[{"_1":2,"_88":-5,"_89":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6501423,"mediaKeyId","5561783-d34e5e71bccaa28fd3462c29fe82eba1","parentId",5561783,"title","State education board reviews results of temporary \"minus‑1 SEM\" practice‑score pilot for teacher certification","audioSeconds",2695,"startMs",0,"endMs",2695000,"viewUrl","/Search/View?dp=1&key=5561783-d34e5e71bccaa28fd3462c29fe82eba1&start=0&end=2695","thumbnailUrl","https://assets.pipeline.soar.com/5561783-d34e5e71bccaa28fd3462c29fe82eba1/thumbnail_0.jpg","articleUrl","/articles/6501423/Alabama/State-education-board-reviews-results-of-temporary-minus1-SEM-practicescore-pilot-for-teacher-certification","mediaUrl","https://secure.pipeline.soar.com/6501423-4c7329dca2dfd7ebc0ccacf53cb62ab1/orig.mp4?Expires=1770457074&Signature=NXX-Bex5XZufh5NbeGlItAyU2SuYY~Kw6~EaWUEOid~LjrAdB6sjjy-SpcRQYinTmrrhTEs1pi9PZ6bCPT6aGQ0-IrkOE4mrmvTRIfwPi3sXSOOx9IfVf0u8O3T3eFDGiUN4MNt9FfT5m~U1k8mHFGzi6SByANDG3IAsN-9ELvYVyXqyC5XC5kgHBrfliqxdWTLX~t1YgAdDf3HSKD3zWgL-dX5s921Wrl68bNu8pUAIDKlD24vwqpgy6ARHDiPa2aQwGRozFqeBrLVZWFhSlJ0U9ddDB44VF5Qmo6GCcdtMjOcA8GyQcI636HVyTfN5sdHqdZtpwHWuPuXyR7wn2Q__&Key-Pair-Id=KUT5TJCACFTXG","author","Alabama State Department of Education","date","2025-08-09T16:03:25Z","article","The Alabama State Board of Education heard an update on a time‑limited pilot that allowed some teacher candidates to be certified when their Praxis (practice) scores were within one standard error of measurement (commonly described as “minus‑1 SEM”). Department staff reported how many certificates the state has issued under regular program completion and how many candidates used the minus‑1 SEM option during the pilot, and board members discussed whether any future extension should require a commitment to serve in high‑need schools.

Board members and State Department of Education staff framed the update as a data review of a policy the board adopted last year as a limited pilot. Department staff said the board’s temporary authorization is set to expire (the pilot “sunsets”) in June 2024 unless the board votes to extend or modify it. The department reported that, to date, it had issued 3,148 certificates based on program completion and that 56 individuals had been certified using the minus‑1 SEM option; the department provided an institutional and subject‑area breakdown of those counts in a written document to board members.

Board members said the pilot was intended to respond to teacher shortages and emphasized two themes in the discussion: 1) how many of the additional candidates are entering high‑need or rural schools, and 2) what additional supports or incentives would be needed if the board were to extend the pilot. Several board members said they would be more likely to support any extension if recipients of the modified score made a commitment to teach in critical‑need jurisdictions for a defined period or if the state offered incentives to encourage placement in high‑need areas.

Department staff described ongoing and planned supports meant to reduce the need for an alternate cut score by helping candidates pass the regular cut score. Staff said they are piloting earlier, program‑embedded tutoring (beginning in students’ junior year rather than after graduation) in at least one institution to raise first‑attempt pass rates; they also said national testing vendor ETS provided a projection earlier that about 700 candidates could have entered the field under broader eligibility but that local participation varied and not all institutions used the option. Staff said the department circulated a memorandum to superintendents and to deans of colleges of education when the pilot was launched.

Board members and staff also noted other certification and quality safeguards that remain in place for candidates who did not meet the regular Praxis cut score: the department said some candidates were issued provisional or alternative certificates that require coursework (for example, 15 semester hours in the content area) or other conditions, and candidates must still meet other program requirements such as edTPA. One board member noted that even when a candidate receives an alternate pathway credential, most districts still look for the regular Praxis cut score when hiring, and some candidates choose to retake the test to reach the standard.

Next steps and timing: staff said they will provide an updated data report in July or August (after spring graduations) so the board can see whether more candidates enter certification before the pilot’s automatic sunset. Staff outlined possible options for the board if it seeks further action: extend the pilot for a limited period; narrow eligibility (for example, tie the certificate to service in designated high‑need districts); or decline to extend. Staff emphasized that any permanent change to state certification rules would require a formal recommendation and board action.

Board members asked staff for several follow‑up items in time for the summer update: (1) where candidates who received alternate certification are employed (district and school level) so the board can evaluate placement in high‑need jurisdictions, (2) a clearer count of candidates on emergency or other alternative certificates, and (3) a report on the department’s recruiting efforts and the early impact of two recently hired recruiters and updates to the TeachingAlabama platform. Staff agreed to return with those items in July or August. The board did not take a new formal vote during this discussion; staff characterized the conversation as data review and direction to return with more information.

The department said the pilot was adopted as a time‑limited measure in a context of teacher shortages and task‑force recommendations; staff emphasized that the department’s preference remains to help candidates meet the regular Praxis cut score through supports and early tutoring rather than rely on score flexibilities long term.

","mediaType","Video","parentTitle","Alabama Board of Education Work Session","oneSentenceSummary","The Alabama State Board of Education heard a briefing on the department’s time‑limited policy that allowed candidates scoring one standard error of measurement below the regular Praxis cut score (\"minus‑1 SEM\") to receive certificates, and directed staff to return in July or August with placement and recruiting data to inform any decision about an extension.","taxTitle","Alabama State Department of Education, State Agencies, Executive, Alabama","taxId",80275,"location","Alabama","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6501419,"Alabama Department of Education posts comprehensive instructional‑support plans; universities present new specialist programs",11325,2685000,14010000,"/Search/View?dp=1&key=5561783-d34e5e71bccaa28fd3462c29fe82eba1&start=2685&end=14010","https://assets.pipeline.soar.com/5561783-d34e5e71bccaa28fd3462c29fe82eba1/thumbnail_2685000.jpg","/articles/6501419/Alabama/Alabama-Department-of-Education-posts-comprehensive-instructionalsupport-plans-universities-present-new-specialist-programs","https://secure.pipeline.soar.com/6501419-7ae46742528a32c92b995e60140f3a20/orig.mp4?Expires=1770457074&Signature=fj~GcTJuSl981wRQO9qjDvvYudZxdzMbvj8DwOQszABhj5wH5v8kF9C2oni-wmaCM45F0IPil6csWLnuuFzMIoOPP5mx9G9Aph-mAYL6nqkw61ixEFPZE3DnXJTuckR64yFHDPFpLfVTq4eJzhA3IEKDdBfcpJcLIiG6S9ViB~nPhfXQhNLaffhA2W98nl476U-P22mJWDeWWlhCfHM-8qC5KvP005lcRkEckOjioBuB2JW0Fk533rXKcXfMGg1d13pxPXLzkYfb8t6WWyDOpVMrNy5GGCPO-ZEUuxeKaXQiRzQbr-uREzrjOpuVVjVbGRBjtdoBgsT7FOx55GrMWQ__&Key-Pair-Id=KUT5TJCACFTXG","The Alabama State Department of Education presented a new online, consolidated set of comprehensive plans for instructional supports — including literacy (ARI), numeracy (OMI), school improvement (OSI), and related coaching and technology supports — and described how those programs will coordinate work in low‑performing schools. University of Alabama faculty presented a National Science Foundation–funded math teacher‑leader/specialist program (designed to become an online credential after the grant period), and the University of Alabama at Birmingham proposed a 30‑hour online school‑psychology certification program for state approval.

Department staff described a single “master” document on the department website that links each office’s comprehensive plan, giving a consistent “elevator” explanation plus deeper resources for practitioners. Staff said the plans are intended to create consistent language across coaching, professional learning, and school audits so schools and districts receive aligned supports rather than duplicative, mixed messages. The department made live copies of the comprehensive plans available during the meeting and said it would circulate the document to board members and post it publicly.

Highlights and numbers the department cited in the briefing:

- ESSA/CSI: The department said it currently identifies roughly 50 schools under federal Comprehensive Support and Improvement (CSI) criteria (lowest performing schools by a weighted set of indicators) and reported summary metrics showing many schools had improved since earlier identifications.
- Literacy: Under the state Literacy Act, the department identified about 40 full‑support schools (plus one feeder pattern) that receive targeted reading supports and an $80,000 allocation to fund an onsite reading specialist if districts meet the law’s job‑description commitments.
- Numeracy: The department said the Numeracy Act identifies 19 “full‑support” schools and 64 “limited‑support” schools (83 total) and that the office has procured building‑based math coaches to be placed this fall and trained this summer.

Staff also described operational changes: regional coordinators and state coaches will be LETRS‑trained for literacy coaching and the department is assembling video exemplars, short professional modules and a searchable resource library (including the existing Atlas resource of classroom videos and a newly approved contract to create instructional videos) to let teachers and substitutes access brief, on‑demand examples of instruction aligned to state standards. The department said coaching and audit calendars are tracked centrally and that staff can report how many support events were delivered to targeted schools and the domains addressed.

University presentations: The University of Alabama team described an NSF‑funded project that supported an in‑person math teacher‑leader program (a 30‑hour graduate/EDS‑style certification) with cohorts of teachers and local partnerships; the university asked the board to approve an innovative math specialist credential that could transition to an online offering after the grant ends. Jeremy Zikowski and colleagues said the grant supported multi‑year work with participating teachers (20–22 teachers from about nine districts) and that the program aims to prepare teacher leaders who can coach and lead math instruction in districts. The team said capacity could expand and that, after the grant, the program would be offered online to reach rural parts of Alabama and neighboring states; they estimated a cohort could be about 40 teachers every other year, with capacity expandable if demand grew.

UAB presentation: Tashar Walker presented a 30‑hour online school psychology program proposal; UAB said it has an existing online school‑psychology enrollment in regional students and proposed to begin enrollment as soon as state approval is granted, and that the program would likely start fall intake contingent on board approval and faculty hiring (UAB said it would need at least two faculty to run the program initially).

Board members asked about implementation details and monitoring. Department leaders said they track school visits and support events weekly for turnaround staff; they described a data dive and progress‑monitoring approach that uses benchmark assessment results given three times a year plus additional monitoring reports and the ACAP timeline for summative results. In response to board questions, staff said school improvement teams visit schools weekly (for full‑support turnaround work) and that supports are jointly provided by OSI, ARI, OMI and partner organizations so districts get aligned supports rather than fragmented one‑off visits.

Several board members asked the department to publish a concise “one‑page” summary for legislators and the public that explains the plans in plain language while preserving links to the more detailed, hyperlinked documents for practitioners. Department staff said they will publish that elevator summary and circulate the comprehensive plans to board members and stakeholders; they also agreed to return in August with more granular metrics and updates to the rollout (coaches in place, program enrollments, and early results from summer work).

","Department leaders unveiled a live set of comprehensive plans for literacy, numeracy and school improvement, described how supports will be delivered to low‑performing schools, and hosted presentations from the University of Alabama and UAB proposing new graduate certification programs (math specialist and school psychology).","actionData","errors"]

Article not found

State education board reviews results of temporary "minus‑1 SEM" practice‑score pilot for teacher certification

Alabama Department of Education posts comprehensive instructional‑support plans; universities present new specialist programs