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All Resources (by date)
ASLI Institute 2012 Festival of Ideas
Alaskan examples of successful practices implemented in Alaska schools and districts.
Rural Alaska Principal Preparation and Support (RAPPS)
RAPPS is a comprehensive leadership development program focused on preparation of principals for high poverty and remote Alaska schools, and support for those who are currently serving in those schools. The program consists of three components: 1) preservice, 2) induction, and 3) training and technical assistance for principals in high need districts.
Funded by the US Department of Education: School Leadership Grant Program (CFDA#84.363A)
Tools to Transition to the New Alaska Standards
The Department of Education & Early Development has created a comparison tool for to support the transition to the new standards. This tool can be used to assist educators in analyzing the commonalities and differences between the new standards and the Fourth Edition reading, writing, and mathematics standards (Grade Level Expectations).. This tool is a start toward the transition, and districts may choose to augment the document with more detail. All districts will continue to administer the Standards Based Assessments, which are aligned to the GLEs, through spring 2015.
District RTI Capacity and Implementation Rubric and Worksheet
This two part rubric and worksheet is for use by individuals responsible for monitoring (1) district-level capacity to support response to intervention (RTI implementation and (2) district-wide fidelity of RTI implementation.
Prevent Dropout with an Early Warning System
This resource provides an overview of the Early Warning System tool and process, which is designed to support students who are at risk of dropping out of school with both school-wide strategies and targeted interventions. It provides background information, an implementation guide, and both a high school and middle school tool to identify and monitor students at risk of dropping out of school
Reports released earlier this month by the Department outline Year 1 activity by the two consortia -- the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (Smarter Balanced) -- designing new assessments aligned with college- and career-ready standards. www2.ed.gov/programs/racetothetop-assessment/performance.html.
SCHOOL RESTRAINT AND SECLUSION
This week, the Department issued a publication that outlines principles for educators, parents, and stakeholders to consider when developing or refining policies and procedures to support positive behavioral interventions and avoid the use of restraint and seclusion. http://www2.ed.gov/policy/seclusion/#resourcedocument
Closing the Achievement Gap: Collaborating to Support Student Success
This resource from The Meadows Center for Preventing Educational Risk at The University of Texas at Austin focuses on how educators can collaborate to improve student outcomes and strengthen instruction for students within an RTI framework. In particular, it describes the rationale for promoting collaboration between educators, identifies team members who collaborate, and explores a tool that can be used in collaboration. It can support broader school improvement efforts, including the implementation of School Improvement Grants (SIG), by facilitating the use of student data to drive instruction, using response to intervention, and identifying students in need of support and intervention.
CAI Institute Resources-March 8 & 9, 2012 at the BP Education Center
The Alaska Department of Education & Early Development provided training for district-based teams in Alaska in the implementation of effective curriculum management strategies. The institute helped districts in identifying next steps toward having manageable, locally informed, and efficiently-operating curriculum practices.
The listed materials are provided by facilitator Susan McCauley, PhD, and are available for download.
Using Instructional Routines to Differentiate Instruction: A Guide for Teachers
This publication helps educators plan differentiated instruction using 72 formatted activities called Instructional Routines, which provide a structure for teaching specific foundational reading skills. Included is a table which displays the alignment between the Instructional Routines and the Common Core State Standards organized by the five reading components (phonemic awareness, phonics, fluency, vocabulary, and comprehension).
Intensive Interventions for Students Struggling in Reading and Mathematics -Practice Guide
This guide provides research-based guidance that reflects "best practices" for intensifying instruction in reading and mathematics for students with significant learning difficulties in K-12, including students with disabilities. It can also be used as a resource for instructional specialists and special education teachers who are searching for broad guidelines on the design and delivery of intensive interventions.
CAI Institute Resources-November 9 & 10, 2011
The Alaska Department of Education & Early Development has provided training for district-based teams in Alaska in the implementation of effective curriculum management strategies. The resources listed above are from the November 9 and 10 Institute in Anchorage