1 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Our success in the past does not necessarily ensure our continued success in the future Our success in the past does not necessarily ensure our continued success in the future

2 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Todays Task For JCPS Elementary Principals Sit with your team leader and your groupSit with your team leader and your group Use theUse the

3 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools

4 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools WY IND. AZ WV NM OH OK CO ND SD NE KS MN IA WI MO IL AR IN AZ MI Unification SACS CASI and NCA CASI NN Latin America DoDEA TX LA MS AL GA FL KY VA TNNC SC

5 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Advancing Excellence in Education Unification of NCA CASI, SACS CASI, NSSE Together We Represent 23,000 public and non-public schoolsRepresent 23,000 public and non-public schools –30 States –Navajo Nation –Latin America –Department of Defense –65 Countries Serve 15 million studentsServe 15 million students Create the Worlds Largest Educational Community

Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Jefferson County Schools District Accreditation… Recognizing Quality School Systems Thomas E. Jones, State Director SACS/Kentucky helping schools and school systems improve student learning through accreditation

7 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Three Tiers of Accreditation School-based Accreditation (traditional)School-based Accreditation (traditional) –The school engages in an internal review (self-study) that includes an analysis of meeting standards, engaging in continuous improvement, and providing for quality assurance. Accreditation as a Super SystemAccreditation as a Super System –All schools in a school system are accredited (traditional method) and in good standing. District AccreditationDistrict Accreditation –The district engages all aspects of accreditation systemically and conducts a system-wide self-study that includes an analysis of meeting standards, engaging in continuous improvement, and providing for quality assurance. –The district monitors and provides evidence that all the schools in the system meet accreditation requirements.

8 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools District Accreditation Why A District Accreditation Protocol? District leaders throughout the nation wanted a process to……. Support system-wide planning, coordination and alignment Support system-wide planning, coordination and alignment Provide a research-based framework to strengthen school and district effectiveness Provide a research-based framework to strengthen school and district effectiveness Support districts in providing leadership for systemic continuous improvement Support districts in providing leadership for systemic continuous improvement

9 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools District Accreditation Builds the capacity of a system and its schools to increase and sustain student learning Ensures all people, processes, operations and functions of the system work in concert Ensures all people, processes, operations and functions of the system work in concert –Promotes a systems approach Strengthens efforts to meet accountability requirements Strengthens efforts to meet accountability requirements Supports schools and systems to grow beyond compliance and achieve excellence Supports schools and systems to grow beyond compliance and achieve excellence Promotes continuous vs. episodic improvement Promotes continuous vs. episodic improvement Inspires a professional culture of learning, collaboration, and reflective practice Inspires a professional culture of learning, collaboration, and reflective practice

10 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Components of District Accreditation 1. Research Based Standards The district provides evidence of meeting the Accreditation Standards for Quality Systems 2. Continuous Improvement The district articulates, implements, and monitors systemic process of continuous improvement 3. Quality Assurance The district implements methods that provide for quality assurance at the system and school levels The district hosts a SACS Quality Assurance Review Team

11 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools District Standards 1.Beliefs and Mission 2.Governance and Leadership 3.Curriculum 4.Instructional Design 5.Assessment, Measurement, and Effectiveness 6.Resources 7.Student Services 8.Staff and Stakeholder Communications And Relationships 9.Facilities 10.Continuous Process of Educational Improvement

12 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools District Standards Analysis and Response to Standards For each standard, the school system must prepare a narrative response describing evidence of meeting the standard. For each standard, the school system must prepare a narrative response describing evidence of meeting the standard. The response should be a qualitative description that illustrates how the standard is met, not simply quantitative documentation. The response should be a qualitative description that illustrates how the standard is met, not simply quantitative documentation. Evidence Must Be Evidence Must Be fair: honest, accurate, free of bias fair: honest, accurate, free of bias reliable: consistent, representative valid: relevant, matched to standard

13 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Continuous Improvement System has the responsibility and flexibility to identify a continuous process of improvement System has the responsibility and flexibility to identify a continuous process of improvement – implemented by system and its schools – permits system and schools to engage in one process Each school has improvement goals that complement the system vision and goals Each school has improvement goals that complement the system vision and goals There is continuity and collaborative planning among elementary, middle level, and high school improvement efforts There is continuity and collaborative planning among elementary, middle level, and high school improvement efforts

14 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Improvement Process Elements VISION PROFILERESULTS PLAN What future are you pursuing? What future are you pursuing ? What actions will you take to improve? What actions will you take to improve ? What have you accomplished? What is your current reality? What is your current reality ? I

15 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Quality Assurance The System demonstrates organizational integrity demonstrates organizational integrity designs and implements a program of methods that provide for quality assurance designs and implements a program of methods that provide for quality assurance collects, monitors, uses and communicates results collects, monitors, uses and communicates results participates in a quality assurance review process conducted by a qualified team of professional peers (every five years) participates in a quality assurance review process conducted by a qualified team of professional peers (every five years)

16 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Quality Assurance The System Monitors and Documents Progress and Requirements Provides Meaningful Feedback It May Use Methods Such As …… professional evaluation systems monitoring of school improvement plans analysis and use of student performance data project management tools school visits and/or peer reviews progress reports (oral and written) school audits interviews and conferences etc.

17 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools SACS CASI Guided Self-Study for District Accreditation The Guided Self-Study is a summary document describing how the district meets each of the components of accreditation. Section 1: Overview of the districts preparation and organization to conduct the Guided Self-Study Section 2: Narrative analysis of Accreditation Standards written response summarizing how the district meets each of the 10 standards Section 3: Summary description of the school system and its schools improvement planning process provide a copy of the district and school plans (in print or electronically) Section 4: Summary of methods the district employs to provide for Quality Assurance

18 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Pause and Reflect System of SchoolsSystem of Schools School System

19 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Systems Approach S ystem: Network of parts which function as a whole and contribute to a shared purpose. S ystemic: All parts are interrelated, interdependent, aligned, and harmonious. S ystemic: All parts are interrelated, interdependent, aligned, and harmonious. S ystematic: Parts are organized, structured and arranged. Processes are planned and predictable. S ystematic: Parts are organized, structured and arranged. Processes are planned and predictable. S ynergistic: The whole is greater than the sum of parts. S ynergistic: The whole is greater than the sum of parts. S ustainable: There is capacity to endure, to embed and maintain. S ustainable: There is capacity to endure, to embed and maintain.

20 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Quality Assurance Review The district participates in a quality assurance review process every five years National external review team National external review team qualified professional peers appointed by SACS CASI consists of 7 to 30 members Purpose is to assess the effectiveness of the system in meeting the requirements of District Accreditation Purpose is to assess the effectiveness of the system in meeting the requirements of District Accreditation Team meets with system staff and stakeholders and visits a representative sample of schools Team meets with system staff and stakeholders and visits a representative sample of schools

21 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Evidence is Gathered From Dialogue, Data, Documents, and Observations The team will use the evidence to ………. Assess Assess –the capacity of the system to meet the standards –the efficacy and impact of the improvement process –the effectiveness of the systems methods for quality assurance Identify strengths of the system deserving of commendation Identify strengths of the system deserving of commendation Develop recommendations which are designed to help strengthen the school system Develop recommendations which are designed to help strengthen the school system Quality Assurance Review

22 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Quality Assurance Review Visit Schedule Sunday: Team Orientation and Preparation Monday: Interviews with Key District Stakeholders (Superintendent, Central Office, BOE, Principals, Parents, Community) Tuesday: Visits to a Representative Sample of Schools (Schools provide information and perspective on the system) Wednesday: Interviews with District Staff (Evidence and dialogue to complete standards verification) (Evidence and dialogue to complete standards verification) Team Deliberations Oral Exit Report: Commendations & Recommendations

23 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Interviews with Stakeholders 1.Knowledge of Vision and Role In Developing and Communicating It 2.Perception of Strengths and Challenges 3.Continuous Improvement Process (Systemic, Systematic, Impact) 4.Methods and Effectiveness of Direction and Support 5.Stakeholder Involvement 6.Relationships and Culture

24 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools School Visits The Primary Purpose of the ½ Day Visits is to Determine The Primary Purpose of the ½ Day Visits is to Determine –The schools implementation and progress in the improvement process (not to evaluate the school) –The connectedness and articulation of system initiatives Each School Each School –serves as evidence or a lens through which to assess effectiveness of the system (systemic, systematic) –provides opportunity to determine the extent and quality of system leadership, support, quality assurance methods Documents Documents –School Improvement Plan: Reviewed and used as a talking point

25 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools School visits 8:00 – arrive at school8:00 – arrive at school 8:00 – 8:30 walk through w/ principal or designee (student escorts are possible)8:00 – 8:30 walk through w/ principal or designee (student escorts are possible) 8:30 – 9:15 School Leadership Team interview (principal, assistant principal, and/or others)8:30 – 9:15 School Leadership Team interview (principal, assistant principal, and/or others) 9:30- 10:15 School Improvement Team (Persons who have provided leadership in the development of the CSIP, School Council Members, etc.)9:30- 10:15 School Improvement Team (Persons who have provided leadership in the development of the CSIP, School Council Members, etc.) 10:30-11:15 Group of 6-10 school stakeholders such as a mixture of parents who are not employees, community members, business partner, new teachers, counselors, librarian/media specialists, who have not otherwise been involved in the interviews10:30-11:15 Group of 6-10 school stakeholders such as a mixture of parents who are not employees, community members, business partner, new teachers, counselors, librarian/media specialists, who have not otherwise been involved in the interviews

26 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools School visits 11:25 – 12:30 Lunch with both AM and PM principals, central office representative and travel to next school11:25 – 12:30 Lunch with both AM and PM principals, central office representative and travel to next school 12:30 1:00 – Arrive at PM school – begin walkthrough12:30 1:00 – Arrive at PM school – begin walkthrough Follow same schedule as AMFollow same schedule as AM Conclude at 3:45Conclude at 3:45 All team members return to hotelAll team members return to hotel

27 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools Accreditation After the Visit District Receives Accreditation At The Next Scheduled SACS CASI Board Meeting District Receives Accreditation At The Next Scheduled SACS CASI Board Meeting District Continues to engage in Continuous Improvement process District Continues to engage in Continuous Improvement process District Submits a Two Year Progress Report on Recommendations in the QAR Report District Submits a Two Year Progress Report on Recommendations in the QAR Report District Monitors for Quality and effectiveness of improvement planning initiatives District Monitors for Quality and effectiveness of improvement planning initiatives District Hosts the Quality Assurance Review (5 years) District Hosts the Quality Assurance Review (5 years)

28 Council on Accreditation and School Improvement © 2006 Southern Association of Colleges and Schools District Accreditation Based on Research Based on Research –School improvement is more effective with system-wide support –Leaders of high performing systems provide direction, assistance, and resources Ensures continuity and collaborative planning for improvement that is anchored in a common vision Ensures continuity and collaborative planning for improvement that is anchored in a common vision Supports and enhances a common language and system-wide communication Supports and enhances a common language and system-wide communication Provides the district and community with validation and recognition for improvement efforts Provides the district and community with validation and recognition for improvement efforts Provides the district with recommendations that are designed to further the districts effort to improve Provides the district with recommendations that are designed to further the districts effort to improve Is cost effective for districts and schools Is cost effective for districts and schools

…helping schools and school systems improve student learning