Transcript Slide 1

Welcome
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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
REQUIREMENTS FOR DESIGNATED
SCHOOLS
•
submitting requirements
•
plan-review requirements
•
assessing indicators
•
planning for improvement
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
9th
4th at 3pm
1st at 3pm
6th at 3pm
4th at 3pm
2nd at 3pm
3rd at 3pm
6th at 3pm
4th at 3pm
on-site training
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
REVIEW
•
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 1st 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.
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.
DISTRICT GOAL: ALL STUDENTS BENEFIT FROM RESEARCH BASED INSTRUCTION
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.
ASSESSING THE
INDICATORS RESULTED IN
RUBRIC SCORES OF 2
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
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
MONITORING TASKS
DISTRICT GOAL: ALL STUDENTS BENEFIT FROM RESEARCH BASED INSTRUCTION
REVIEW
•
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.
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.
Select the Create a
New Coaching
Comment button.
Tabs on the Coaching Review page
allow you to view the most frequently
used reports.
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
REVIEW
•
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.
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
Alaska STEPP is based on the
Continuous Improvement Model
Assess
Implement
Revise
(plan)
Plan
Implement
Monitor
(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.
Yearly Flow of
Work for Schools
Form Team
Monitor
Assess
Implement
Create Plan
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.
Thank you for
all the Work You
do for Alaska’s Kids
Contact Information:
Patricia Farren
[email protected] Ph# 907-465-2892
Sheila Box
[email protected]
Ph# 907-465-8743