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Mississippi Department of Education Office Of Accreditation Superintendent and Administrator Training.

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1 Mississippi Department of Education Office Of Accreditation Superintendent and Administrator Training

2 Accountability Standards
State Laws Federal Laws State Board of Education Policies Commission on School Accreditation Standards

3 Major Functions To continuously monitor and report compliance with accreditation standards [See MS Code (5) and Accreditation Policy 4.0] To implement the State Accountability System and Performance-Based Accreditation Model for: 152 Public School Districts 4 SBE Governed Schools 75 Nonpublic and State Agency Schools

4 Major Duties Serve as Staff for the Commission on School Accreditation
Publish Regulations: Mississippi Public School Accountability Standards Monitor Compliance with Accreditation Standards and Report to the Commission and SBE Provide Technical Assistance to board members, administrators, teachers, parents, students, legislators, and general public

5 Other Duties Conduct On-Site Evaluations
Investigate Formal Complaints Filed Against a School District Analyze Annual Reports: Personnel Data and Summer School Programs Implement the Accreditation Process for 75 Participating Nonpublic Schools Provide Training/Technical Assistance

6 Accountability Consequences Based on Results
All components of a school are held accountable for student learning. Students Teachers Principals Superintendents and Other Administrators School Board Members

7 Why Accreditation? Ensures Quality and Consistency
The school district and individual schools meet a set of established educational standards. Transfer of Carnegie Unit Credits Enrollment in Post-Secondary Programs Eligibility for Athletic Programs Employment

8 History of Accreditation
1982-Present The Education Reform Act of 1982 (Governor Winter)

9 Commission on School Accreditation
15 Members (See Policy 1.1) Hold at Least 6 Meetings Annually Assign Annual Accreditation Statuses for 152 Public School Districts Approve Annual School Performance Classifications for Individual Schools: Levels 1-5 Conduct Hearings Concerning Accreditation Controversies

10 District Accreditation
Policy 2.1: An annual accreditation status is assigned to each school district each fall by the Commission based on compliance with process standards during the previous year.

11 Who is responsible? Accreditation Policy 2.1 The district superintendent and school principals are responsible for ensuring that all data reported to the MDE are true and accurate as verified by supporting documentation on file in the school district. Reporting false information is a violation of the accreditation requirements set forth by the SBE and may result in the downgrading of the district’s accreditation status.

12 2.1 Assignment of District Accreditation Statuses and Levels
Each local school district shall be required to develop and publish an annual report as prescribed by the State Board of Education. By November 1 of each year, as prescribed by the State Board of Education, the report shall be published in a newspaper having general circulation in the county and posted on the school district’s web site in a printable format. The public notice shall include information on the report’s availability on the district’s web site, with the web site address, and the location(s) in the school district where a copy of the report can be obtained. MS Code ( (9)(a).

13 Accreditation Statuses
Policy 2.3 Accredited=100% Compliance Advised=1st Year of Verified Noncompliance Probation=Continued Noncompliance (Advised Status the Previous Year) Withdrawn=Continued Noncompliance; Probation the Previous Year; Conservatorship

14 3.0 Performance Classification
The State Board of Education, acting through the Commission on School Accreditation, is required to establish and implement a process for accountability at the individual public school level and district level. Individual schools and districts are held accountable for student growth and performance and receive an annual School Performance Classification and District Performance Classification. (See Glossary for definitions of an attendance center and school.)

15 3.1 Assignment of Performance Classifications
3.1.1 School Performance Classification Information concerning school performance is reported to the Commission on an annual basis, and annual performance classifications will be assigned in the summer/fall of each school year. Each public school that has both achievement and growth data will be assigned an annual performance classification. In addition, the Graduation Rate and the High School Completion Index (HSCI) will be included in determining the performance classification of schools with any grade configuration of 9-12.

16 District Performance Classification
Information concerning district performance is reported to the Commission on an annual basis, and annual performance classifications will be assigned in the summer/fall of each school year. Each public school district will be assigned an annual performance classification based on achievement, growth, and graduation rate or High School Completer Index. A district performance level is assigned based on the performance of all students in the district (i.e., the district will be treated as one K-12 school).

17 Policy 3.3 Performance Classifications
Star School High Performing Successful Academic Watch Low-Performing School At-Risk of Failing Failing

18 Policy 3.4 Schools At Risk Designation:
Previously known as Priority Schools Designation: Does not meet its growth expectation and has percentage of students functioning below grade level Is designated as Failing School; Is designated as At-Risk of Failing for two (2) consecutive years

19 Policy 3.4 Schools-at-Risk
3.4.3=Evaluation Teams 3.4.4=School Improvement Plan 3.4.5=Professional Development Plan for Educators Teachers and Principals Superintendents and Administrators School Board Members

20 3.5 Recognition and Rewards
The State Board of Education shall provide special recognition and/or rewards to individual schools or school districts meeting the highest levels of accreditation standards as defined by the State Board of Education.

21 Why Is The Accuracy of Data So Important?
Mississippi Report Card Superintendent’s Annual Report Legislative Reports MAEP Funding National Statistical Reports National Center for Education and Statistics National Education Association

22 Reporting Accurate Data
Report All Employees, including contractual staff and all federal grants Include any other district duties before and after school Report all salary supplements The Work Area Code Must Accurately Describe the Job Duties Assigned to Each Employee. Course Codes Must Accurately Describe the Course or Instructional Program.

23 Accreditation Policy 4.6 Annual review of personnel/accreditation information. Any information submitted by a school district may be verified through on-site visits. Documentation, such as official board minutes, job descriptions, schedules, etc. must be on file to verify all data reported. Upon request, the school district must provide documentation necessary to validate compliance with accreditation requirements.

24 Process Standards 1-37 Staffing Training and Qualifications
Licensed Professional Staff Financial Accountability Student Records Instructional Time Graduation State and Federal Programs Instructional Management System Safe and Orderly Schools

25 School Board Members Standard 1. School board members complete required basic and continuing education programs in order to effectively perform their duties in the manner prescribed by law. {MS Code et. Al; through 17;p , 9, 11, and 15; and (1-4)}

26 School Board Policies Standard 2. School board policies that comply with state and federal statutes, rules, and regulations serve as basis of operation for the district, and current copies of school board policies are published and available for public review. {MS Code ; through 17; through 75; through 113; (p)(w); and Federal Civil Rights Act of 1964}

27 Role of the School Board
Set Policy and Assess the Results Board members may not act as individual members; board members only have authority to act during a formal, legal board meeting. When there is confusion between policy and administrative duties, boards can become involved in the administrative role and in micro management Approved School Board Policies Job Descriptions and Salary Scales

28 Role of Administrators
Superintendent, Principals and other Administrative Staff Implement the policies approved by the board Policies are used as the basis for day to day operation of the schools

29 Superintendent Standard 3. The school board assigns all executive and administrative duties to the superintendent, who is properly licensed and chosen in the manner prescribed by law. {MS Code (3-4); , 13, 14; ; and (h)}

30 Principal Standard 4. The district employs an appropriately licensed full-time principal at each school. {MS Code , , and )} *The principal may not have any other duties assigned: study halls, coaching, director of athletics, director of curriculum, bus driver, etc.

31 Licensed Librarian Standard 5. The school district employs in each school a licensed librarian or media specialist who devotes no more than one-fourth of the workday to library/media administrative activities. {MS Code (3) (a-e)} 5.1 Enrollment of 499 or less=half-time 5.2 Enrollment of 500 or more=full time Note: May not keep study hall or teach regular education classes if required to be full-time.

32 Student Support Services
Standard 6. Student support services (appraisal, academic, and/or personal advisement, and educational and/or career planning and referral) are provided in each school. Note: A program of activities designed to assist and/or complement instructional activities for all students provided by qualified professional staff, including guidance counselors, psychologists, social workers, nurses, psychometrists, etc.

33 Guidance Counselor No individual shall be employed as a school guidance counselor without a minimum of a Master’s degree in Guidance and Counseling, or in an emergency situation an appropriate certification as determined by Commission on Education Licensure. {See the Glossary and MS Code }

34 Elementary Schools 6.2 Students in elementary schools have access to the required student services provided by a counselor, social worker, nurse, or other student support personnel. Student support personnel may provide only those services and activities in the area(s) that each individual is qualified (licensed) to provide. Note: Federal funds may not be used as the sole funding source to meet minimum state standards.

35 High School Standard 6.1 Student support services are provided in each high school by at least a half-time appropriately licensed guidance counselor. {MS Code }

36 Licensed Professional Staff
8. All district professional positions requiring licensed staff are filled by staff who are properly licensed and endorsed as required by state law and federal requirements of the No Child Left Behind Act of 2001 (NCLB). {MS Code } (IDDBB2, 3, NCLB, and Federal Code) MS Code It is unlawful for the district to employ any professional staff, including contractual staff, unless they are properly licensed and endorsed. Check the Current MIS List of Course/Work Area Codes Report for required endorsements.

37 5% FTE Out-of-Field 8.1 With the exception of academic core subjects, the professional staff in each school is comprised of no more than 5% of Full Time Equivalent (FTE) units working outside the area or areas of endorsement. An appropriate license is required for superintendents, principals, librarians, and guidance counselors. (Refer to process standards 3, 4, 5, and 6.) Also See Requirements for Highly Qualified

38 Secondary Endorsements
8.2 Secondary teachers endorsed in an academic subject area may teach in their academic subject area in departmentalized elementary grades 5 and 6. (SB Policy DFB-1)

39 Assistant Principal 8.3 Assistant principals and administrative interns who are not properly endorsed may be included in the 5% FTE working outside their area of endorsement, provided that they do not act in the place of the principal. Note: It would be a liability for the district to assign staff to supervise employees or serve in place of the principal at any time without an administrative license to perform such duties.

40 180 Teaching Days 19. The academic year provides a minimum of 180 teaching days in which both teachers and pupils are in regular attendance for scheduled classroom instruction for not less than 60% of the normal school day. {MS Code , through 69, (j), and (3)(d)} This does not mean that each student must be present at least 60% of the day. The school must provide instruction to students. (See MSIS Calendar.)

41 Teaching Day 19.2 The teaching day must provide at least 330 minutes of instruction per day or 27.5 hours per five-day week. {MS Code } (330 X 5 = 1660 divided by 60 = 27.5 hours) NOTE: If your district is implementing an Early Release Schedule, please carefully review your daily, weekly, and yearly schedule to verify that it includes at least 59,400 minutes per year. (180 days X 330 minutes = 59,400 mins. per yr.)

42 Instructional Time 19.3 The school district must ensure that during the academic school year a minimum of 140 hours of instruction is provided for each Carnegie unit of credit offered and 70 hours of instruction for each ½ unit offered, except for accelerated learning programs and remedial instructional programs that are proficiency based.

43 Instructional Time A traditional 7-period day schedule must provide at least 48 minutes per period. A/B and 4x4 block schedules must provide at least 94 minutes. 94 minutes x 90 days = 8,460 minutes divided by 60 = 141 hours

44 60% Days 19.4 No more than two of the 180 days may be 60% days, unless the district is utilizing an Early Release schedule provided there are at least 198 minutes of actual instruction or testing, and the remainder of each day is used for professional development or other activities related to instruction. {MS Code (j)

45 Preparation for Graduation Ceremonies
19.5 The school district schedules preparation for graduation ceremonies in such manner that graduating seniors are absent from classes for no more than three days prior to the end of the school year. (Seniors must be provided at least 177 teaching days. The remaining 3 days must be used to prepare for graduation ceremonies.)

46 Summer School/ESY 19.6 The summer school/extended year program meets all applicable requirements of the regular school program. {MS Code } Report All Programs 2006 = 3rd Year of Submission Process Still Under Construction

47 Extended Year Students enrolled in an extended year program must complete all remaining course/subject requirements/objectives before credit for the course/subject is issued. Any on-line program, such as NovaNet, may be used for extended day or extended year programs. There is no limit on the number of courses completed in an Extended Year program, unless the district has a local policy that specifies limitations.

48 Summer School Students enrolled in a summer program are limited to earning one (1) Carnegie unit of credit during a traditional summer school program. There is no state policy limiting summer school enrollment to students who are repeating a failed course. Courses may also be taken for the first time, unless there is a local policy that specifies limitations.

49 Reporting Summer Programs
All districts are required to report Summer School Programs according to the timelines established by the Office of Accreditation and the Office of Management Information Systems.

50 Planning Time 30. Each classroom teacher, excluding vocational teachers whose class periods exceed 50 minutes, has an unencumbered period of time during the teaching day to be used for individual or departmentalized planning. Make sure all “teachers” have a planning period assigned. A teacher may not “give up” the planning period; the district may offer an extended day contract.

51 Planning Time/Secondary
30.1 If the school utilizes a traditional six-period or seven-period day schedule, the instructional planning time provided for secondary teachers is a minimum of 225 minutes per week, exclusive of lunch period. If the school utilizes any form of a modular/block schedule, the instructional planning time provided is a minimum of either 225 minutes per week or an average of 225 minutes per week per instructional cycle, exclusive of lunch period.

52 Elementary Planning 30.2 Instructional planning time for the elementary school teacher is no less than 150 minutes per week, exclusive of lunch period. Average of 30 minutes per day, but not required to be scheduled daily.

53 Course Preparations 31. Individual teachers (grades 9 – 12) are limited to any three course preparations per day or five in the same course/subject area. Note: Any assignment of preparations beyond the standard must be submitted to the Commission on School Accreditation for action. This standard only applies to Carnegie unit credit courses in grades 8 – 12.

54 Secondary Curriculum 32. The basic curriculum of each high school consists of required and approved courses that generate at least 33 Carnegie units annually. (See Appendices B and C.) {MS Code (2)} (SB Policy ICFA-1) NOTE: Any request for exemption from teaching the courses listed in Appendix B must be submitted to the Commission on School Accreditation for action.

55 Elementary Curriculum
33. The basic curriculum of each elementary or middle school (any configuration of grades K-8) consists of reading/language arts, mathematics, science, social studies, the arts, and physical education, which may be taught by a regular classroom teacher. {MS Code (2) and } NOTE: A regular classroom teacher may provide instruction in the arts and physical education in a self-contained classroom setting.

56 Teacher-Pupil Ratios 34.1 Kindergarten = 22 to 1 or 27 if a full-time assistant teacher is employed 34. 2 Grades 1 through 4 = 27 to 1 {MS Code } (SB Policy IEC) Level 4 and 5 schools are exempt. 34.3 Self-contained grades 5 – 8 = 30 to 1

57 Teacher-Pupil Ratios 34.4 Departmentalized academic core classes serving grades 5–12 = 33 to 1 {MS Code } 34.5 Limit of 150 students taught by an individual teacher in academic core subjects at any time Level 4 and 5 schools are exempt.

58 School Performance Standards
Growth Expectation: established by testing students annually and using a psychometrically approved formula, by tracking their progress Percentage of Students Proficient in Each School: proficiency developed for each grade, based on a range of performance in relation to content in the MS Curriculum Frameworks

59 School Performance Model
The Achievement Model: 5 Levels of Achievement The Growth Model: 3 Levels of Annual Growth Exceeded Growth Expectation Met Growth Expectation Did Not Meet Growth Expectation

60 Mississippi Statewide Accountability System
Federal Requirements: No Child Left Behind (page 28) Conceptual Framework (page 29)

61 Appendix A Graduation Requirements for a Standard High School Diploma
Local Districts may establish additional requirements

62 Appendix A-1 Entering 9th graders for 2004-2005
Minimum of 20 Carnegie Units

63 Appendix A-2 Entering 9th graders for 2005-2006
Minimum of 21 Carnegie Units

64 Appendix A-3 Entering 9th graders for 2008-2009
Minimum of 24 Carnegie Units Opt out option

65 Appendix B Required courses in the curriculum of each secondary school for grades 9-12 Effective Beginning School Year : 33 total units required

66 Appendix B-2 Effective Beginning School Year : 33 ½ total units required

67 Appendix C IHL Admission Requirements 15½ Carnegie Units as Specified

68 Requirements of the Mississippi Statewide Assessment System
Appendix F Requirements of the Mississippi Statewide Assessment System

69 Personnel Reporting

70 Selecting An Appropriate Work Area/Course Code
The work area code must reflect the actual duties performed. To determine which work area code best describes the position, review the job description and actual duties performed. Lead Teacher: Provides instructional support and assistance to teachers. If supervisory or administrative duties are included, use the assistant principal code.

71 Title I Paraprofessionals
For the purposes of Title I, Part A, a paraprofessional is an employee of an LEA who provides instructional support in a program supported with Title I, Part A funds. Because paraprofessionals provide instructional support, they should not be providing planned direct instruction, or introducing to students new skills, concepts, or academic content.

72 Coach of Athletics Code 601003- Coach of Athletics
Requires a valid license Code Coach Assistant Must work under the supervision of a licensed athletic team coach Students participating in athletics may receive a Carnegie Unit Credit for P.E. if all minimum course requirements are met. There is now a restriction (1) on the number of units a student may earn per year for P.E.

73 Tutors Code 851004 – In-School Tutorial May code “AS” for After School
Requires valid license Provide direct instruction to students Aides must be supervised directly by licensed teacher

74 Home School Liaison Home School Liaison. This position requires a licensed professional to coordinate parental involvement and other activities relating to parents and students. A Valid License Is Required. Home School Liaison Aide. This is a non-licensed paraprofessional who assists the Home School Liaison. The aide may not perform the duties of the licensed professional. Note: For purposes of Liability issues, all aides and assistants must be directly supervised by licensed professional staff.

75 Positive Behavior Specialist
Endorsement = MDE Approved Only; Contact the Office of Special Education Job Description: Must hold a valid, professional license (MDE or Other State Agency: teacher, counselor, psychologist, etc.) and requires specialized training and experience in behavior management and positive behavior interventions in the educational setting for students.

When the Endorsement Code is listed as NONE, check the description to see if any other specific qualifications are required. Social Worker = Must be a licensed professional Social Worker. Nurse = Must be a registered nurse or licensed practical nurse. Barksdale Tutor = Must complete BRI training; see SBE approved BRI job descriptions for qualifications.

77 All Endorsement Codes Are Grade Specific
All Endorsements are grade specific; all endorsements listed may not apply based on the grade levels served. For Example: 116 endorsement = grades K – 3 117 endorsement = grades 4 – 8 115 endorsement = grades 1 – 9

78 Reminders To Avoid Problems
Report each group of students served. Each new group of students is a new period. Reporting all students served during the day in a course such as Reading will result in an error message on the accreditation edit report.

79 Reminders Do not use the Day Care Aide code to report Pre-kindergarten teachers. Zero (0) SPED students will result in an error message: cannot perform endorsement check. Verify the Schedule Type for Each Period on The Schedule: N6, 4x4, A/B, etc. For a Split Block period, use the MV code for Modified Version.

80 Reminders Study Hall (801002). A period of the instructional day when students have supervised study. Do not use this code for any other purpose. Prorating Salaries Paid from Federal Grants. The school district must maintain sufficient documentation (time sheets) to verify the time spent on prorated job responsibilities.

81 Reminders Special Grants Coordinator (801040)
Currently under review to identify funding sources and assigned duties in order to determine qualifications. Instructional staff must be licensed to teach. Supervisory/administrative staff must be a licensed administrator.

82 Review of Changes JROTC Instructors Endorsement Required = 499
See page 10 of the Educator Licensure Manual for changes approved in 2001 May not be used to teach any other course and may not be counted in the 5% out of field

83 RAMP-UP PROGRAM Paired with Algebra I and English II classes to provide an additional class period of instruction to prepare for the Subject Area Tests Use one of the Compensatory Course Codes to report Compensatory Reading I and II Compensatory Writing I and II Compensatory Math

84 Dual Enrollment/Dual Credit
Last year: Added new list of Course Codes for students who are approved for dual enrollment in IHL/CC The district must have an approved Articulation Agreement with IHL/CC for enrollment and dual credit

85 New Codes for Federal Programs and Grants
Even Start: Early Childhood Programs Literacy Coach (Reading First) 21st Century Grant Community Specialist Site Coordinator

86 New Codes for Federal Programs and Grants
Parent Center Director/Coordinator Parent Center Aide Grant Writer/Coordinator Attendance Counselor—must have a valid license (See for Pupil Accounting and student attendance records.)

87 Reporting Issues Select an appropriate work area code based on the duties assigned After School Programs Extended Day/Year Programs AmeriCorps


89 Access to Edit Reports All review of compliance will be done electronically via MSIS. The Office of Accreditation will send a memo to the district superintendent and MSIS coordinator reminding them to check the edit reports and make necessary corrections.

90 Accreditation Edit Reports
In October (after submission of first month data), the Accreditation Edit Reports will be open to the school districts to run error edit checks. to verify the accuracy of the data to identify reporting errors and any possible accreditation issues to correct any inaccurate data prior to the “Snap Shot” used to compile annual data reports

Go to Reports  Personnel Data  Accreditation The Accreditation Edit addresses most standards, including some overloads. The Class Overloads Edit only addresses enrollment in grades 1-4 (STD 34.2). The Required Courses Edit outlines the required 33 units in each high school (STD 32 and Appendix B).

92 Personnel Snap Shot Edits
Go to Reports  Personnel Snap Shot  Accreditation Accreditation Edit addresses most standards, including overloads Class Overloads Edit only addresses enrollment in grades 1-4 (STD 34.2) Required Courses Edit outlines the required 33 units in each high school (STD 32 and Appendix B)

Prior to the “Snap Shot” there will be three opportunities to review the accuracy of the data reported and make revisions: October (after submission of 1st month data) November (after submission of 2nd month data) December (after submission of 3rd month data)

94 DATA REPORTS SNAP SHOT: After submission of data in December, the personnel data report will be archived. January-February. The Annual Personnel/Accreditation Edit Report will be reviewed and analyzed. Staff will telephone school districts regarding possible deficiencies. Corrections may be entered and verified via live reports.

95 MSIS Notification of Possible Deficiencies
The MSIS coordinator will notify the district superintendent of any possible deficiencies identified on the edit reports. Upon request, the school district must provide documentation necessary to validate compliance with accreditation requirements. The district will have at least 30 days to respond in writing or submit documentation verifying compliance.

96 Verified Deficiencies
Failure to respond may result in a deficiency. Any information submitted by a school district may be verified through on-site visits. Verified deficiencies will go on the district’s Accreditation Record Summary. All deficiencies on record must be cleared or the district’s accreditation status may be downgraded in September.

97 Any Questions Contact the staff of the Office of Accreditation at (601)

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