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

2. 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!

3. 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

4. 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

5. 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 schools
Any Targeted Schools not improving subgroup performance

6. 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
ASPI 1-Star and 2-Star Schools – 79 Schools 35
ASPI 3-Star Schools

7. 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

8. 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

9. 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

10. 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.)

11. 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 -

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

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

14. 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

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

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

18. 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)

19. 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

20. An aside … Alaska STEPP

21. Example of

22. 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

23. 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…?

24. 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 ??

25. 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 ??

26. 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?

27. Administrator ESEA & School Support
(907)
Brad Billings
Administrator ESEA & School Support

28. 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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