“My hope is that I take what I’ve learned in these programs and… give the same trajectory of opportunities and options to the people that I’m leading in my space.”
William Jones Birmingham, Ala.
The best leaders keep their heads up to see the big picture while caring about the details.
They listen to learn, remain flexible, set the example.
They cultivate a sense of purpose for themselves and for others.
Confidently step forward in your leadership with The University of Alabama Online. We have the MA, EdS, EdD and PhD degree programs you need.
2025-2026 CLAS Board of Directors
CLAS Officers
President Regina Thompson Fairfield City Schools
President-Elect Annie Spike Marshall County Schools
Past President Michelle Washington Lee County Schools
Alabama Association of Secondary School Principals (AASSP)
Cedric Brown .......................................... Southside High School
Carrie Busby Mountain Brook High School
Jeff Cole Winston County High School
David Diaz Mary G. Montgomery High School
Kelli Fischer Opelika High School
Antjuan Marsh Autauga County Schools
Willie Moore ................................................. Athens High School
Bennie Shellhouse Goshen High School
Seth Taylor Oxford High School
Alabama Association of Elementary School Administrators (AAESA)
Dana Bottoms W J Carroll Intermediate School
Veronica Coleman Chastang-Fournier K-8 School
Jenny Davis Fairhope West Elementary School
Charles Gardner ........................ Hokes Bluff Elementary School
Laura Herron Daphne Elementary School
Eric Kirkman Kilby Laboratory School
Karissa Lang Crestline Elementary School
Tisha Lewis Sweetwater High School
Jami Rainey Northridge Middle School
Sheneta Smith .................................... Howell-Graves Preschool
Alabama Association of Middle School Principals (AAMSP)
Tamala Maddox i3 Academy - High School
Caroline Obert Huntsville City Schools
Ross Reed Auburn Junior High School
Tony Sanders Retired
Keith York Opelika City Schools
Alabama Council of Administrators of Special Education (ALA-CASE)
Charla DeLeo ....................................... St. Clair County Schools
Christy Jackson Fort Payne City Schools
La’Keisha Newsome Henry County Schools
Bruce Prescott Tuscaloosa City Schools
Alabama Child Nutrition Directors (ACND)
Melinda Bonner Hoover City Schools
Alabama Leaders Advocating for English Learners (ALA-EL)
Stefanie Underwood Decatur City Schools
Alabama Alliance of Black School Educators (AL-ABSE)
Christopher Blair Retired
Alabama Association of 504 Coordinators (ALA504)
Annie Spike ......................................... Marshall County Schools
Richard Templeton Muscle Shoals City Schools
Alabama Statewide Alliance of Instructional Leaders (ALSAIL)
Lisa Adair. Butler County Schools
Lisa Beckham Samford University
Ashley Catrett Crenshaw County Schools
Patrick Chappell. ............................................................. Retired
Perry Dillard ............................................... Dale County Schools
Carlos Nelson Sheffield City Schools
Evelyn Nettles-Hines Birmingham City Schools
Tiffany Yelder Opelika City Schools
Alabama Association for Prevention, Attendance and Support Services (AAPASS)
Michael Alford Hoover City Schools
Floyd Collins .............................................. Pelham City Schools
Jasmine Green ....................................... Huntsville City Schools
Gary Noles Blount County Schools
Alabama Association of Career/ Technical Administrators (ACTA)
Chris McCullar Walker County Center of Technology
John Wilson Limestone County Schools
School Superintendents of Alabama (SSA)
Becky Birdsong Geneva County Schools
Walter Gonsoulin ................................ Jefferson County Schools
Ed Nichols ............................................... Madison City Schools
Timothy Thurman Greene County Schools
Cindy Wigley Marshall County Schools
Alabama Association of School Personnel Administrators (AASPA)
Resia Brooks Shelby County Schools
Allison Mays Tuscaloosa County Schools
Affiliate Presidents
Willie Moore AASSP President
Sheneta Smith AAESA President
April McCutcheon ........................................... AAMSP President
Bruce Prescott ALA-CASE President
Tricia Neura ACND President
Jason Barnett ALA-EL President
Justin Hefner ALSAIL President
Jasmine Green AAPASS President
Jeremy Knox...................................................... ACTA President
Mike Daria ........................................................... SSA President
Phil Hazelrig AASPA President
Kelly McCollough ALA504 President
Christopher Blair AL-ABSE President
A Year of Growth, a Summer to Connect
Dr. Farrell Seymore CLAS Executive Director
It’s hard to believe that the school year is nearing completion. Thank you all for your hard work and commitment to excellence. Since I am completing my first year, I look back with reflection on the many wonderful people I have met and the opportunity to continue to grow alongside you.
To continue in this effort, I invite you to participate in this year’s Summer Convention in Mobile. We have the highest quality learning opportunities available. Furthermore, the fellowship and networking connections made at this conference promise to be highly impactful.
We feel this year’s theme, “Anchored in Purpose, Driven to Lead” is a perfect description of what Alabama’s educational leaders do each day. In
DIRECTOR’S
view
addition to the highest quality professional learning, I invite you to visit with our many wonderful business partners. They are essential in supporting CLAS and our conferences while providing wonderful products for school leaders.
As we pivot to summer, we hope you have a restful time as you recharge and get ready for the 2026-27 school year. Please let us know if there is anything we can do to help you.
Introducing ABii
Rotations, Small Group, Whole Group
Classroom to Career High School Program
Making STEM Accessible to All
The flagship 8th-12 Grade Classroom to Career (C2C) Program is designed to teach students about industry applications of machine learning, robotics, and hands-on experience building a fullfunctional classroom robot Students gain essential experience for the evolving workplace and enjoy enriching experiences as role models for their K-5 peers.
The C2C Program extends the impact of the K-5 ABii robot tutor and builds a K-12 STEM pipeline by engaging 8th-12th grade students in STEM basics
Do you know how you really show up?
Leadership is shaped by the depth of the inner work you are willing to do within.
What would change if you invested in that work?
About Krystal Hardy Allen
Krystal Allen, a native of Alabama, is a celebrated author, CEO, and former educator whose work with Fortune 500 companies and school systems demonstrates the power of strategic leadership in creating meaningful change.
Krystal Allen is the keynote speaker at the Closing General Session of the 2026 CLAS Convention.
Krystal Hardy Allen
2026 CLAS Convention Keynote Speaker
There is a version of leadership that looks very polished and productive and delivers results that are hard to deny. For a long time, I lived in that version. I was driven, ambitious, and deeply committed to excellence. As a first generation college graduate, as a Black woman, and as someone grounded in faith, I understood how to push forward, perform at a high level, and produce outcomes. Over time, I came to understand that leadership is not sustained by performance alone. Leadership is shaped by the depth of the inner work you are willing to do within. That truth shows up in a leader’s tone, in their relationships, in their decision making, and in the culture that leader creates. Leadership is not only about actions. Leadership is about identity, and identity is shaped by the internal work a person chooses to do.
One of the best lessons I learned, particularly when I hit my 30s, was that self awareness is the foundation of strong leadership. It requires a willingness to sit with yourself and tell the truth about how you show up. This level of awareness goes beyond identifying strengths and extends into understanding patterns, triggers, and tendencies. For me, self awareness meant recognizing how my drive could feel overwhelming to others. It meant seeing how urgency could translate into impatience. It meant understanding that being excellent does not automatically mean being effective in how others experience you. That level of clarity does not come quickly. It comes through reflection, humility, and a commitment to growth. Self awareness creates the opportunity for transformation. Once a person can clearly name how they show up, they gain the ability to make intentional changes. That awareness becomes a guide for growth and a foundation for stronger leadership.
Self management is the practice of regulating your thoughts, emotions, behaviors, and energy in a way that aligns with your values and responsibilities. It is the discipline that allows a leader to pause, choose responses thoughtfully, and remain steady in moments of pressure. There were moments in my leadership where self management required me to be quiet when I had something to say quickly. It required me to slow down when everything in me wanted to move fast. It required
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Gerry Gerry Gerry
B R O O K S
Gerry Brooks is a 20-year education veteran who began his career as a third-grade teacher before becoming an elementary principal for the past 12 years. What started as humorous videos to encourage his staff has evolved into a national platform where Gerry inspires educators through social media and speaking engagements. As a passionate voice for teachers, he challenges educators to take responsibility for their own climate and culture in the workplace a message he outlines in his book, "Go See the Principal." Gerry lives in Lexington, KY, with his wife Kelly and three adult children.
Hamish Hamish Hamish
Hamish Brewer is a globally recognized disruptor in education and leadership, known for his relentless approach to school transformation and his high-impact keynote delivery. An award-winning principal at both elementary and secondary levels, he has earned recognition as an NAESP Nationally Distinguished Principal, Virginia Principal of the Year, and a TED speaker. As a best-selling author, international consultant, and school turnaround specialist, Hamish has worked with at-risk students across the United States while also advising organizations worldwide on leadership, culture, and organizational performance. Originally from New Zealand, his story of resilience and innovation has reached millions through national media coverage and the viral Freethink Docuseries "Relentless."
2 0 2 6 C L A S
C O N V E N T I O N
Whether you ' re a seasoned captain or still finding your sea legs, the CLAS Convention is where Alabama's school leaders come together to navigate the challenges of education, char t a course for the future, and anchor themselves in the community that understands this work best. Here's why you won't want to miss it.
P R O F E S S I O N A L L E A R N I N G
Keep your credentials on course Principals and assistant principals can earn APLDS Clock Hour credit, and sessions are eligible for PLU credit making the CLAS Convention one of the most valuable professional learning oppor tunities of the year. With content designed specifically for Alabama school leaders, every hour you spend here moves you forward.
N E T W O R K I N G
No leader navigates alone. The CLAS Convention brings together more than 1,000 superintendents, principals, assistant principals, and central office staff from across Alabama people who understand exactly what you face every day. The connections you make here become the crew you lean on all year long.
E X H I B I T H A L L
Char t your course to better resources. With nearly 100 vendors offering products and services designed specifically for schools, our Exhibit Hall is your one-stop destination for discovering tools and solutions that make your job easier. You just might find exactly what your school has been searching for.
L O T S O F F U N
All hands on deck and then some The CLAS Convention isn't all business We build in time to relax, recharge, and enjoy the hospitality of beautiful Mobile, Alabama. From evening events to great food and a few surprises along the way, you'll leave with full sails and ready to lead.
Experimenting with AI - Ethical Leadership in a Time of Transformation Stacie Chana
From Compliance to Excellence: Instructional Leadership that Changes Results Iranetta Wright
Building the Workforce Pipeline: Scaling
High-Quality CTE and Work-Based Learning
Jeremy Knox and Deana Goodwine
Resilient Leaders, Remarkable Schools: Mental Health Strategies for Educational Leaders
Emily Herring
School Safety: Today, Tomorrow, and Beyond
Pam Revels
Stronger Together: Building and Sustaining Teacher for Collaboration ELs Amanda Giles
11:30 - 1:00
Lunch on Your Own/Visit Exhibits 1:00 - 2:45 Awards Session
Legislative Recap Whitney Miller-Nichols
3:00 - 4:00 Afternoon Breakout Sessions
Creating Cultures of Care: Strengthening Student Mental Health for Academic Success
Emily Herring
Show Up and Show Out: Elevating At-Risk Students and the Teachers Who Serve Them Ashley Bowling
What Administrators Need to Know about Coaching for Engagement Christina Ortega
Empowering Leaders Statewide: The Alabama Principal Leadership Development System
Anna Shepherd-Jones and Matthew Clifford
Balancing the Rules: Student Behavior, Staff Accountability, and Social Media Responsibility
Chris Pape
4:00 - 5:30 President’s Reception WEDNESDAY, JUNE 17
8:00 - 10:00 Breakfast and Closing General Session
The Weight of the Seat: Leadership, Legacy, & the Lies We Are Often Told Krystal Allen
Krystal Krystal Krystal
Krystal Allen is the Founder and CEO of K Allen Consulting, a nationally recognized management consulting firm serving Fortune 500 companies including Amazon and Google, as well as school systems and nonprofits worldwide. A former awardwinning educator and national best-selling author of "What Goes Unspoken," Krystal brings strategic expertise rooted in real classroom experience. Featured in Time Magazine, MSNBC, and ESSENCE, she has been recognized as an Aspen Institute Scholar and consistently named among the 50 Most Influential Women in Business. As a native of Alabama with degrees from Notre Dame and Columbia University, Krystal is passionate about helping educational leaders develop the internal capacity to guide themselves and others effectively
ALABAMA’S COMMITMENT TO EXCELLENCE IS THE HALLMARK OF OUR NATIONAL SUCCESS
Alabama Teacher of the Year
Recently Named Finalist for National Teacher of the Year
Dr. Eric Mackey
Alabama State Superintendent of Education
The state of Alabama is continuing to experience outstanding achievement and ground-breaking success nationally. We are moving forward in all facets of education and gaining national attention for the positive outcomes we are achieving.
Our local communities and school systems are helping drive this success to even greater heights. Partnerships established among our state’s leading civic organizations, such as CLAS, are also boosting this positive progress.
There are clear signs of achievement. We have seen improvements in both our graduation and school absenteeism rates. Last year, our state celebrated having America’s best overall outcomes on the National Assessment of Educational Progress (NAEP) student evaluation.
Alabama is also among the top 10 nationally for having the largest numbers of National Board Certified Teachers (NBCTs) in its local classrooms. Dr. Walter B. Gonsoulin, Jr., Superintendent of the Jefferson County School System, was also named the National Superintendent of the Year by the School Superintendents Association (AASA).
Highly regarded communicator for the Shelby County School System, Cindy Warner, was named the 2025 National School Communicator of the Year by the National School Public Relations Association (NSPRA). In December, Alabama Agriscience Teacher, Dr. Christian Stanley, from Goshen High School in the Pike County School System, was named a national winner of the prestigious Milken Educator Award. This highly coveted award is often called the “Oscars of Teaching.”
Recently, Alabama Teacher of the Year, Katie Collins, first-grade teacher at Bluff Park Elementary School in the Hoover City School System, was also selected as one of the top five finalists for the 2026 National Teacher of the Year! This was such an exciting accomplishment, and our entire state is proud.
Selected from a national cohort of 56 outstanding state teachers, Mrs. Collins was one of five educators from across the country in consideration for this national honor – Alabama, Georgia, Kentucky, Minnesota, and Pennsylvania.
Our state has some of the best and brightest educators in the country. Our local teachers continue to exceed expectations. Mrs. Collins, a top educator for 21 years, has taught middle and high school French as well as English language courses for both K-12 students and adults. At Bluff Park Elementary School, she helped create the innovative Communities Family Literacy Program, which focuses on helping families of English learners.
The success that our state is experiencing is not just from the work of a few people.
Our achievements are a product of dedicated and committed educators and staff, local school systems, families, communities, and every Alabamian supporting students and education. “Yes,” there are clear signs of achievement in Alabama
Learn more about the State Teachers of the Year and CCSSO’s National Teacher of the Year Program at https://ntoy.ccsso.org/blog/2026-ntoy-finalists
Convention Keynote Contribution Continued
me to manage my energy so that I could show up with clarity and consistency, even when I felt stretched. Self management also shapes how time is used. A leader’s approach to time communicates priorities and sets the tone for others. Organized, intentional use of time creates stability, while scattered or reactive habits create confusion. People experience leadership through the consistency of habits, and those habits influence the environment that surrounds them.
Strong leadership includes the ability to understand people and read the environment with care and attentiveness. Social awareness allows a leader to recognize what is happening beneath the surface, including shifts in energy, engagement, and trust. This awareness requires empathy and observation. It asks a leader to step outside of their own perspective and consider the experiences of others. As a Black woman who has navigated spaces that required both excellence and awareness, this skill has always been essential. It has shaped how I listen, how I interpret situations, and how I respond.
Social awareness strengthens leadership by ensuring that actions and communication are thoughtful and responsive. It allows a leader to meet people where they are while still holding a clear vision for where they are going. Leadership is deeply relational. The strength of a leader is reflected in the strength of their relationships. Relational management centers on building trust, maintaining consistency, and communicating with intention. Relational currency grows over time through follow through, respect, and care. It becomes especially important in moments that require difficult conversations, accountability, or decision-making. Leaders who invest in relationships are able to navigate those moments with greater effectiveness because trust has already been
established. In my own experience, I have seen how strong relationships move mountains, particularly within education. I have also seen how gaps in trust can limit progress, even when the strategy is sound. Relational management requires intentional communication, a commitment to follow through, and a willingness to take responsibility when needed. That consistency strengthens both individual relationships and the overall culture of an organization. Every leader brings their experiences, beliefs, and perspectives into their work. Those internal elements shape how decisions are made, how people are treated, and how challenges are approached. Internal work involves examining those influences with honesty. It includes identifying limiting beliefs, understanding their origins, and choosing perspectives that align with growth and purpose. This process requires reflection and a willingness to evolve. As a woman of faith, this work is also spiritual for me. It is about alignment and integrity. It is about ensuring that who I am privately is consistent with how I lead publicly.
Leadership impact is often measured through visible outcomes such as performance, growth, and recognition. Those outcomes matter, and they are strengthened by the depth of a leader’s internal capacity. The ability to build trust, sustain relationships, and lead effectively are the fruit of a leader’s own internal work. Leaders who invest in their internal growth create environments where others can thrive. One of the greatest gifts I feel I’ve gained in this lifetime is the ability to realize that a leader’s capacity to guide others is directly connected to their ability to lead themselves.
Negligence in Student Supervision
This commentary is drawn from a negligence case arising in Mississippi, after a student athlete was injured by a fellow student athlete in the locker room. The citation for the court case is Aldridge v. South Tippah County School District, 403 So.3d 103, 442 Educ. L. Rep. [601] (Miss. App. 2024) (Printed to West’s Education Law Reporter advance sheets February 12, 2026)
Seven male students were transported from a vocational center in a Mississippi school district to a high school gymnasium for basketball practice. At the same time, eight other male students were usually transported from another location to the same high school gymnasium for basketball practice. On most practice days, the fifteen basketball players, coming from different locations, usually arrived at the gym simultaneously, where they were met by the coach, who unlocked the gym, locked the outside doors, and accompanied all fifteen players to the locker room. The coach usually stayed in the locker room while they changed for practice. The court record did not specify whether the coach stayed in the locker room until all players had changed, though it would be reasonable to assume that as more players left the locker room for the basketball court, the coach usually moved to the basketball court to accompany most players, while leaving a few to finish dressing on their own. Thus, it is also likely that the coach seldom had all fifteen players under constant oversight and direct supervision.
One day, the bus from the vocational center was detained, so the vocational students, including one named Matthew and one named David, arrived late. The coach had allowed the eight members of the basketball team who arrived at the appointed time to enter the gym and change clothes in the locker room. Those eight players were waiting on the basketball court when the vocational students arrived. But the coach did not personally escort the seven vocational students to the locker room. Because the bus from the vocational center was late, the coach departed from his usual routine. The second group of seven players were sent to change in the locker room, rather than accompanied by the coach, while the coach checked and locked the exterior doors. The player named Matthew went on to the locker room; the player named David stopped at the coach’s office, which was located near the front entrance to the
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LEGAL forum
Dr. Amy Dagley Associate Professor, University of Alabama at Birmingham and Dr. Dave Dagley
Professor Emeritus,
University of Alabama
Legal Forum Continued
gymnasium. The coach did not go into the locker room during this time but remained inside the gymnasium.
The player named Matthew testified in his deposition that when he arrived in the locker room, he started laying out his baseball uniform, which he would be wearing later in the day for a baseball game. At that point, the lights were turned off and in the darkness a figure jumped toward him, attacking him. Matthew was stabbed with a knife. When the lights were turned back on, Matthew realized he had been stabbed by David and he was bleeding badly. Matthew testified in his deposition that he did not know that David had a knife with him, nor did other students. A third basketball player helped Matthew get to the main school office. They informed the coach of the situation and arrived at the main office as an ambulance was arriving. The emergency personnel called for Matthew to be airlifted to a hospital in Tupelo. Upon arrival at the hospital, Matthew received exploratory surgery to assess his injuries, then was rushed into emergency surgery to repair damage to his diaphragm and rib cage. He received intubation to keep his lungs inflated. His surgery was successful and Matthew recovered from his injuries.
Later, the coach testified in his deposition that he was the only coach or faculty member in the gym when the incident occurred. He said that the boys had been friends for years and there was nothing unusual about their behavior. (In a footnote, fn. 4, 403 So.3d at 105, the circuit court judge observed that incident reports and witness statements indicated that the boys were intending to play a prank on David, but this information was not included in the proceedings, because they were not submitted in proper form for a motion for summary judgment.)
The mother of Matthew, the injured boy, sued the school district, arguing that the school district failed to exercise reasonable care in protecting children, failed to implement sufficient child-care measures, failed to properly train employees, failed in selection of childcare protection, and failed to properly supervise the minors in the case. The school district then filed a motion for summary judgment. After a hearing before the circuit court, the court held that, viewing the facts in a light most favorable to the plaintiff,
the court found no genuine issue of material fact existed to show the defendant failed to use ordinary care and take reasonable steps to minimize foreseeable risks to the plaintiff thereby providing a safe school environment. Matthew’s mother appealed to the state appeals court.
The paragraph above generally states the standard of review for granting a motion for summary judgment to the school district. In this case, a majority of five members of the appeals court agreed that the standards for summary judgment had been met. A sixth member wrote a dissenting opinion, and the three remaining members joined portions of the opinions supplied by the majority or the dissent. The key point supplied by the dissent was the view that a genuine issue of material fact still existed as to whether the school district breached its duty to use ordinary care and take reasonable steps to minimize foreseeable risks to the student, thereby making summary judgment unwarranted. The majority did not accept the dissent’s view.
This case exposes many common issues that arise in student supervision cases, and courts generally adopt a similar viewpoint on many of these issues. For sake of brevity, general rules that can be gleaned are as follows. Courts recognize that classroom spaces and classroom activities are not uniform, and they can encompass different types of structures, different types of playing fields, and pursue different types of activities. The amount and type of supervision that is required is to do what a reasonable person would do, for the outcome of preventing a foreseeable injury. Absent special, dangerous circumstances, a school district does not have the duty to provide direct, constant supervision of all students. For example, in this case there was no indication that there was any animosity between the students, nor that one of the students was carrying a knife. There must be a proximate causal connection between the inadequacy or lack of supervision and the accident. The issue of proximate cause is usually an issue for a jury to decide. At the summary judgment state, however, the plaintiff (as the party not requesting the motion) has the duty to present evidence that would allow a jury to find that the breach of a duty was the proximate cause of the injury to escape summary judgment.
Whitney Miller-Nichols
CLAS Director of Governmental Relations
Advocacy
UPDATE
The final legislative session of the 2023 quadrennium began January 13, 2026, in what legislative leadership promised would be a “short” session so that legislators could get back home to their districts and campaign in advance of the primary. They did indeed adjourn sine die ahead of schedule, finalizing their business the evening of Thursday, April 9, about two weeks ahead of their last possible meeting day of April 27.
Surprise issues cropped up, like closed primary elections and changes to the Public Service Commission, making waves in what many had hoped would be a simple election-year legislative session.
FY2027 Budget
In contrast, the FY2027 Education Trust Fund budget package, comprised of eight bills, saw very few changes between the House-passed and Senate-passed versions The ETF Supplemental Appropriation likewise had very
little wrangling between the chambers, though there were several changes from the Governor’s recommended bill. Eye-popping numbers in the past brought many requests to the table, but a shrinking ETF has meant fewer special interests receiving a portion of the funding intended for public education.
HB235, Supplemental Appropriation
K-12 Education: $148M (29%):
o Fleet Renewal Grants: $25M (down from $66M)
o School Safety: $25M (down from $50M)
o College & Career Readiness Grants: $20M
o Charter School Grants: $10M
o Summer and Afterschool Programs: $30M
o Struggling Readers Beyond Grade 3: $10M (down from $45M)
o Career Tech Equipment: $10M (down from $15M, and an added earmark for $1.5M)
o School Breakfast Program: $7.3M
o Statewide Specialty Schools: $9M
o Dauphin Island Sea Lab: $2M
K-12 Pass-Through Funding: $30.95M (7%)
Higher Education: $147.29M (35%)
Other State Agencies: $93.18M (22%)
CHOOSE Act Fund: $100M
HB236, A&T Fund Appropriation
Higher Education: $275.1M
LEAs and EdFarm: $570M
LEA CTE Matching Grants: $150M (The grant program was modified to give the State Superintendent of Education the option to prioritize awards for 2025 grantees that did not receive sufficient funding and to 2025 applicants who did not receive a grant award. The committee sub also capped any system’s grant award at $20M per project.)
LEA Special Projects: $4.9M (Some projects had their award amount reduced, and two systems were added to the list)
HB237, Educational Opportunities Reserve Fund Appropriation
RAISE Act Fund (K-12): $399.15M
CHEER Act Fund (Higher Ed): $100.85M
HB239, Educator Pay Raise – 2% (included in ETF Budget)
Updated to include the Education Retiree Longevity Bonus
HB238, Education Trust Fund Budget
The additional $2M for Regional EL Specialists was removed by the Senate Finance and Taxation Education committee
RAISE Program weights adjusted for the following student categories:
o Poverty – increased to 2.75% (from 2.25%)
o Special Education Tier 1 – increased to 2.5% (from 2%)
o Gifted – increased to 4.75% (from 4.5%)
o The base funding factor this year is $7,829 (up from $7,547)
Gifted Grants increased $679,687
NBCT program increased $550K for regional mentors placed at ARICs
Elementary robotics grant program increased $150K
School-Based Mental Health Coordinators increased $1.6M
CHOOSE Act program reduced by $15M (under Department of Revenue)
$180M built into the Foundation Program to help cover the PEEHIP shortfall of $380M
Grades 7-8 divisor lowered to 19.34
Level funding for Principal and Assistant Principal Stipends
Level funding for the School Safety, Security, and Climate line item, though the State Board of Education requested $55M
$5M bump for certified behavioral analysts
Advanced Placement and Career Tech programs are level-funded
Distance Learning has a $3.5M increase
No funding for Struggling Readers Beyond Grade 3 (included in Supplemental Appropriation instead)
Additional $107M for Transportation
Legislative Action
This year, CLAS followed 227 statewide bills related to education and the Education Trust Fund, and 61 nonETF bills were enacted. You can view a list of all bills that CLAS tracked here. Come to the CLAS Convention Awards Session Tuesday at 1 PM in the North Exhibit Hall and stay for the 2026 Legislative Session Wrap-Up, where I will walk you through the major bills affecting K-12 education that passed in 2026.
As a public educator, are you precluded from using government resources?
In the last issue of Ethically Speaking, “Borrowing a Few Chairs and a Folding Table,” we discussed whether you could use folding chairs and a table from the school for a party at your house. You cannot. Doing so would be exerting control over government property.
But what if you want your child’s birthday party at a pavilion in your city’s park? Often, those pavilions are free. You simply reserve the pavilion in advance. As a public employee, are you prohibited from doing so?
No. Any member of the public can reserve a pavilion at the park for a birthday party. The opportunity is provided to everyone, and you do not lose your right to that opportunity because you are employed by a board of education.
Further, if a specific statute or policy allows any other citizen a right or privilege, you do not lose that right or privilege because you are employed by a board of education. For example, any Alabama resident who is honorably separated from the armed forces is entitled to free admission to any state park. If you are a former service member, you receive free admission, even if you are employed by a board of education.
The Ethics Act prohibits a public employee from benefiting because of their employment or position with a government. But in your personal capacity, you can enjoy what others enjoy.
Level Up Student Success with Skills Arcade
Alabama schools are eligible for FREE, grant funded access to Skills Arcade-an ESSA Tier II approved K-12 platform that builds academic skills through personalized, gamified learning that students love.
Why Skills Arcade?
Adaptive, standardsaligned practice with accessibility support
Gamified learning with rewards that motivate students
Real-time data for teachers and leaders
Use Skills Arcade for daily practice, test prep, summer learning and more! Training and support from former Alabama administrators is included at no cost.
Gina Price
Motivated Data Grant Coordinator ginatsu@yahoo.com
With the staggering increase in student mental health issues today, this article is meant to serve as a timely reminder that there is a legal requirement known as the “child find duty” under IDEA and Section 504. This refers to a school district’s duty to locate, evaluate, and identify students with disabilities and those for whom a school has sufficient “reason to suspect” or “reason to believe” may be students with disabilities who are in need of special services or supports.1
Pursuant to the legal child find duty, school personnel must be diligent in affirmatively looking out for students who exhibit mental health issues that may constitute sufficient reason to suspect or believe that a disability and a need for special education services, accommodations, or other supports is present. For that reason, we have developed a running checklist of “referral red flags” that hearing officers, courts, and federal agencies have found, in combination, to be sufficient to trigger a school’s legal duty to refer a student for an evaluation under IDEA or Section 504. This checklist is meant to be useful in training school personnel to look out for red flags that may likely trigger the school’s duty to evaluate, particularly for students who are exhibiting signs of mental health issues that are significant and affecting their performance in school or school activities.
1.
Academic Concerns in School
Failing or noticeably declining grades
Retention
Poor or noticeably declining progress on standardized assessments
Student negatively “stands out” academically from same-age peers
Student has been receiving interventions in a Problem Solving/RTI process and progress monitoring data indicate little academic progress or positive response to interventions
When “I’m Fine” May Mean “I Need Help”:
The Child Find Duty Under IDEA and Section 504
Julie J. Weatherly, Esq. and Leslie A. Allen,
Esq.,
Resolutions in Special Education, Inc.
For IDEA child find purposes, student already has a 504 Plan and 504 services have provided little academic benefit or student has an IEP and additional or different needs have arisen (e.g., student is a “speech only” student but has developed additional academic issues)
For 504 child find purposes, student has been evaluated under IDEA and found not eligible for special education services but continues to have significant academic difficulty
2. Behavioral/Social/Emotional
Concerns in School
Numerous or noticeably increasing disciplinary referrals for violations of the student code of conduct that are of significant concern and beyond the expected range of behaviors for students of a similar age, such as threatening or aggressive behaviors
Signs of depression, withdrawal, inattention, distraction, organizational issues, anxiety, or other mental illness or mental health issues
Truancy problems, increasing or chronic absences, skipping class
Student has been receiving intervention in a Problem Solving/RTI process and progress monitoring data indicate little behavioral/social/ emotional progress or positive response to interventions
For IDEA child find purposes, student already has a 504 Plan and/or BIP and accommodations/ interventions have provided little behavioral, social, and/or emotional benefit or student has an IEP and additional or different needs have arisen (e.g., student is a “speech only” student but has developed additional behavioral, social and/or emotional issues)
For 504 child find purposes, student has been evaluated under IDEA and found not eligible for special education services but continues to have behavioral/social/emotional difficulties
Download a printable version of this checklist using the QR code or the link below.
go.clasleaders.org/b929gX
3. Medical/Health Information
Information that student has been hospitalized or received medical treatment (particularly for mental health reasons, chronic health issues)
Information that student has received a DSM-5TR diagnosis (e.g., ADHD, ODD, OCD, PTSD, Anxiety, Depression, etc.)
Hospital/Homebound services are being provided or have been recommended
Information that student is taking medication
Information that student is seeing an outside counselor, therapist, physician, etc.
Private evaluator/therapist/physician suggests the need for an evaluation or services
Student has an Individual Health Care Plan (may have a disability that should be acknowledged to ensure nondiscrimination and/or need for a 504 educational plan) or has a temporary health or medical condition that is episodic or in remission
Information that student has been exposed to a traumatic life event (e.g., community crime, homelessness, loss of family member, neglect/ abuse)
Information that student has suffered a traumatic brain or head injury/concussion
4. Information from School Personnel
Teacher or other service provider suggests a need for an evaluation or suggests mental health counseling or other services
5. Parent Request
Parent/guardian requests an evaluation for or the provision of special education or 504 services. [A parent request for an evaluation may be a direct request for an evaluation or services or a general expression of concern about their child’s mental health or educational performance. There are no “magic words” for requesting an evaluation].
It is important that not one of these “referral red flags” alone (or even several together) would necessarily be sufficient to trigger the child find duty. However, the more that exist with a particular student, the more likely it is that the duty has been triggered, especially for students with significant mental health issues. Our mantra has always been: “When there’s debate, evaluate!”
Membership Rewards
This year, CLAS awarded $4,250 to 138 CLAS members for their efforts in the 2025-2026 membership recruitment drive. For every new Individual/ Institutional member who joined before December 31, 2025, $25 was awarded to the CLAS member credited with referring them to CLAS. We extend our most sincere gratitude for the hard work, dedication, and diligence put forth by these members. Additionally, for each new member recruited, CLAS enters the recruiter’s name in a drawing for $1,000.
Kari Flippo
A+ Best Practices Center
The A+ Best Practices Center (ABPC), in partnership with the Alabama State Department of Education, facilitates high-quality, collaborative professional learning for Alabama educators.
Dr. Stoney Beavers (205) 908-0059 dakota@aplusala.org aplusala.org/best-practices-center/
Accelerate Learning
At Accelerate Learning our award-winning interactive STEM programs are designed to engage students’ natural inquisitiveness, turning questions into exploration and exploration into understanding.
ACCESS Virtual Learning is an education initiative of ALSDE that provides opportunities and options for Alabama public school students in AP, core and elective courses.
The American Village serves the nation as an educational institution whose mission is to strengthen and renew the foundations of American liberty and constitutional self-government.
Bailey Education Group is committed to partnering with all schools and districts to improve the lives of all children through customized PD and teacher coaching.
Faster Screening. Safer Workplaces. Stronger Teams. Our platform simplifies the entire volunteer background screening process, making it seamless and stress-free for you and your volunteers.
Michael Kinard (980) 622-7901 mkinard@bib.com https://www.bib.com/
Bill Miller Photographers
Family owned and operated since 1955, we specialize in school and senior portraits while helping schools fundraise and support their communities.
Abby Miller Mattox (256) 892-3150 hello@billmillerphotographers.com www.billmillerphotographers.com
A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and formative assessment.
Pre-school to high school photography service. Yearbooks, PowerSchool data provider sports banners, cap and gown vendor, custom printing services.
Ricky White (205) 714-3000
blackandwhitephoto.inc@gmail.com mybwpdc.com
Blue Ribbon Schools of Excellence
BRSE is a one-of-a-kind assessment that provides actionable insights that can be used for school improvement. It is a comprehensive approach to helping schools grow.
CREATED BY TEACHERS FOR TEACHERS A-STATE ONLINE. A-State, ranked among the best by U.S. News, offers flexible, accelerated online programs for educators with multiple starts.
April Stansberry (256) 339-2153 april@blueribbonschools.com https://blueribbonschools.com
Capturing Kids’ Hearts
Capturing Kids’ Hearts® empowers educators through training, coaching, and a character-focused curriculum to enhance social-emotional wellbeing, build relationships, foster campus culture, and strengthen student connectedness.
Cognia is a non-profit, non-governmental organization that equips primary and secondary schools throughout the United States and internationally in the journey of continuous improvement.
Jeff Langham (334) 312-2432 jeff.langham@cognia.org www.cognia.org
Columbia Southern University
Columbia Southern University offers 100% online associate, bachelors, masters and doctoral degrees in fields such as, education, nursing, business administration, and many more!
Ernie Smith (251) 923-4055 ernie.smith@columbiasouthern.edu www.columbiasouthern.edu
Curriculum Associates
Curriculum Associates research-based products including i-Ready® and Ready®, provide teachers & administrators with flexible resources that deliver meaningful assessments and data-driven, differentiated instruction for children.
DataComm Networks Inc. (MSP) provides IT and security solutions in Alabama, specializing in managed services like network design, security monitoring, firewall management, and helpdesk support.
Edmentum creates learning technology solutions designed to support educators and supplement existing curriculum with one goal in mind: positive student outcomes in K-12.
Dee Dee Jones (256) 221-0807 deedee.jones@edmentum.com www.edmentum.com
Gibbs Smith Education
We are an independent, employee-owned publisher committed to making an ethical difference in the world of public education.
Jeff Whorley (801) 927-2172 jeff.whorley@gibbs-smith.com gibbssmitheducation.com
Hammill Recreation
Provider of playground equipment, First Class Pre-K equipment, shade, swings, surfacing, and site furnishings since 1981. Our playground equipment is proudly manufactured in Alabama!
For over 50 years, thousands of schools and districts across the country have relied on our high-quality, hands-on materials to expand their core curriculum.
Horace Mann offers auto, home, life, and voluntary insurance as well as retirement strategies and financial wellness education for educators and their families.
Imagine Learning provides digital-first, personalized educational solutions for K–12, offering programs in literacy, math, language, and social studies to enhance student success.
Take teaching and learning to the next level with Canvas, the #1 educational software, and the foundation of the Instructure Learning Platform. Christopher Downs (781) 831-4816 cdowns@instructure.com instructure.com
iteach
iteach is an alternative teacher certification program that provides a flexible, affordable pathway for individuals to earn teaching credentials and enter the classroom quickly.
SchoolsPLP offers over 2000 PreK - 12 aligned online courses. The course offerings include core, electives, credit recovery and CTE pathways.
Education
Eric Moon (770) 789-1941 eric@jnreducation.com SchoolsPLP.com
Jumpstart Test Prep
Empowering teachers and students of all ability levels to gain the MOST improvement in the LEAST amount of review time on high-stakes Alabama assessments.
George Kushner (251) 604-4208 gkushner@jumpstarttestprep.com www.jumpstarttestprep.com
Just Right Reader
Accelerate reading achievement with 750+ decodables mapped to a rigorous phonics progressions in English and Spanish.
Matt Smith (770) 402-2423 matt.smith@justrightreader.com https://justrightreader.com/
K12 Skills Arcade
K12 Skills Arcade is a game-based learning platform for Pre-K–12, offering adaptive, standards-aligned practice in math, reading, and science with real-time progress tracking.
We do onsite engraving on sterling silver jewelry.
Karen Maury (205) 790-8349 kayrena16@gmail.com
Kid Account, LLC
Integrated daily school safety solution including dismissal/carline management, visitor/staff/student/ volunteer management, emergency management, hallpass management, and event day management. Kim Robertson (800) 578-1448 krobertson@kidaccount.com https://kidaccount.com/
Kids First Education
Kids First Education is an educational solution provider with a dedicated Alabama team partnering with districts through collaboration, creation, and commitment to putting Kids First!
Lathan McKee Architects is a full‐service design firm offering a comprehensive range of services with experience including projects of varying size, style, complexity, and scope.
Barry Davis (205) 988-9112 bdavis@lathanassociates.com www.lathanassociates.com
Legacy of Hope
Legacy of Hope saves lives through organ/tissue donation, honors the legacy and generosity of donors, and supports donor families in their time of need
LaToya Bishop (205) 731-9200
LaToyaRBishop@legacyofhope.org legacyofhope.org
Learning Ally
Learning Ally is a national non-profit founded in 1948, that provides human-read audiobooks for students with reading disabilities like dyslexia, blindness, or visual impairments.
Learning Blade is a free STEM and career awareness platform that helps students explore real-world careers and build academic skills through interactive, standardsaligned online missions.
Scott Mains (205) 937-2841
scott@learningblade.com www.LearningBlade.com/AL
LEGO Education
As the builders of tomorrow, students hold the future in their hands. We believe that every student deserves access to quality, hands-on learning experiences!
Sonya Glasper Burden (770) 367-7773
SONYA.GLASPER@LEGO.COM www.LEGOeducation.com
Pearson Education Inc
Educational materials and services.
Brady Svec (984) 229-1420
brady.svec@pearson.com pearson.com
Playworld Preferred, Inc.
We have a range of solutions to meet your needs - from site furnishings to shade structures and everything in between.
PowerUpEDU, a technology solutions provider for Alabama classrooms, creates transformational learning environments that engage students and empower teachers, bridging the gap between teaching and technology.
Shoney Brice (888) 517-3824
shoney@powerupedu.com https://powerupedu.com/
Presence
Presence is a leading provider of teletherapy. We innovate how clinicians address student special education and mental health needs through an elevated approach to teletherapy.
The ColorPro poster makers allow you to create your own full-color posters and banners. Also, create your own custom award plaques, cutouts, decals and more!
Publishers’ Warehouse is Alabama’s one-stop shop for instructional materials. Our partnership with schools & the ALSDE allows us to provide textbooks with ZERO shipping charges!
Patrick Chappell (205) 516-5821 pchappell@ebsco.com publisherswarehouse.com
Reach University
Reach is the nation’s only non-profit accredited university fully dedicated to championing the Apprenticeship Degree an affordable path for working adults to gain a degree.
Real Deal Gaming provides the ultimate entertainment experience. We offer exciting ways to reward students for good behaviour, testing well on ACAP and much more.
Really Good Stuff offers educational products and resources for teachers, focusing on classroom supplies, learning tools, and creative solutions to enhance engagement and learning outcomes.
Kristen McGaw (979) 402-2373 kmcgaw@discountschoolsupply.com www.reallygoodstuff.com
Renaissance
Renaissance is a global leader in assessment, reading, math, and early literacy solutions for pre-K–12 schools and districts.
Lori Boyd (334) 649-3345 leigh.twigg@renaissance.com https://www.renaissance.com/
Rhodes Branding
A mission-led strategic branding and marketing agency exclusively serving K-12 education, Rhodes Branding empowers schools with innovative strategies to flourish in a dynamic, competitive environment.
Through a variety of curricula options, Smart Solutions Group’s products and services are designed to prepare students for academic, college, career, and lifelong success.
Josh McCullough (251) 654-4825
info@smartsolgrp.com www.smartsolgp.com
SmartLab
SmartLabs turnkey, career-centered STEM programs equip today’s students for tomorrow’s challenges. Every PBL environment integrates STEM applications across industry pathways to create real career connections.
Terrell Enterprises, Inc.
We offer high-quality products such as Sico, Artcobell, Fomcore, and COE Distributing; as well as services such as space planning, design, delivery, installation, and repair.
Hope Leadership Academy is a three-year program that enables educators to create strategies that develop a school culture of character development.
Ripple Effects
Ripple Effects is an evidenced-based suite of digital programs, for students in Pre-K through grade 12, offering personalized skill building on behavioral and social challenges.
Kate Wise (888) 259-6618 kwise@rippleeffects.com https://rippleeffects.com/about-us/
Riverside Insights
We offer strengths-based assessments that unlock the potential in all learners. Our industry leading resources transform results into strategies for success.
Kevin Burke (440) 773-8252 kevin.burke@riversideinsights.com riversideinsights.com
Samford University School of Education
Samford University School of Education Graduate Programs.
SchoolAI empowers educators to personalize learning with engaging, accessible experiences. We save time, transform challenges into opportunities, and help every student thrive.
Matt Argubright (913) 710-8762 matt@schoolai.com www.schoolai.com
Scholastic Education
Scholastic is the largest publisher and distributor of children’s books, a leading provider of core literacy curriculum and professional development services and children’s media.
Lee Getzinger (205) 209-2406 lberlin@scholastic.com www.scholastic.com
A professional development company dedicated to supporting educators in their efforts to improve student learning. Known for its focus on collaborative professional learning communities (PLCs).
Leading provider of school day portraits, senior portraits, sports portraits, special events portraits, and yearbooks. We believe honest value never fails.
Studies Weekly is a standards-based core curriculum for K-8, founded on deep learning strategies in Social Studies, Science, and Health & Wellness.
Josh Hadden (866) 311-8734
marketing@studiesweekly.com StudiesWeekly.com
Technical Training Aids
Educational solutions company for over 65+ years offering simulators, hands-on skill sets, totally autonomous programs, machining, 3D printing scanning, pre-engineering, STEM, elearning, and many more.
The Kirkland Group provides job-embedded teacher coaching and professional development services to K-12 schools specializing in ELA, math, science, and history.
M.A. in Educational Leadership (online); EdS in Educational Leadership (online); Ed.D. in Educational Leadership (online); Ph.D. in Educational Leadership; Ph.D. in Educational Leadership (online).
Benjamin White (205) 348-6997 bkwhite2@ua.edu https://education.ua.edu/
The University of Alabama Online
The University of Alabama Online offers over 30 topranked graduate education degrees with affordable tuition so you can earn your degree around your schedule.
Peer Helpers PLUS, an evidence-based K-12th grade prevention and support program, equips students to navigate a wide range of emotional, societal, and behavioral challenges.
Ruby McCullough (844) 705-1981
ruby@thriveway.com www.thriveway.com
TouchMath | Classworks
Using TouchNumerals and TouchPoints with TouchMath’s explicit and systematic math instruction allows students to see, touch, say, and hear math in a whole new way.
David Constantine (251) 545-9903 dconstantine@touchmath.com www.touchmath.com
Transfr, Inc
Transfr builds classroom-to-career pathways for millions of workers who are the future of every industry via immersive technologies and in partnership with schools, businesses, & governments.
TURNERBATSON is a thriving architectural & interior design firm located in Birmingham, Alabama. The firm has a 101-year history and a diverse client base.
Melissa Anderson (205) 403-6201 manderson@turnerbatson.com turnerbatson.com
ULMonroe Online
University of Louisiana Monroe’s Online Doctoral and Master’s programs for educators. With affordable pricing, no GRE options and even a no-dissertation option! Talons Out!
Brandi Paine (225) 218-7390
brandi.paine@risepoint.com online.ulm.edu/brandi
University of West Alabama Online
Advance your career with an online degree from UWA. Flexible, affordable programs and extra savings with the Teacher Connect Scholarship help you achieve your goals.
Jessica Hughes (205) 533-0131
jhughes@uwa.edu online.uwa.edu
Varsity Brands/BSN Sports&Varsity Spirit
Solution provider through Sport and Spirit to elevate student experience and define your culture!
Andrew Bush (601) 540-3926
abush@varsity.com www.varsitybrands.com
Verkada
Verkada offers security cameras, access control, environmental sensors, alarms, visitor management, and intercoms on one cloud-based platform. Over 28,000 companies and organizations worldwide use Verkada.
Austin Baker (704) 962-7524
austin.baker@verkada.com verkada.com
Virco Manufacturing
Virco is celebrating their 75th year as America’s largest manufacturer of classroom, library, and cafeteria furniture for schools.
For an appointment, call 205-721-0514.
John Havicus (205) 721-0514
johnhavicus@virco.com www.virco.com
Ward Scott Morris Architecture
Ward Scott Morris Architecture has 40 years of experience designing the future of K-12 today. Creating partnerships that focus on our clients needs.
Carol Coleman (205) 577-7027
carol@wardscottmorris.com www.wardscottmorris.com
Zaner-Bloser
Zaner-Bloser develops curriculum resources to teach foundational literacy and math skills to grades PreK–6 students. Our resources help teachers inspire more “aha” moments.
