SPRING LEADERSHIP WORKING CONFERENCE WELCOME! School Support and Improvement Need logos from SERRC and NWCC Maybe along bottom instead of side???

Fast Brainstorm! Respond to the question on the ½ sheet to start our thinking (3 min.) Get it on paper! More is better! Don’t self-censor!

School Support And Improvement … … To Improve Student Outcomes. ESSA’s school designations Support and Improvement Process “Evidence-Based Interventions” What works in Alaska? Who is responsible for what? ESSA Requires Alaska’s Current Practice Desired Effective Improvement

ESSA’s New School Designations COMPREHENSIVE Support and Improvement Schools - based on whole school performance TARGETED Support and Improvement Schools - based on subgroup performance How designated Support and improvement process Needs assessment Plan Evidence-based interventions Exit criteria

COMPREHENSIVE Support and Improvement Schools Designation ESSA says … A state must designate At least the lowest 5% of Title I Schools 15 schools Any High School not graduating 1/3 or more 108 schools Any Targeted Schools not improving subgroup performance

COMPREHENSIVE Support and Improvement Schools Designation Alaska’s current practice … A state must designate 5% of Title I schools designated Priority Schools 16 10% designated Focus Schools 28 ASPI 1-Star and 2-Star Schools – 79 Schools 35 ASPI 3-Star Schools 149

COMPREHENSIVE Support and Improvement Schools School Support and Improvement Process ESSA says … “the district shall ‘locally develop and implement a comprehensive support and improvement plan’.” needs assessment stakeholders involvement district creates formal plan evidence-based interventions approved by school, district, and state “monitored and periodically reviewed” by state

TARGETED Support and Improvement Schools Designation ESSA says … A state must designate any school in which “any subgroup of students is consistently underperforming, as determined by the State, based on all indicators” of the accountability system. Subgroups considered: Race/ethnicity, economically disadvantaged, ELLs, and student w/ disabilities. Alaska’s current practice … Not as part of ASPI AMOs considered for each subgroup

TARGETED Support and Improvement Schools School/Subgroup Support and Improvement Process ESSA says … each school “shall develop and implement a school level targeted support and improvement plan…for each subgroup of students.” needs assessment stakeholders involvement district creates formal plan evidence-based interventions approved and monitored by the district

Exploring Options – Jigsaw Reading Directions – working in pairs Individual silent reading of chosen article with intent to teach to partner Pair Share/Teach Share one aha! or wondering as a table group (3 min.) (10 min.) (6 min. – 3 min. each) (4 min.)

Evidence-based interventions… ESSA defines four categories of evidence based on their strength:: “strong evidence” meaning supported by at least one randomized study; “moderate evidence” meaning supported by at least one quasi-experimental study; “promising evidence” meaning at least one correlation study with pretests as covariates; and programs with a rationale based on high-quality research or a positive evaluation that are likely to improve student or other relevant outcomes and that are undergoing evaluation HuffPost Education -http://www.huffingtonpost.com/robert-e-slavin/evidence-and-the-essa_b_8750480.html

Evidence-Based Interventions Practices Resources ASI Activities Strategies Interventions Programs Processes Supports Principles

Alaska’s Frameworks of “ASI’s” The Seven School Turnaround Principles Domains and Indicators of Alaska STEPP

7 Turnaround Principles Data informed instruction Healthy school environment Family and community engagement Strong and effective leadership Effective teachers Maximize learning time Strong instructional programs

Alaska’s Domains and Indicators of Effective Schools Curriculum Assessment Instruction School Environment Professional Development Leadership

Evidence-Based Interventions Practices Resources ASI Activities Strategies Interventions Processes Programs Principles Supports

Share Individual and Group Best Thinking Directions – Individually document 3-5 effective ASI’s on Orange Response Form Table share out of each person’s top two ASI’s Navigator/Scribe will document these on chart paper – look for patterns and emerging voices Hang chart – spokesperson for each group any consensus or creative thinking Gather Orange Response Forms place them in the table envelope. (3 min.) (3-5 min.) (8 min. – 1 min. each) (4 min.) (8-10 min. – 1 min. each)

COMPREHENSIVE Support and Improvement Schools School Support and Improvement Process Alaska’s current practice … Alaska STEPP online planning process needs assessment school level planning team frameworks of “best practices” submitted by school/district … review, approval, and feedback of 1- and 2-Star School plans by EED staff (79 plans) review and support of 3-Star School plans by district (149 plans) action and task management

An aside … Alaska STEPP

Example of

Exit Criteria ESSA says … the State shall establish a statewide exit criteria Comprehensive Schools Applied in a state determined number of years after designation (not to exceed four years) If criteria not met, then “more rigorous State-determined action, such as the implementation of interventions (which may include addressing school-level operations.)” Targeted Schools If criteria not met, then Targeted School becomes a Comprehensive School

Flexibility for Exit Criteria…? Exit criteria for both Comprehensive and Targeted Schools Required improvement activities and evidence-based activities “Methodology to identify Comprehensive Support and Improvement Schools” Accountability – “system of differentiation” Flexibility for Exit Criteria…?

Additional Issues To Consider … Reward schools (State statute) Prescriptive vs. broad guidance for “required interventions” “More rigorous interventions” for schools not improving Flexibility for Alternative High Schools and High Schools <100 Exit criteria recognizing efforts of perennial low performing schools ??

Asynchronous Questions on the PowerNoodle… Reward schools (State statute) Prescriptive vs. broad guidance for “required interventions” “More rigorous interventions” for schools not improving Flexibility for Alternative High Schools and High Schools <100 Exit criteria recognizing efforts of perennial low performing schools ??

School Support And Improvement … … To Improve Student Outcomes. ESSA’s school designations Support and Improvement Process Evidence-Based Interventions What works in Alaska? Who is responsible for what? Asynchronous Questions on Powernoodle The number of comprehensive support & improvement schools should be the minimum required. What are the strengths and weaknesses of the current frameworks? What conditions could be considered as exit criteria for low performing schools? What are the roles of each of the following stakeholder groups: State, District, School, Community? What actions should EED take to encourage continuous improvement?

Administrator ESEA & School Support brad.billings@alaska.gov (907) 465-8720 Brad Billings Administrator ESEA & School Support

SPRING LEADERSHIP WORKING CONFERENCE THANK YOU! School Support and Improvement Need logos from SERRC and NWCC Maybe along bottom instead of side???

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