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Presentation on theme: "AdvancED Systems Accreditation"— Presentation transcript:
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
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.
System LeadershipDirection and FocusSystemic CoordinationSystematic ProcessesMonitoring ProceduresFeedback and AssistanceAppropriate Allocation of Resources
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
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
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
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
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?
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.
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
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
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?
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
t
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.
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
Stakeholder Feedback DiagnosticProcess of administration is importantHow and whoResponses and response rate are significantWorksheet (School)Input aggregate scores - 5 point scale
Student Performance Incorporates test results into accreditation Involves multiple summative assessments including state accountability assessments School/system
Student Performance ResultsSummative Data CollectionSimple process to record student performance in multiple areasAnalyze Quality and Results of AssessmentsThree four-level scales:Quality and Reliability
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
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
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
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
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
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)
Accreditation StatusSystem will receive an accreditation statusAll schools will be given status of “accredited”External Review Teams will report results, not status decisions
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
