The Arizona Social Emotional Learning (SEL) Course is a FREE online, self-paced, self-guided course that will focus on the development and understanding of the Arizona Department of Education adopted CASEL Competencies and how to develop a systemic implementation of the social emotional learning within their school or organization.
The course has 4 main outcomes:
Build a strong foundation in social emotional learning that includes equity based, culturally responsive and trauma sensitive practices
Strategies and practices to strengthen adult SEL competencies and capacity
Strategies and practices to promote and integrate SEL for students
Systemic planning for classroom, school or organization wide implementation
Special Note: This course is designed to be taken as a school team, leadership team, or district teams but individual educators may choose to take this course on their own as well. Please choose the class that best fits your needs: Individual Educator, Teams, or Train-the-Trainer.
Please ensure to click "Online Course" and and search for "Arizona SEL August" or Arizona SEL September" when looking for this course in the event management system. This course is brought to you by the School Support and Improvement (SSI) and School Safety and Social Wellness units of the Arizona Department of Education.
All Arizona students are empowered to create limitless futures.
Mission
Transform LEA and school systems ensuring equity, excellence, strengths based leadership and innovative continuous improvement.
Theory of Action
If the SSI Unit provides:
high-quality professional learning to empower and support schools and LEAs by offering evidence-based practices, equity centered decision-making, and a multitude of resources;
training and ongoing support of the CNA, RCA, and IAP continuous improvement process and implementation; and
the opportunity for the co-creation of high expectations and accountability measures
And the LEA and school sites:
conduct a thorough and reflective data analysis to determine needs;
implement necessary systems change with evidence-based practices throughout the continuous improvement process;
Then, equitable, strength-based LEAs and schools will increase system and individual capacity ensuring equity, excellence and innovation resulting in increased student outcomes.
So that, All Arizona students are empowered to create limitless futures.
The Comprehensive Needs Assessment, Root Cause, and Integrated Action Plan for all Title I Schools
Title I, II, III, IV-A, School Improvement and Move on When Reading schools will use the 6 Principles, Indicators and Elements to identify strengths and needs in order to increase student achievement and strengthen school systems leading to sustainable improvement. The primary needs identified in the Comprehensive Needs Assessment become the foundation for the Schools Integrated Action Plan. The LEA Integrated Action Plan is based on the School/s’ Comprehensive Needs Assessment findings. It supports the implementation of the School Integrated Action Plan.
As we continue to move forward this year, the FY23 Planning Phase is quickly approaching. We recommend that planning for FY23 begin in November 2021. We created a Timeline and Checklist document to support you and your team with all the resources for success.
ARS §15-241 requires the Arizona State Board of Education to adopt a methodology to assign letter grades for Arizona schools each year. District and Charter Schools assigned a letter grade of D or F must meet the following requirements, per ARS §15-241.02
New CSI Low Achievement Schools will be identified in for SY2022-23 using 2022 data.
Identification Criteria
K-8 Schools
Proficiency 60%
Growth 20%
EL (Achievement and growth) 10%
Chronic Absenteeism 10%
9-12 Schools
Proficiency 60%
Graduation Rate 20%
EL (Achievement and growth) 10%
Drop-out 10%
Schools Serving a Combination to include Grade 12
Proficiency 60%
EL (Achievement and growth) 10%
Growth 15%
Chronic Absenteeism 5%
Graduation 5%
Drop-out 5%
Schools Serving a Combination NOT including Grading 12
Proficiency 60%
EL (Achievement and growth) 10%
Growth 20%
Chronic Absenteeism 5%
Drop-out 5%
Comprehensive Support and Improvement- low achievement schools exit criteria:
A minimum of two consecutive years of increased student proficiency on the state assessment; and
Implementation of school improvement goals, strategies, and action steps in state required Integrated Action Plan; and
Score on four indicators above bottom 5% of Title 1 schools.
All State designated “F” schools
A minimum of two consecutive years of increased letter grade; and
Implementation of school improvement goals, strategies, and action steps in state required Integrated Action Plan
The new K-2 model is based on the following criteria
Proficiency and English language learning (EL) based on the AZELLA statewide test for English language learning proficiency levels-10%
Proficiency is based on the statewide assessment and alternative assessment for English Language Arts(ELA) and Math statewide tests-90%
Exit criteria:
A minimum of two consecutive years of increased student proficiency on the state assessment; and
Implementation of school improvement goals, strategies, and action steps in state required Integrated Action Plan; and
Score on four indicators above bottom 5% of Title 1 schools.
CSI schools are identified every three years
Comprehensive Support and Improvement
CSI Low Graduation Rate (CSI-G)
Every Student Succeeds Act (ESSA) requires that state educational agencies to identify ALL public high schools in the state failing to graduate one third or more of their students.
Therefore, we have identified two groups:
Over 100 Total School Enrollment
High schools with student enrollment above 100 (whole school) that are graduating less than 66.7% of thier 5-year cohort.
Under 100 Total School Enrollment
High schools with student enrollment under 100 (whole school) that are gradutating less than 66.7% of thier 5-year cohort.
*Special Note: Enrolled students is defined as the number of students in a school’s October 1 report that coincides with the identification year.
At the state educational agency discretion, with respect to any high school in the State identified, the State educational agency may permit differentiated improvement activities that utilize evidence-based interventions in the case of such a school 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, as established by the State.
and
in the case of such a school that has a total enrollment of less than 100 students, permit the local educational agency to forego implementation of improvement activities.
Any high school having a total enrollment of less than 100 students can forgo implementation of improvement activities or opt in per ESSA guidelines. If a high school with less than 100 students opt in for improvement activities, they must meet all programmatic requirements and must meet the criteria to exit.
Please note: All high schools identified for low graduation rate will retain their identification status until exit criteria have been met.
Vision: ELEVATE seeks to improve LEA and school systems in order to significantly increase and sustain quality outcomes for all Arizona Students.
Mission: ELEVATE develops and empowers LEA and school leaders to focus on equity, improving teaching and learning that results in rapid and significant gains in student achievement
ELEVATE Theory of Action
If we develop equity-focused leaders’ skills and competencies to facilitate systemic change by creating and sustaining a high quality, cohesive instructional infrastructure a strong culture of learning and high expectations for all, a strategic, evidence-based talent management system
Then student achievement significantly improves, and student subgroup achievement gaps are eliminated.
COHORT 6 IS NOW FULL. We will post when Cohort 7 is available.
ELEVATE is a two-year executive leadership program developed and supported by the Arizona Department of Education and WestED. The program focuses on developing the knowledge, competencies and skills of leaders as they work toward systemic change within schools and LEAs.
How is the Program Structured?
The two year program includes a two day LEA Leadership Team Boot Camp and four two and a half day LEA and School Leadership Team convenings each year.
Participants:
LEA Leadership Team, Superintendent plus key LEA leaders, SPED, Teaching and Learning, Federal Programs as meets the needs of individual contexts
School Leadership Teams, Principal plus a 3 or 4 person school leadership team
ELEVATE focuses on the levers of LEA and school systems
MTSS is an instructional system with a tiered infrastructure that uses data to help match academic and social emotional supports to address the needs of the whole child.
Universal Support – All students in All settings
Highly effective Core academic instruction and social emotional learning
Additional Support
Rapid response small group evidence-based academic and social emotional learning
Intensified Support
Individualized high intensity evidence-based academic instruction and social emotional learning
Additional and Intensified support is in addition to Universal support
PD Opportunity: Join Ricky Robertson and the Arizona Department of Education for two FREE 4-part virtual learning series Building Resilience, June-July, 2021.
The School Support and Improvement (SSI) Unit, in partnership with Project AWARE, is proud to provide Youth Mental Health First Aid virtual learning opportunities with a live facilitator.
