 |
Alaska Administrative Code (Last Updated: January 12, 2017) |
 |
Title 4. Education and Early Development. |
|
Chapter 4.06. Government of Schools. |
|
Article 4.06.4. Statewide Student Assessment. |
Section 4.06.864. Priority schools.
Latest version.
-
(a) A district shall implement an intervention consistent with comprehensive turnaround principles at each school that is identified as a priority school under 4 AAC 06.840. In designing and implementing the turnaround at the school, the district shall, after consulting with and obtaining the approval of the department, address each deficiency in the domains under 4 AAC 06.845(b), as identified in a desk or instructional audit, or through the computerized self-assessment and improvement program under 4 AAC 06.845(b). (b) The comprehensive turnaround principles implemented by the district at a priority school must include (1) a school calendar, including a determination of the school day, week, and year, that provides more time for student learning and teacher collaboration; a priority school shall provide at a minimum (A) a dedicated time block each week for teacher collaboration; (B) 90 minutes per day of core reading instruction for all students in grades kindergarten through six; (C) additional time of at least 30 minutes per day of interventions in reading for students who are below grade level in reading in grades kindergarten through six; (D) a dedicated time block each day for structured reading interventions for students in grades 7 - 12 who are below grade level in reading; (E) 60 minutes per day of core mathematics instruction for all students in grades kindergarten through six; and (F) a dedicated time block each day for structured mathematics interventions for students in grades 7 - 12 who are below grade level in mathematics; (2) adoption of policies and taking actions that will ensure that all teachers at the school are effective teachers, including (A) review of the effectiveness of each teacher at the school, conducted by the district and the principal of the school, including an examination of student learning data; (B) replacement or improvement of ineffective teachers; (C) requiring that teachers who transfer from other schools or districts be proven to be effective; and (D) provision of job-embedded professional development that targets specific needs of the teachers and the students at the school; (3) strengthening the instructional program at the school, including (A) adoption and use of research-based curricula that are aligned with the standards adopted in 4 AAC 04.140; (B) implementation of a reading curriculum that addresses the essential elements of reading; and (C) implementation of reading and mathematics support programs for students who are behind grade level in reading or mathematics; (4) using data to inform instruction, including (A) use at least three times per year of a universal screening tool that is approved by the department for every student in grades kindergarten through eight; (B) use of a diagnostic assessment to determine the specific deficiencies in reading or mathematics for all students who are one year or more below grade level in reading or mathematics; and (C) basing instruction and interventions on the specific needs of the student, using data from the screening tool, the state standards-based assessment described in 4 AAC 06.737, a diagnostic assessment, and other assessments administered by the school; (5) establishing a school environment that improves school safety and discipline, and addresses students' social, emotional, and health needs, including implementation of a school-wide behavior plan; (6) providing for family and community engagement in the school, including cultural awareness and understanding of the cultural values of the students and the community; and (7) providing strong leadership at the school, including (A) a review of the performance of the principal at the school, including a review of student learning data; (B) retention of the principal if the district demonstrates that the principal is performing at a level designated as fully functioning and operational in at least 80 percent of the indicators of the leadership domain under 4 AAC 06.845(b)(6); if a new principal is hired, the district shall demonstrate to the department that the new principal can meet the requirements of this subparagraph; and (C) providing the principal with flexibility in areas that the district determines should be tailored to the needs of the school; those areas may include scheduling, staff, curriculum, or budget. (c) In addition to the comprehensive turnaround principles under (b) of this section, a district may implement with the approval of the department, or the department may require the district to implement, additional research-based educational improvement measures at a priority school. (d) The department will remove a school from priority school status when the school (1) has been identified as a priority school for at least three years; (2) has improved by at least six points on the Alaska school performance index; (3) has a three-year average on the growth and proficiency index under 4 AAC 33.540 for all students, and for each of the subgroups listed in 4 AAC 06.812(c)(2) at the school with at least five students, of at least 90 points. (e) The department will identify a school that is not removed from priority school status after three years as a priority school for the next three years. After consultation with the district, the department will determine what additional interventions are necessary for the school. Additional interventions may include a state-level intervention under 4 AAC 06.872.
Authorities
14.03.123;14.07.020;14.07.060;14.50.080