Our Blackbelt Cohort will focus on the Four Domains of Rapid School Improvement. Participation will encompass five face-to-face sessions throughout the school year with school follow-up visits to support the hands-on work leaders will be required to complete.

School and district leaders face a flood of data-AIM, DRC, PARCA-but too often, that data sits unused or disconnected from real change. This session will equip leaders with strategies to turn ACAP data into a powerful driver of student achievement and school transformation.

The ALSDE School Safety Symposium (Invite Only) is a dynamic professional learning experience designed to equip school leaders with the knowledge, leadership skills, and practical strategies needed to foster safe, secure, and supportive learning environments. This symposium focuses on empowering school leaders to lead comprehensive school safety efforts through proactive planning, collaboration, crisis preparedness, and a culture of prevention.

In order to receive Register through the conference link (taasro.org) .

After completing this online learning, administrators should be able to understand the legal implications regarding the education of students with disabilities, the administrator's role in overseeing the IEP process for students with disabilities, and the key procedural and substantive requirements of developing and implementing a high-quality IEP. Specific administrator actions taken before, during, and after IEP meetings will be discussed to ensure services and supports outlined in the IEP are implemented with fidelity.

Based on guidance from the USDOE, this PLU provides school leaders with an opportunity to understand federal regulations to address discipline issues for students with disabilities. Participants will assess their current understanding, review national, state, and local discipline data, complete asynchronous learning, apply learning to real-life cases, and develop a plan of action to address discipline issues leading to days of lost instruction for students with disabilities and school safety concerns.

Data from the State Report Card indicate that students from identified subgroups, including children with disabilities, are continuing to perform below the level of all students in the areas of academic achievement among others. Despite overall improvements statewide for all students, the gaps in achievement and other areas have grown for students with disabilities, in particular.

Although much progress has been made in students with disabilities gaining access to general education settings, there remains a significant gap between their achievement and that of their typical peers. Research has suggested that leadership is second only to classroom instruction in influencing what students learn at school because principals help create conditions important for student learning.

The focus of this professional learning is to empower educational leaders with practical resources, evidence-based strategies, and enhanced professional knowledge that they can use to strengthen their foundational knowledge and skills to ensure that all educators are equipped with the necessary skills and supports, including high-quality, evidence-based training and ongoing professional development, to effectively implement positive behavioral strategies.

Based on guidance from the USDOE, this PLU provides school leaders with an opportunity to understand federal regulations to address discipline issues for students with disabilities. Participants will assess their current understanding, review national, state, and local discipline data, complete asynchronous learning, apply learning to real-life cases, and develop a plan of action to address discipline issues leading to days of lost instruction for students with disabilities and school safety concerns.