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© 2012 AdvancED. AdvancED. Kentucky Office . Summer, 2012 . Session Goals. . Develop working knowledge of the expectations and requirements of the 2012 accreditation process and standards for schools/systems . ID: 713222

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AdvancED Systems Accreditation

AdvancED

Kentucky Office

Summer, 2012

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Session Goals

Develop working knowledge of the expectations and requirements of the 2012 accreditation process and standards for schools/systems Understand the role leaders play in the Internal Review process for schools/system Recognize and connect

improvement activities and accreditation activities for schools/systems

Understand the role ASSIST plays in

improvement planning and accreditation

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Accreditation: The AdvancED WayPerformance Based AccreditationEffective Continuous ImprovementRevolutionary StandardsComprehensive Diagnostic Review

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4Regional Accrediting Agencies

Northwest*

Southern*

Middle States

North

Central*

Western

New England

*AdvancED Accreditation Divisions

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Internal Review External Review

Accredited

School and District

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Accreditation: 2012-2013 and Beyond

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The New ProtocolThe new protocol is a performance-based model that employs diagnostic tools for systems to:

Conduct Internal Reviews focused on evaluating performance related to Research-based Standards and IndicatorsStudent Achievement Stakeholder Feedback Honest, credible self-evaluation is extremely valuable to the institution and to AdvancED.

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Accreditation

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System LeadershipDirection and FocusSystemic CoordinationSystematic ProcessesMonitoring ProceduresFeedback and AssistanceAppropriate Allocation of Resources

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System ExpectationsMeet AdvancED Accreditation Standards for Quality Systems

Implement a continuous improvement process Conduct Internal ReviewExecutive SummaryStandards Self Assessment

Stakeholder Feedback Diagnostic (School Level)

Student

Performance

Diagnostic

Improvement Plan

Assurances

Host

xternal Review

Respond to Required Actions

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School ExpectationsSchools engage in the elements of internal review School specific data, understanding, and perceptions provide knowledge to inform actionProcess facilitates a culture of collaboration and communitySystem employs aggregated school information to guide leadership and determine support

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School Systems AccreditationSchool 1

Executive SummarySelf-AssessmentAssurancesStudent PerformanceImprovement PlanSurveys

System

Executive Summary

System Self-Assessment

System Assurances

System Student

Performance

System Improvement Plan

School Surveys

School

Executive Summary

Self-Assessment

Assurances

Student Performance

Improvement Plan

SurveysSchool 3

Executive SummarySelf-AssessmentAssurancesStudent PerformanceImprovement PlanSurveys

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DocumentationFall 2012Spring 2013

2013-14DemographicsRequiredRequiredRequired

Executive SummaryRequired

Required

Self Assessment

Required

Stakeholder Surveys

Optional*

Required*

Required

Student Performance

Optional*

Required*

Required

Goals/Improvement PlanRequiredRequired

New Standards and Process Phase-in

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Activity: Internal ReviewWhat is the purpose of the Internal Review?

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Power and Purpose of Internal ReviewExamines organizational effectivenessAnalyzes student performance

Engages stakeholders in deliberate reflectionPromotes deep and collective understanding of practices, processes and impactInvolves stakeholders in the continuous improvement of the school

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Provides a framework for rich dialogue and important discussionProduces valid evidence to inform and guide actionPositions system to strategically improve

Provides context and information to the External Review Team

Power and Purpose of Internal Review

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Power of Internal ReviewDiagnosticsExecutive SummaryStandards Self AssessmentStakeholder FeedbackStudent Performance

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New Protocol: Characteristics of EvidenceQuality MattersIf the quality of evidence is poor,it provides little value to theaccreditation process

Results MatterHigh performance and improving performance results are critical factors for an institution’s success.The new protocol is a performance-based system

Quality

Results

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DemographicsDemographics

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DemographicsContact information is criticalSchool personnel update school demographicsSystem personnel: Update district demographics

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Executive SummaryExecutive Summary

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Executive Summary“Tells the Story”Description of School SystemSystem’s Purpose

Achievements and Notable ImprovementsAdditional Information

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Executive SummaryQuestion 1. Describe the system’s/school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the system/school serves?

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Executive SummaryQuestion 2. Provide the system’s/school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the system/school embodies its purpose through its program offerings and expectations for students.

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Executive SummaryQuestion 3. Describe the system’s/school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the system/school is striving to achieve in the next three years.

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Executive SummaryQuestion 4. Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.

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AdvancED Standards for Quality Schools

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StandardsStandard Statements (5)*Indicators (

35)Focus of internal reviewRated individuallyContain multiple conceptsEvidence (multiple sources)Performance

RubricsFour levels

longer labeled

*Schools with Pre-K grades will use Early Learning Standard 4

in addition to the

5 school standards

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Themes

Quality Standards

Collaboration

Equity

Student Engagement

Systems Alignment

Personalization

Continuous Improvement

Stakeholder Involvement

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Themes

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Activity: Standard ThemesReflect on the meaning of your assigned themeFind and name as many indicators as you can that address this themeUse the Workbook!

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Standards Self Assessment*Standards – statements of quality Rate indicators – descriptive targetsDetermine performance level (4 point scale)Identify supporting evidence

Write a short standard narrativeDescribe process used to gather and analyze data!* Workbooks

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3.1 The system’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.

Performance Level

Level 4

Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills, and life skills that align with the school’s purpose. Evidence clearly indicates curriculum and learning experiences prepare students for success at the next level. Like courses/classes have the same high learning expectations. Learning activities are individualized for each student in a way that supports achievement of expectations.

Level 3

Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills, and life skills. There is some evidence to indicate curriculum and learning experiences prepare students for success at the next level. Like courses/classes have equivalent learning expectations. Some learning activities are individualized for each student in a way that supports achievement of expectations

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Activity: Performance LevelsSelect a standard and indicatorRead the four performance levelsCircle the words/phrases that differentiate each level

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Activity:Discussion What does a level 4 look like in a system/school? What conditions, practices, policies, etc. would you expect to see?What type of evidence would you look for?

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Performance Level

Level 4Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities

to develop learning skills, thinking skills, and life

skills that align with the school’s purpose. Evidence clearly

indicates curriculum and learning experiences prepare students for success at the next level. Like courses/classes have the

same high learning expectation

s. Learning activities are

individualized

for each student in a way that supports achievement of expectations.

Level 3

Curriculum and learning experiences in each course/class provide

all students with challenging and equitable

opportunities

o develop learning skills, thinking skills, and life skills. There is

some

evidence to indicate curriculum and learning experiences prepare students for success at the next level. Like courses/classes have equivalent learning expectations. Some learning

activities are individualized for each student in a way that supports achievement of expectations.

3.1 The system’s curriculum provides equitable and challenging learning experiences that ensure all

students have sufficient opportunities to develop learning, thinking, and life skills that lead to

success at the next level.

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Indicators to ExamineStandardIndicator1. Purpose

and Direction1.22. Governance and Leadership2.2,

2.43. Teaching and Assessing for Learning

3.3, 3.5, 3.6, 3.7, 3.9, 3.10

4. Resources and Support Systems

4.7

5. Using Results

for Continuous Improvement

5.3, 5.4

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Standards & Indicators ActivityIdentify one indicator from the “Indicators toExamine” slide. Read the indicator and “4” performance level. Prepare to respond to thesequestions:

How would you re-phrase or explain the meaning of this indicator to a colleague? Does this indicator align to any of the “recurring themes?” If possible, rate your system/school on this indicator.

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Self Assessment How will leaders establish a “diagnostic environment” and ensure the integrity of the process? Using data to support ratings Understanding the meaning and intent of the standards and indicators Engaging stakeholders appropriately in the processCommitment to improvement in student performance and institutional effectiveness

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Stakeholder Feedback SurveysStakeholder Feedback

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Stakeholder Feedback SurveysEngage all stakeholders Administered to Parents, Students and Staff Ideally system managed administration to all schools

Are valid and reliable - tied to researchItems aligned with standard indicatorsAdministered prior to the External Review available anytime for periodic diagnosisInforms improvement

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Stakeholder Feedback DiagnosticProcess of administration is importantHow and whoResponses and response rate are significantWorksheet (School)Input aggregate scores - 5 point scale

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Stakeholder Feedback DiagnosticMinimum Response Rates: parent survey: less than 20%

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Student PerformanceStudent Performance Results

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Student Performance Incorporates test results into accreditation Involves multiple summative assessments including state accountability assessments School/system

score derived from a collection of test results Scope of performance is cross curricularStatus and improvement are documentedLevel of performance and quality of instructionQuality of the assessments and results are analyzed and used to inform improvement © 2012 AdvancED

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Student Performance ResultsSummative Data CollectionSimple process to record student performance in multiple areasAnalyze Quality and Results of AssessmentsThree four-level scales:Quality and Reliability

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Student Performance

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Goals and Improvement PlanGoals and Improvement Plan

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Goals and Improvement PlanDevelop and implement a comprehensive planImplement systemicallyMonitor impact and analyze resultsUse to inform continuous improvement

Plan must be connected to diagnostic dataUse ASSIST or own and upload to AssurancesGoals, objectives, strategies, activities, etc.Plan serves as a blueprint or road map

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AssurancesAssurances

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AssurancesComplies with AdvancED policies & proceduresReports all substantive changes

Has a written crisis & security management planMonitors financial transactions – audit systemEngages in continuous improvement and implements an improvement plan Verifies all institutions meet school standards- describes process

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Documentation and EvidenceDocumentation and Evidence

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Documentation as EvidenceDemographicsInstitution size, type, to provide contextExecutive SummaryGeneral overview, context of institutionSelf-AssessmentThoughtful and deliberate reflection of current status

AssurancesPolicy and procedure statements. May upload documents to Assurances

Quality

Results

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Documentation as EvidenceStudent PerformanceAnalysis of results over time Reflects status and improvement Stakeholder PerformanceAnalysis of feedback from stakeholders

Improvement Plan(s)Alignment of improvement goals with diagnostic results

Quality

Results

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AssistASSIST Adaptive System of School Improvement Support Tools

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AssistASSIST Adaptive System of School Improvement Support ToolsExecutive SummaryStandards Self Assessment

Stakeholder Feedback Diagnostic (School Level)Student Performance Diagnostic Improvement PlanAssurances

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External ReviewHallmark of AccreditationConducted by a team of professionalsLed by an AdvancED Lead EvaluatorServes as an opportunity to showcase strengths Provides objective, meaningful, evidence based feedback for improvement

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External ReviewOff-SitePrior to arrival, the team will review system diagnostics, improvement plan, website, etc.On-Site Comprehensive schedule – three day visit*

Institution overview and presentationsData collection and analysis Verification of system’s documents/diagnostics Team deliberations and determinationsExit presentation (by External Review Team Chair)

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External ReviewA greater emphasis on:Standard indicators Classroom Observations

Focus on learner and learning environmentEvaluation of evidenceInterviews, observations, artifactsQuality and relevanceDialogue and deliberation

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Maximize the External ReviewPrepare for the teamTeam expenses

Transportation, lodgingMeals, snacksWorkroom requirementsMaterials and artifactsExchange contact informationCelebrate your systemBenefit from feedback

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Communicating FindingsExit ReportPresented orally at the conclusion of the ReviewExternal Review Report (Findings)Standards Learning Environment

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Accreditation StatusAccredited With Excellence *Accredited With Distinction*AccreditedAccredited On AdvisementAccredited WarnedAccredited Probation

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Accreditation StatusSystem will receive an accreditation statusAll schools will be given status of “accredited”External Review Teams will report results, not status decisions

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Maintain MomentumRespond to Required ActionsPrepare and submit the Accreditation Progress ReportContinue to self-reflect and improveSustain a culture that supports continuous improvementKeep stakeholders motivated and engaged

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Essentials for SuccessSystems ApproachSystem-wide Focus on Student AchievementCulture of CollaborationSystematic and Responsive Internal Monitoring

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AdvancED Key Resources

AdvancED Staff

Printed Resources Electronic Resources

www.advanc-ed.org

www.advanc-ed.org/schoolresources

www.advanc-ed.org/systemsresources

www.advanc-ed.org/earlylearningresources

tour

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