All Learning Environment Resources
A new policy brief by Denise Huang and Ron Dietel shares findings from nearly 20 years of CRESST research into effective afterschool programs.
This course is for school and district staff participating in Alaska STEPP. The course is organized into 17 chapters. The first chapter is an overview of the purpose and process of Alaska STEPP. The remaining 16 chapters outline other specific details in navigating STEPP and applying it to the School and District Improvement process.
1. To access this course, you must first login as a user at www.eed.state.ak.us/ELearning/
2. After successfully logging in, you will see a Welcome page. On the right hand side of the page is a link for.....
Webinar: Wednesday, May 25 12:00 p.m. - 1:30 p.m. AK Std Time
Are you concerned about how to implement and sustain classroom management and behavioral interventions? This interactive webinar will highlight the free, online professional development modules and resources on Classroom and Behavior Management provided by the IRIS (IDEA '04 and Research for Inclusive Settings) Center for Training Enhancements. Silvia DeRuvo, Senior Program Associate at the California Comprehensive Center at WestEd, and two classroom teachers will discuss how.....
The National High School Center recently released an updated version of the tool and technical manual to better support users as they strive to identify and address issues that lead to students dropping out of school. The updated tool includes a new Export Data feature, and the updated Technical Manual includes several additional instructions, hints, and cautions to help you use the tool. More details on the new tool and Technical Manual are below, along with instructions on how you can easlily transfer your existing data into the new tool......
A Guide for Coaches and Their Supervisors offers tools, tips, and strategies for coaches working with school improvement teams. The guide also offers examples and recommendations for coaches working with teams who are using the online Indistar® tool created by CII.
http://www.centerii.org/restructuring/
This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 [K-12] students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs.
Durlak, Weissberg, Dymnicki, Taylor & Schellinger(2011, February)
Child Development, 82(1), 405-432.
Equity Alliance at ASU represents a set of funded programs that promote equity, access, participation and outcomes for all students. Building on educational theory, cutting-edge research, and the momentum of the National Center for Culturally Responsive Educational Systems (NCCRESt), the National Center for Urban School Improvement (NIUSI), and NIUSI-LeadScape, the ambition of the Equity Alliance at ASU is to promote equity, access, and participation in education. It's job is to support state and local school systems with equity related issues.....
This document is intended for use after the LEA has determined that the Transformation model is the best fit for the school. The purposes of this document are to:
•outline action items involved in implementing the School Improvement Grant (SIG) Transformation model and •provide tools and resources to help districts and school implement the Transformation model.
The National High School Center at the American Institutes for Research (AIR) developed this resource to assist districts and schools assess their current high school education policies and practices with a focus on identifying strengths and areas for improvement in order to implement coherent school reform initiatives. The self-assessment tool addresses eight domains: 1) curriculum and instruction, 2) assessment and accountability, 3) teacher effectiveness and professional growth, 4) student and family involvement, 5) stakeholder engagement,.....
On October 28, the U.S. Department of Education released the final requirements for the School Improvement Grants (SIG) program, subsequently followed by the publication of the revised guidance and state application form. This new round of government regulations and grant opportunity apply to the fiscal year (FY) 2010 and FY 2009 American Recovery and Reinvestment Act (ARRA) SIG funds and amend the final regulations published on December 10, 2009. Additionally, these new regulations, guidance, and application incorporate a change to the.....
The FindYouthInfo Program Directory features evidence-based programs whose purpose is to prevent and/or reduce delinquency or other problem behaviors in young people. Currently, you can search the directory by risk factor or protective factor.
FindYouthInfo.gov was created by the Interagency Working Group on Youth Programs (IWGYP), which is composed of representatives from 12 Federal agencies that support programs and services focusing on youth. The IWGYP promotes the goal of positive, healthy outcomes for youth in three significant ways:
» Create and Support youth-serving organizations
» Identify and Disseminate Promising and Effective Strategies
» Promote Enhanced Collaboration
"Content standards" are broad statements of what students should know and be able to do as a result of their public school experience. In addition to providing "meaningful opportunities" for students in state assessed reading, writing, mathematics, and science standards, districts are expected to provide "meaningful exposure" to content standards not tested by the state so that students receive a balanced education. The concept of meaningful exposure comes from a ruling by Judge Gleason in Moore v State of Alaska.
This source describes seven characteristics of culturally responsive teaching:
1. Positive perspectives on parents and families
2. Communication of high expectations
3. Learning within the context of culture
4. Student-centered instruction
5. Culturally mediated instruction
6. Reshaping the curriculum
7. Teacher as facilitator
Alaska State System of Support (SSOS) Operations Manual,
Building Local Capacity, 2010‐2011
The Alaska SSOS's mission is to support districts as they build their capacity to implement sustainable school improvement strategies with fidelity. Authority for developing and implementing a system of support for districts and schools comes from both State and Federal law. This document provides an overview of the SSOS program and resources that are available to districts and schools in Alaska.
In this paper, the Association for Career and Technical Education review the challenges and current efforts in high school redesign, and offer a number of recommendations about what elements should be included in our mutual efforts to reinvent the American high school for the 21st century.
This document is intended for use after the LEA has determined that the Transformation Model is the best fit for the school. The purposes of this document are to:
• outline action items involved in implementing the School Improvement Grant (SIG) Transformation Model and
• provide tools and resources to help districts and school implement the Transformation Model.
Colleagues:
Last week, the press shop issued a release publicizing the “suite” of school turnaround videos OCO has produced to better educate and inform the public about the Title I School Improvement Grant Program and further illustrate and explain the different models districts may choose to implement with SIG grant funds. In addition to the marketing we have done to the broadcast stations and education outlets in our ed.tv network (the response has been very strong for dvds and digital downloads), we would appreciate you spreading.....
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