Education News in Alabama
February 28, 2005 (archive)
STATE EDUCATION BUDGET STRUGGLES
Arguments over the education budget grew heated this week. Governor
Riley has proposed an education budget that fully funds all the
requests made by the State Board of Education. These items include
the Alabama Reading Initiative (see below); the Alabama Math, Science
and Technology Initiative; a new statewide distance-learning program;
increases in funds for textbooks, technology and professional development;
and a 4% pay raise for teachers. The Governor balances the state
budget by paying for some education- and child-related expenses
that normally fall under the cash-strapped General Fund (GF), for
example auditing of school systems, job-readiness classes, school
lunch inspections, and the Children’s Health Insurance Program,
with money from the Education Trust Fund (ETF). The heads of the
state agencies affected by this testified before the Legislature
that all General Fund items in the Governor’s proposed education
budget are indeed education- or child-related functions.
AEA Executive Director Paul Hubbert urged legislators to adopt
another proposal that would provide a 7% pay raise for teachers
($194 million), fund increases in health benefits for school employees
($129 million), provide $138 million for higher education, and direct
$31 million to schools and classrooms for supplies, technology,
textbooks, etc. This budget does not fully fund the ARI, AMSTI,
distance learning or provide adequate funds for textbooks, technology
and professional development.
Struggles over the GF and ETF budgets are a result of several factors:
heavy earmarking of taxes (close to 80 cents of every dollar with
most of the growth taxes earmarked for ETF), pitting the continuing
shortfall in the GF and this year’s surplus in the ETF; the
lack of public support for new revenue measures; and the growing
needs of both GF services and public education in the state.
ALABAMA READING INITIATIVE: RESULTS AND SUCCESS
The State Board of Education met for its monthly work session on
February 24. Dr. Katherine Mitchell, Assistant Superintendent for
Reading, presented data on the results and success of the Alabama
Reading Initiative (ARI) and the federally funded version of the
program, Alabama Reading First Initiative (ARFI). Highlights included:
Who is involved?
The ARI is being expanded to K-3 schools/classrooms. Currently,
there were 512 schools in the initiative. Future plans include the
addition of 212 schools in 2005-2006 (pending FY 2006 budget), for
a total of 724 schools funded with $55 million.
On average, ARI schools have more minority and poverty-level students:
- ARI schools -- 46% minority students
- Non-ARI schools -- 37% minority students
- ARI schools -- 46% poverty-level students
- Non-ARI schools – 41% poverty-level students
How do we know it’s working? Five external evaluations have
shown: 1. ARI schools out-perform non-ARI schools each year. 2.
The percentage of struggling readers has decreased in ARI schools
and has remained constant in non-ARI schools 3. Over a two-year
period, ARI schools reduced discipline referrals by 67% and special
education referrals by 28% (Year 2 Evaluation) 4. For each cohort
(or group of schools), the increase in percent of students scoring
"proficient" is greater at ARI schools than in schools
without ARI.
What is the difference between ARI and ARFI?
Alabama Reading Initiative (ARI) is a state-funded program that
provides intensive, ongoing training for teachers in proven methods
for teaching reading to all levels of readers, places a reading
coach in the school to support teachers and intervene with struggling
readers, and requires schools to use research-based materials for
reading instruction. Currently, the State Department of Education
spends $73,000 per ARI school, per year.
Alabama Reading First Initiative (ARFI) is the federally funded
version of the ARI. It directs additional dollars to high-poverty
schools with a great number of students at risk of reading failure.
Funds must be spent on a full-time reading coach, research-based
reading curriculum, and ongoing professional development for teachers.
Schools receiving ARFI grants must show progress with all students
in reading or risk losing the grant monies. Currently, ARFI schools
are receiving $200,000 per year to improve reading instruction and
student achievement.
The DIBELS factor…
The Dynamic Indicator of Basic Early Literacy Skills (DIBELS) assessment
is administered statewide in all Alabama K-2 classrooms. Grade 3
is optional for most schools. However, if a school is part of the
Alabama Reading First Initiative, it is mandatory to give DIBELS
in 3rd grade. DIBELS is not intended as a graded assessment. Rather,
it is a tool for monitoring progress of individual students so that
teachers can reward strengths and meet challenges.
DIBELS assesses what maters most in grades K-3, specifically Oral
Reading Fluency, or (loosely translated) the rate at which children
can decode words. Dr. Mitchell explained that the timed reading
assessments are intended to measure reading fluency and comprehension.
"If a child can read words quickly," she explained, "then
he is more apt to comprehend what he’s reading because he’s
not struggling to sound out the syllables and decode the words."
Most importantly, DIBELS has predictive validity. "By monitoring
progress throughout the year with DIBELS, we can see right now which
students are on track for success in 3rd grade and which need more
intervention to get on track," says Mitchell. This is significant
because 3rd grade is the year in which students begin taking the
Stanford 10 and Alabama Reading and Math Tests that count for statewide
accountability.
Good news!
Based on mid-year DIBELS scores, ARI schools are making striking
improvements in the early grades. ARFI schools are beating the odds,
proving that, with intense focus and support, schools that face
the greatest challenges can reach all of their students. Dr. Mitchell
cited strong leadership from central office staff and principals
as the two factors most critical to a school’s success.
In closing, State Superintendent Joe Morton noted, "There
will be people who criticize this initiative for their own selfish
reasons, but they will not be able to take this thing down because
it works!"
For more information on DIBELS scores statewide, visit the Alabama
State Department of Education’s website at http://www.alsde.edu.
The reports rank every K-3 and K-2 school in the state by the percent
of students reading at or above "proficient" (or grade-level).
Schools are listed in a color-coded fashion, with ARI schools in
blue, ARFI schools in red, schools receiving combined funds in purple,
and non-ARI schools in black. (Editors note: It is very telling
that the report shows a prevalence of red, blue and purple schools
on the first half of the list and a prevalence of black in the latter
half).
POLICY NEWS
- The taskforces of the Governor’s Congress on School Leadership
are meeting frequently to develop their recommendations in these
five areas: standards for preparing and developing school leaders;
selection and training of individuals who have potential to fill
leadership roles; certification of school leaders; professional
development for current and potential leaders; and working conditions
to attract and retain quality principals in every school. State
Superintendent Joe Morton met with the co-chairs of the taskforces
this week for an update on activities and to ensure that the taskforces
will be ready to present their recommendations to the Governor
and the State Board of Education in May.
- Governor Bob Riley and State Superintendent Joe Morton will
attend the National Governor’s Association’s National
Education Summit on High Schools and annual meeting in Washington,
D.C., February 26 - March 1. This year's summit will build upon
the work of Gov. Mark Warner's Chairman's Initiative, "Redesigning
the American High School," which was launched last fall.
The sessions during the summit will focus on an array of reform-related
issues including, restoring the relevance of a high school diploma;
increasing the graduation rate; closing the achievement gap; and
aligning high school, college and workforce expectations. Governor
Riley will chair the "Teaching and School Leadership"
session.
"POWERFUL CONVERSATIONS" PROJECT CONTINUES EXPANSION
Mobile County has strong interest in expanding the number of schools
involved in the Powerful Conversations about Professional Development
Project. As a result, the Alabama Best Practices Center was featured
on the agenda for the quarterly meetings of Mobile principals’
and assistant principals’ Professional Development Project
on February 16 and 17. To date, about 150 schools in the state are
involved in the Powerful Conversations network.
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