Section 4 AAC 06.864 - School designated for comprehensive support and improvement(a) The department must notify each district in the state that serves one or more schools designated for comprehensive support and improvement under 4 AAC 06.840(a) of a designation under 4 AAC 06.888.(b) Upon receiving notice from the department, the district shall, for each school designated for comprehensive support and improvement, and in partnership with stakeholders (including principals and other school leaders, secondary students, teachers, parents and community members, tribal representatives, and at least one member selected by the department), locally develop and implement a comprehensive support and improvement plan for the school to improve student outcomes, that (1) is informed by all indicators described in 4 AAC 06.812- 4 AAC 06.826, including student performance against long-term goals;(2) includes evidence-based interventions;(3) is based on a school-level needs assessment;(4) identifies resource inequities, which may include a review of district-and-school level budgeting, to be addressed through implementation of the comprehensive support and improvement plan;(5) is approved by the school, district, and the department; and(6) upon approval and implementation, is monitored and periodically reviewed by the department.(c) The evidence-based interventions must address each of the following domains of successful schools:(2) assessment policy and practice;(4) school learning environment;(5) professional development policy and practices;(d) If a school designated for comprehensive support and improvement was previously designated as a priority school, or if the school does not show improvement at the end of the first year of designation, the department may require the school to implement interventions including(1) adoption and implementation of reading and mathematics programs that are aligned to the state content standards adopted under 4 AAC 04.140 and specified blocks of time for instruction;(2) processes in place to facilitate collaborative discussions by teahing staff regarding individual student progress at least weekly; (3) regular use of assessments approved by the department that provide feedback for adjustment of ongoing teaching and learning in order to improve achievement of intended instructional outcomes;(4) 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; and(5) school-level instructional management that provides professional development and technical assistance to staff, addresses instruction in the state content standards, and ensures that teachers are effective.(e) With respect to any high school designated for comprehensive support for a low graduation rate under 4 AAC 06.840(a)(1)(B) that predominantly serves students. returning to education after having exited secondary school without a regular high school diploma; or who, based on their grade or age, are significantly off track to accumulate sufficient academic credits to meet high school graduation requirements the district may develop and implement a comprehensive support and improvement plan for the school that is informed Use-by the graduation rate indicator and includes differentiated improvement activities that use evidence-based interventions related to the needs of the students served by the school. (f) With respect to a high school designated for comprehensive support for a low graduation rate under 4 AAC 06.840(a)(1)(B) that has a total enrollment of less than 100 students, the department may permit the district to forgo implementation of improvement activities required under this section.(g) A district may, but is not required to, provide all students enrolled in a school identified for comprehensive support and improvement under 4 AAC 06.840 with the option to transfer to another public school served by the district. In providing students the option to transfer to another public school, the district shall give priority to the lowest-achieving children from low-income families, as determined by the district for the purposes of allocating funds to schools under Title I, Part A. A student who uses the option to transfer to another public school shall be enrolled in classes and other activities in the public school to which the student transfers in the same manner as all other students at the public school. A district shall permit a student who transfers to another public school under this paragraph to remain in that school until the student has completed the highest grade in that school. A district may spend an amount equal to not more than 5 percent of its allocation under Title I, Part A to pay for transportation for students who transfer under this paragraph to the public schools if the school to which students transfers is within 50 miles of the student's home and is connected by road.(h) The department and district will assess the progress of each school designated for comprehensive support and improvement during each year of designation. Upon failure to exit comprehensive support and improvement status after three years, the department will initiate differentiated interventions based on need leading to increased levels of department oversight as described in 4 AAC 06.872.Eff. 10/16/2013, Register 208; am 10/20/2018,Register 228, January 2019Authority:AS 14.03.123
AS 14.07.020
AS 14.07.060
AS 14.50.080