(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 Standard adopted under 4 AAC 04.140 and specified blocks of time for instruction;
• (2) processes in place to facilitate collaborative discussions by teaching 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 Standard, and ensures that teachers are effective.

(h) In intervening in a school within a district, the department may require the district to implement or amend evidence-based interventions in the school. The department may

• (1) determine the evidence-based interventions to be implemented at the school, or
• (2) choose to convene a strategic planning and support team with the authority to recommend and direct evidence-based interventions based upon the need and readiness of the school, as appropriate and as resources allow; the strategic planning and support team may include the Commission of Education and Early Development or designee, department program staff, district staff, school staff, parents, tribal representatives, community members, and regional school boards; and required interventions may involve one or more of the following:
• (A) external or internal independent review of student achievement data, curriculum effectiveness, instructional practices, school improvement priorities, behavioral supports, and community engagement efforts;
• (B) audit of resource allocation at the district or school level;
• (C) on-site evaluation of school improvement practices or mandatory off-site school improvement work sessions/interviews;
• (D) periodic distance or onsite stakeholder and department calls to assess and support school improvement efforts;
• (E) new comprehensive support and improvement plans written with department input and oversight;
• (F) assignment of a school improvement coach to a district or school;
• (G) more focused training or technical assistance;
• (H) district and department level direction of school improvement funds, other applicable federal funds, or other state or local funds toward required interventions such as cohesive professional development and leadership development;
• (I) replacement of teachers and principals; or
• (J) any other intervention allowable by law that is likely to improve student achievement and success.

This website provides schools and districts with resources to implement positive behavior supports.

(a) The department shall approve crisis intervention training programs for schools, which shall include training in

• (1)  evidence-based techniques that have been shown to be effective in the prevention of restraint and seclusion of students;
• (2)  evidence-based techniques shown to be effective in keeping school personnel and students safe when imposing physical restraint or seclusion of students;
• (3)  evidence-based skills related to positive behavior supports, conflict prevention, understanding antecedents, de-escalation, and conflict management;
• (4)  first aid and cardiopulmonary resuscitation; and
• (5)  applicable policies and procedures. (b)  The governing body of a school shall ensure that a sufficient number of school employees receives periodic training in an approved crisis intervention program to meet the needs of the school population. (c) In this section,
• (1)  “restraint” has the meaning given in AS 14.33.125;
• (2)  “seclusion” has the meaning given in AS 14.33.125.