Spring Leadership Working Conference Welcome! School Support and Improvement

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This content delves into school support and improvement strategies aimed at enhancing student outcomes, as mandated by ESSA guidelines. It covers the designation criteria for Comprehensive Support and Improvement Schools, responsibilities of stakeholders, and the process for developing and implementing improvement plans at both comprehensive and targeted schools in Alaska. The content also discusses evidence-based interventions and the involvement of various stakeholders in the improvement process.

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SPRING LEADERSHIP WORKING CONFERENCE WELCOME! WELCOME! School Support and Improvement 1

Fast Brainstorm! Respond to the question on the sheet to start our thinking (3 min.) Get it on paper! More is better! Don t self-censor! 2

School Support And Improvement To Improve Student Outcomes. ESSA s school designations ESSA Requires Support and Improvement Process Evidence-Based Interventions What works in Alaska? Desired Effective Improvement Alaska s Current Practice 3 Who is responsible for what?

ESSAs New School Designations COMPREHENSIVE Support and Improvement Schools - based on whole school performance How designated Support and improvement process Needs assessment Plan Evidence-based interventions Exit criteria TARGETED Support and Improvement Schools - based on subgroup performance 4

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 5

COMPREHENSIVE Support and Improvement Schools Designation Alaska s current practice A state must designate 5% of Title I schools designated Priority Schools 10% designated Focus Schools ASPI 1-Star and 2-Star Schools 79 Schools ASPI 3-Star Schools 16 28 35 149 6

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 evidence-based interventions stakeholders involvement approved by school, district, and state district creates formal plan monitored and periodically reviewed by state 7

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. Alaska s current practice Not as part of ASPI Subgroups considered: Race/ethnicity, economically disadvantaged, ELLs, and student w/ disabilities. AMOs considered for each subgroup 8

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 evidence-based interventions stakeholders involvement approved and monitored by the district district creates formal plan 9

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

Evidence-based interventions ESSA defines four categories of evidence based on their strength:: 3) 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 1) strong evidence meaning supported by at least one randomized study; 2) moderate evidence meaning supported by at least one quasi-experimental study; 4) 11 HuffPost Education -http://www.huffingtonpost.com/robert-e-slavin/evidence-and-the-essa_b_8750480.html

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

Alaskas Frameworks of ASIs The Seven School Turnaround Principles Domains and Indicators of Alaska STEPP 13

7 Turnaround Principles 1) Strong and effective leadership 5) Data informed instruction 2) Effective teachers 6) Healthy school environment 3) Maximize learning time 7) Family and community engagement 4) Strong instructional programs 14

Alaskas Domains and Indicators of Effective Schools Curriculum School Environment Assessment Professional Development Instruction Leadership 15

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

Share Individual and Group Best Thinking Directions (3 min.) Individually document 3-5 effective ASI s on Orange Response Form (3-5 min.) Table share out of each person s top two ASI s (8 min. 1 min. each) Navigator/Scribe will document these on chart paper look for patterns and emerging voices (4 min.) (8-10 min. 1 min. each) Hang chart spokesperson for each group any consensus or creative thinking 18 Gather Orange Response Forms place them in the table envelope.

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 19

An aside Alaska STEPP 20

Example of 21

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 22

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) Flexibility for Alternative High Schools and High Schools <100 Prescriptive vs. broad guidance for required interventions Exit criteria recognizing efforts of perennial low performing schools More rigorous interventions for schools not improving ?? 24

Asynchronous Questions on the PowerNoodle Reward schools (State statute) Flexibility for Alternative High Schools and High Schools <100 Prescriptive vs. broad guidance for required interventions Exit criteria recognizing efforts of perennial low performing schools More rigorous interventions for schools not improving ?? 25

School Support And Improvement To Improve Student Outcomes. ESSA s school designations 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? Support and Improvement Process Evidence-Based Interventions What works in Alaska? 26 Who is responsible for what?