systems accreditation berkeley county school district school facilitator training october 7, 2014...
TRANSCRIPT
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Systems AccreditationSystems AccreditationBerkeley County School DistrictBerkeley County School DistrictSchool Facilitator TrainingSchool Facilitator Training
October 7, 2014
Dr. Rodney ThompsonSuperintendent
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We know it seems crazy right now!We know it seems crazy right now!
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State Board of Education Regulation 43-300 Accreditation Criteria
School districts and schools shall provide a defined educational program that is in compliance with State Accreditation Standards, all applicable State Board of Education Regulations, and relevant state statues as outlined by the South Carolina Code of Law.
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State Board of Education Regulation 43-300 Amended (2014-15)
Effective June 27, 2014, districts and individual schools reported for accreditation and monitoring as ALL CLEAR now have two options for accreditation.
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2014-15 Accreditation Options2014-15 Accreditation Options• Option 1: Districts and schools may be accredited
through the South Carolina Department of Education (SDE).
• Option 2: Districts and schools may choose to be accredited by AdvancED/Southern Associations of Colleges and Schools (SACS)
Note: Option 2 may only be used if the school district or individual school has met all SDE accreditation standards and has no deficiencies.
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South Carolina Department of Education Accreditation Process
Option 1
District and school administrators must apply annually for an accreditation status by verifying that schools and districts comply with all of the applicable accreditation standards, State Board of Education regulations, and the South Carolina Code of Law pertaining to education.
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State Department of EducationCommon Accreditation Deficiencies
• Curriculum and instructional requirements do not meet standard for Defined Minimum Program (K-5 Physical Education)
• Operations and procedures are out of compliance with accreditation standards (Instructional Aide with teaching schedule in Power School)
• Teacher Certification/Highly Qualified Status (Special Education, Project Lead The Way, Credit Bearing Teachers in Middle Schools)
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Accrediting Entity Accepted by Higher Education
Option 2
District and school administrators are still required to submit documentation to the State Board of Education verifying that district and schools meet all accreditation standards and are considered fully accredited by an accrediting entity accepted by higher education (i.e. AdvancED/Southern Association of Colleges and Schools (SACS))
Note: All deficiencies identified through desk or on-site monitoring by the SDE must be resolved prior to using option 2.
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AdvancEDAdvancEDAccreditation Accreditation
Option 2Option 2
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Systems AccreditationSystems Accreditation
An international protocol for school districts committed to systemic, systematic, and sustainable improvement• Builds capacity of the district and its schools to
increase and sustain student learning• Stimulates and improves effectiveness and efficiency
throughout the organization
© 2010 AdvancED
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Systems AccreditationSystems Accreditation
A systems approach to improvement• promotes continuous improvement• strengthens efforts to meet accountability
requirements• encourages growth beyond compliance to
achieve excellence
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Cornerstones of AccreditationCornerstones of Accreditation
Meet Standards for Organizational Effectiveness• School Systems• Schools
Engage in Continuous Improvement• Systems Perspective and Approach
Demonstrate Quality Assurance• Internal Self Assessment• External Review
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AdvancEDAccreditation Standards for Quality Systems
• Standard 1: Purpose and Direction• Standard 2: Governance and Leadership• Standard 3: Teaching and Assessing for Learning• Standard 4: Resources and Support Systems• Standard 5: Using Results for Continuous Improvement
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Expectations for Accreditation Expectations for Accreditation
• Meet AdvancED Standards for Quality Systems• Identify and guide implementation of systemic, continuous
improvement process• Monitor schools and departments through quality assurance
process• Prepare and host External Review every five years• Respond to findings from External Review Team
For a School District
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Expectations for Accreditation Expectations for Accreditation
• Meet AdvancED Standards for Quality Schools• Implement district’s continuous improvement process with
fidelity• Participate in district’s quality assurance process
For a School
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Expectations for Accreditation Expectations for Accreditation
District leadership establishes and implements practices to support schools and departments• Direction: sets expectations and provides guidelines• Assistance: builds understanding and develops skills • Resources: provides people, materials, time and funds
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Roles and Roles and ResponsibilitiesResponsibilities
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Role of District Accreditation Facilitator
• Serves as contact for Accreditation Protocol• Oversees the accreditation process for district
and schools• Supports district and school stakeholders with
guidance and support• Ensures that all accreditation requirements
and timelines are met• Works with External Review Team Chair to
prepare and host visit• Manages the logistics of the accreditation visit
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Role of Accreditation Standard Team Chair(s)• Serves as the expert on the standard and its
indicators• Selects members of the accreditation standard
team• Forms committees within team to study various
parts of the standard and collect evidence• Establishes a general calendar for self assessment
events, and a more detailed timeline of specific committee meetings and task to be accomplished
• Establishes a process for ongoing communication with stakeholders about standard
• Conducts self assessment of assigned standard• Gathers input about other standards from other
team chairs to ensure consistency in study • Completes their section of the accreditation report
in ASSIST
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Role of School Self Assessment Coordinator• Establish a general calendar for self assessment
events, and a more detailed timeline of specific committee meetings and task to be accomplished
• Provide orientation to staff and stakeholders about the accreditation process
• Form focus teams (Leadership Team, Data Profile Groups, Home and School Focus Groups) to conduct a self-assessment of school processes
• Train focus teams in roles and responsibilities, including strategies in group dynamics and data analysis
• Prepare and distribute self assessment materials to school focus teams
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Role of School Self Assessment Coordinator• Directs focus teams to conduct a self assessment of
school process in relation to accreditation standards• Collects self assessment data from focus teams and
prepares school accreditation report • Completes all required accreditation diagnostics
(Data and Stakeholder Surveys) in ASSIST• Manages and uploads SAR report information into
ASSIST. Establish a general calendar for self assessment events, and a more detailed timeline of specific committee meetings and task to be accomplished
• Communicates updates to district accreditation facilitator and stakeholders regarding accreditation
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The Internal ReviewThe Internal Review
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Internal ReviewInternal ReviewA Critical Piece of the Improvement ProcessA Critical Piece of the Improvement Process
• Self Assessment• Improvement Plan• Stakeholder Feedback Diagnostics• Student Performance Diagnostics• Assurances• Executive Summary
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Conducting the Self AssessmentConducting the Self Assessment
• Review the standard statement• Review each indicator by:
- Reviewing the indicator statement- Studying each concept under the indicator to determine which
statement best describes your school/ system. - Selecting sources of evidence that already exists- Recording comments related to the indicator or concept statements
from stakeholders. Pay special attention to level 4 and level one statements.
• Determine an “overall” rating for the indicator. Consider the evidence that can be used to validate the rating given to the indicator.
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Reflection QuestionsReflection Questionsfor for
All StandardsAll Standards
• What are our areas of strength?• What are our areas in need of improvement?• What actions are we implementing to sustain our areas
of strength?• What are our plans for improving areas in need of
attention?
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Standard 1 Purpose and
Direction
The system maintains and communicates at all levels a purpose and direction for continuous improvement that commits to high expectations for learning as well as shared values and beliefs about teaching and learning.
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Standard 2 Governance and
Leadership
The system operates under governance and leadership that promote and support student performance and system effectiveness.
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Standard 4 Resources and
Support Systems
The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students.
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We survive when we all work together!We survive when we all work together!
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Teamwork is the ability to work together Teamwork is the ability to work together towards a common vision!towards a common vision!
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ResourcesResources
www.advance-ed.org/systemsresourceswww.advance-ed.org/schoolresourceswww.youtube.comSouth Carolina Department of Education
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We believe We believe in the in the
power to power to transform.transform.