Welcome STAFF Please set up your mic using Audio Wizard (Audio is found in Tools) Presented by: Patricia Farren Alaska Department of Education & Early Learning

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TOPICS Star ratings and indicators schools must assess and plan for District wide initiatives with STEPP Reviewing school plans and resources District improvement planning Training ideas for Alaska STEPP

submitting requirements plan-review requirements assessing indicators planning for improvement REQUIREMENTS FOR DESIGNATED SCHOOLS

SCHOOL ACCOUNTABILITY REGULATIONS 4- and 5- star schools must submit a school improvement plan if: - For two consecutive years, failed to meet its annual measurable objective for the school as a whole or for any subgroup at the school -Enrolls students in grade 12, and experienced a decline in the school’s graduation rate for the school as whole or for any subgroup at the school -Has a participation rate of less than 95 percent These plans are not required to be in Alaska STEPP, and the district is responsible for reviewing and monitoring these plans.

SCHOOL ACCOUNTABILITY REGULATIONS 1-, 2-, and 3- Star Schools must submit school improvement plans using the Alaska STEPP software tool. It is understood that districts are aware and guide the processes and content for all school improvement planning in their districts; EED provides additional support and accountability for specifically designated schools

REQUIRED ASSESSING AND PLANNING Priority Schools- Must address all 7 of the Turnaround Principles Must Assess the 12 Key Indicators Must Create a plan for the 12 Key Indicators Focus Schools- Must carefully consider the 7 Turnaround Principles Must Assess the 12 Key Indicators Must Create a plan for the indicators that address the school’s greatest areas of need

REQUIRED ASSESSING AND PLANNING 1-, 2-, 3- Star Schools Assess the school’s areas of greatest need. Work within the indicators that support the identified needs. The Leadership Domain does not include Key indicators, because STEPP is not designed as an evaluative tool and the first 2 Turnaround Principles, Strong and Effective Leadership & Effective Teachers, involve using an effective system of evaluation. Therefore, the 12 Key Indicators are cross walked only with the last 5 of the 7 Turnaround Principles. Priority schools will be expected to address areas in the leadership domain through educator evaluations.

THE SIX DOMAINS OF ALASKA STEPP Curriculum Assessment Instruction Supportive Learning Environment Professional Development Leadership

DOMAINS AND INDICATORS RUBRIC FOR SCHOOLS

Team Meeting Date 9 th on-site training 4 th at 3pm1 st at 3pm6 th at 3pm4 th at 3pm2 nd at 3pm3 rd at 3pm6 th at 3pm4 th at 3pm Webinar Date Indicators to Assess Needs Assessment Indicators to Plan Indicators/tasks to Monitor for progress Review/monit or all tasks within all “planned” indicators.

Data Analysis - analyze state test data and MAP/AIMSWeb/Diebels/Attendance/Gradu-ation Rate/Behavior/Perception data. School Needs Assessment Form Enter sources of data used and areas of need. Pre-written assumed goals are listed based on ASPI and AMO targets. Write specific goals based on need. Determine indicators to assess based on subgroup data and data strands/trends. Write a narrative statement that reflects strengths and/or needs.

SCHOOL NEEDS ASSESSMENT

COMPLETE FORMS - ASSURANCES Document Upload

SUBMIT FORMS/REPORTS – COMPREHENSIVE PLAN REPORT Document Upload

I know who is responsible for documenting plan submittal for 1-, 2-, 3-, 4, 5-, star, priority, and focus schools. I know who is responsible for reviewing 1-, 2-, 3-, 4-, 5-, star, priority, and focus school plans. I know what format/tool designated schools must use for planning. I know what indicators 1-, 2-, 3- star, priority, and focus schools must assess and plan for. I know what three documents schools must submit by Nov 1 st of each. I understand the district is to be aware of all school improvement plans and guides the processes and content for all schools in their districts; EED provides additional support and accountability for specifically designated schools. REVIEW

DISTRICT INITITIATIVES Building on the work that is already being done.

HYPOTHETICAL SCENARIOS

Example Scenario 1: A district is already focusing on three of the six domains of Alaska’s Effective Schools Framework: Instruction, Learning Environment, and Professional Development. Therefore, each school in that district is expected to assess at least one Key Indicator from each of those domains. QUESTION: How might a school choose three Indicators to assess that have the same overall objective in mind? This is a good idea, because the tasks will be related, have more depth, be more practical to implement, and be in line with district initiatives. Example Scenario 1: A district is already focusing on three of the six domains of Alaska’s Effective Schools Framework: Instruction, Learning Environment, and Professional Development. Therefore, each school in that district is expected to assess at least one Key Indicator from each of those domains. QUESTION: How might a school choose three Indicators to assess that have the same overall objective in mind? This is a good idea, because the tasks will be related, have more depth, be more practical to implement, and be in line with district initiatives.

KEY INDICATORS: 3.4 School staff consistently, and regularly measure the effectiveness of instruction using data from a variety of formative assessments. 4.5 School staff provide extended learning opportunities, and students in need of additional support regularly participate. 5.3 School staff embed professional development into daily routines and practices. DISTRICT GOAL: ALL STUDENTS BENEFIT FROM RESEARCH BASED INSTRUCTION

ASSESSING THE INDICATORS RESULTED IN RUBRIC SCORES OF School staff consistently, and regularly measure the effectiveness of instruction using data from a variety of formative assessments. 4.5 School staff provide extended learning opportunities, and students in need of additional support regularly participate School staff embed professional development into daily routines and practices. DISTRICT GOAL: ALL STUDENTS BENEFIT FROM RESEARCH BASED INSTRUCTION

CREATING A PLA N - OBECTIVES & TASKS SCHOOL GOAL: ALL STUDENTS BENEFIT FROM RESEARCH BASED INSTRUCTION

Comprehensive Plan Report

Example Scenario 2: In the spring a district has an annual Leadership Institute. This particular year information was presented to school principals and data teams about the implementation of the new Alaska State Standards, and specifically new math practices. The expectation was that the information gleaned from the institute would be used in the goal setting process. The teams spent two days reviewing academic data (SBA, Aimsweb, Performance) graduation rate, attendance, discipline and any other data pertinent to establishing goals. Based on the data, teams prioritized needs and began development of actual goals. In the fall, teams would share their work with school staff, parents and community members to finalize school goals/objectives. School goals (with a progress chart) would be made public through their district web site, but can now be shared using Alaska STEPP. QUESTION: How can the work that has already been done in this district be weaved into the Alaska STEPP process? i.e., Assessing the Indicators, Creating Objectives and Tasks, and Monitoring Implementation.

Domain: Leadership 6.8 Instructional leader regularly analyzes assessment and other data, and uses the results in planning for the improved achievement of all students.

MONITORING TASKS DISTRICT GOAL: ALL STUDENTS BENEFIT FROM RESEARCH BASED INSTRUCTION

I understand how to weave district initiatives into the Alaska STEPP school improvement processes by assessing related indicators and adding pertinent and related tasks. I understand that the monitoring feature of Alaska STEPP allows the districts to make comments on, or update objectives and tasks. REVIEW

On the district dashboard select the coaching tab Click the show dashboard button to view the site’s work.

Select the Coaching Review short cut to view reports and leave coaching comments. Tabs on the Coaching Review page allow you to view the most frequently used reports. Select the Create a New Coaching Comment button.

Summary Report... summary report of all work, information and activity that a school or district team has completed. Comprehensive Report...detailed report of all assessments, plans, and monitoring information. Comments & Reviews...Coaching comments, reviews and responses; history and ability to send or respond anew. Task Report...detailed list of all tasks created. Where Are We Now...overview of a school or district’s plan, in graph form. Team Meetings... agendas and meeting minutes as entered by the school or district. Quick Score Report...a quantitative rating summary of the school or district’s progress, based on key factors within the tool. Coaching Critique/Feedback… an electronic form used by coaches and/or state administrators to add a standardized assessment of the quality of work of the school or district team. Critiques are a series of questions or items, determined by the state. Summary Report... summary report of all work, information and activity that a school or district team has completed. Comprehensive Report...detailed report of all assessments, plans, and monitoring information. Comments & Reviews...Coaching comments, reviews and responses; history and ability to send or respond anew. Task Report...detailed list of all tasks created. Where Are We Now...overview of a school or district’s plan, in graph form. Team Meetings... agendas and meeting minutes as entered by the school or district. Quick Score Report...a quantitative rating summary of the school or district’s progress, based on key factors within the tool. Coaching Critique/Feedback… an electronic form used by coaches and/or state administrators to add a standardized assessment of the quality of work of the school or district team. Critiques are a series of questions or items, determined by the state.

DISTRICT IMPROVEMENT A district shall prepare and submit to EED a District Improvement Plan if at least 25% of the schools in the district are one- or two-star schools at least 25% of the students in the district attend a one- or two-star school Planning will be done through the use of Alaska STEPP

DISTRICT IMPROVEMENT Main Menu Page ASSESS CREATE MONITOR

I understand how to make a coaching comment about a school’s Alaska STEPP school improvement plan. I understand generating several different types of reports is possible using the coaching review feature. I understand the parameters that designate a district for improvement. I know that district improvement plans will be submitted on Alaska STEPP I know the five areas for district improvement. REVIEW

Planning for Alaska STEPP Training

STEPP Training Topics Philosophy Understanding the Tool Assessing & Planning Monitoring

Alaska STEPP is an online, continuous improvement planning tool that puts the emphasis on the process and takes it off of the paperwork.

Alaska STEPP is Based on Research The indicators of effective practice are drawn from both national education research and the priorities of the Alaska Department of Education & Early Development.

Alaska STEPP is Adaptable. It is designed to be flexible in order to meet the individual needs of Alaska’s diverse schools and districts.

UNDERSTANDING THE FEATURES OF THE ALASKA STEPP TOOL

Continuous Improvement Model Alaska STEPP is based on the Continuous Improvement Model Plan Implement Monitor (assess) Revise (plan) Implement Assess

ASSESSING AND PLANNING WITH ALASKA STEPP

Alaska STEPP is a process. Teams monitor the implementation of their plan over the course of the year. The plan is never finished and teams continuously assess, plan, and monitor.

MONITORING WITH ALASKA STEPP

Alaska STEPP is a team driven process for school improvement.

STEPP Search Login to STEPP using Login – ak & Password – ak. With a partner, complete each item. 1.Enter school information. 2.Add a person to the School Team. 3.Delete a person from the School Team. 4.Create a new Meeting Agenda. 5.Assess an indicator. 6. Write an objective. 7. Add a task for an objective. 8. Monitor an objective. 9. Monitor a task. 10. Download a comprehensive plan report.

Form Team Create Plan Implement Monitor Assess Yearly Flow of Work for Schools

Items to Check for the School Year Are school teams formed/updated and have regular meetings scheduled Have School’s completed the Needs Assessment? Determine if the indicators that schools will be working in correlate with star rating and school designation, and note whether the objectives and tasks created will get schools from where they are, to where they want to go. Are they realistic? Print school Comprehensive Plan Reports to see all of the work that is in a school’s plan. Perhaps schedule meetings for the entire year with school STEPP teams.

Contact Information: Patricia Farren Ph# Sheila Box Ph# Thank you for all the Work You do for Alaska’s Kids Thank you for all the Work You do for Alaska’s Kids