider as they implement and fine-tune the law:

1. Embrace NCLB as a Civil Rights Issue
   At its core, NCLB is a civil rights issue and requires commitment. The 50th anniversary o Brown vs. Board of Education is a stark reminder that school integration has not been accompanied by equality of student academic achievement across color and income lines. The clearly set goals of NCLB offer an unprecedented opportunity to raise expectations and significantly narrow achievement gaps that persist in U.S. schools.
2. Ensure Performance Growth of All Students, Not Just Low-Performing Students
   The promise of NCLB to raise the achievement of students who have been struggling should not obscure the need to raise the achievement of all students, regardless of current academic standing. NCLB provides a unique opportunity to ensure improvement for all students.
3. Reassess Adequate Yearly Progress
   Adequate yearly progress (AYP) must be thoroughly analyzed to ensure it measures school and district effects on student progress. The reassessment should take into consideration that AYP currently does not follow the progress of cohorts of students over time – an approach that provides a more accurate picture of student performance and how schools and teachers are contributing to the gains.
4. Strengthen Highly Qualified Teacher Requirements
   States must ensure their High Objective Uniform State Standard of Evaluation (HOUSSE) plans meet both the letter and the spirit of the law. In many instances, states have set high standards for veteran teachers, but they are accompanied by less rigorous provisions that provide a “trap door” through which teachers can escape the intent of the law.
5. Build State and Local Capacity
   A growing number of schools are being labeled as “in need of improvement” at a time when state departments of education and local districts are experiencing budget and staff reductions. Nevertheless, states and districts must continue to build capacity for assisting schools in need of improvement. This may require reallocation of resources and new forms of collaboration.

In addition, the report looks at how states are doing, what states are doing, and issues and challenges states face in addressing seven major categories of the law: standards and assessment, adequate yearly progress, school improvement, supplemental services, safe schools, report cards and teacher quality.
http://www.ecs.org/ecsmain.asp?page=/html/special/nclb/reporttothenation/reporttothenation.htm

MS. PATEL, 3RD GRADE TEACHER EXTRAORDINAIRE
Listen to a moving audio tribute to an amazing teacher http://www.npr.org/rundowns/segment.php?wfId=3046055

A+ ACTIVITIES
At the annual conference of the Education Commission of the States (ECS), A+ President Caroline Novak was elected to the ECS Steering Committee for a two-year term. ECS was created in 1965 to improve public education by facilitating the exchange of information, ideas and experiences among state policymakers and education leaders. ECS creates unique opportunities to build partnerships, share information and promote the development of policy based on available research and strategies. Forty-nine states, three territories and the District of Columbia constitute the commission's current membership. Each member state or territory is represented by seven commissioners -- the governor and six other individuals, typically legislators, chief state school officers, state and local school board members, superintendents, higher education officials and business leaders.

For more information about ECS and its activities, please visit http://www.ecs.org.

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