AdvancED Systems Accreditation © 2012 AdvancED AdvancED Kentucky Office Summer, 2012

S ESSION G OALS 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

Accreditation: The AdvancED Way  Performance Based Accreditation  Effective Continuous Improvement  Revolutionary Standards  Comprehensive Diagnostic Review  Robust Technology Solutions  International Recognition © 2012 AdvancED

4 Regional Accrediting Agencies © 2012 AdvancED *AdvancED Accreditation Divisions

Accreditation: and Beyond Beyond © 2012 AdvancED Internal Review External Review Accredited School and District

Accreditation: and Beyond © 2012 AdvancED

The New Protocol The 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 Indicators Student Achievement Stakeholder Feedback Honest, credible self-evaluation is extremely valuable to the institution and to AdvancED. © 2012 AdvancED

Accreditation

System Leadership  Direction and Focus  Systemic Coordination  Systematic Processes  Monitoring Procedures  Feedback and Assistance  Appropriate Allocation of Resources  Support and Encouragement © 2012 AdvancED

System Expectations Meet AdvancED Accreditation Standards for Quality Systems Implement a continuous improvement process Conduct Internal Review Executive Summary Standards Self Assessment Stakeholder Feedback Diagnostic (School Level) Student Performance Diagnostic Improvement Plan Assurances Host External Review Respond to Required Actions © 2012 AdvancED

School Expectations  Schools engage in the elements of internal review – School specific data, understanding, and perceptions provide knowledge to inform action – Process facilitates a culture of collaboration and community  System employs aggregated school information to guide leadership and determine support – System-wide and differentiated  Schools impact system’s required actions © 2012AdvancED

School Systems Accreditation School 1 Executive Summary Self-Assessment Assurances Student Performance Improvement Plan Surveys School 1 Executive Summary Self-Assessment Assurances Student Performance Improvement Plan Surveys System Executive Summary System Self-Assessment System Assurances System Student Performance System Improvement Plan School Surveys System Executive Summary System Self-Assessment System Assurances System Student Performance System Improvement Plan School Surveys School 2 Executive Summary Self-Assessment Assurances Student Performance Improvement Plan Surveys School 2 Executive Summary Self-Assessment Assurances Student Performance Improvement Plan Surveys School 3 Executive Summary Self-Assessment Assurances Student Performance Improvement Plan Surveys School 3 Executive Summary Self-Assessment Assurances Student Performance Improvement Plan Surveys © 2012 AdvancED

DocumentationFall 2012 Spring DemographicsRequired Executive SummaryRequired Self AssessmentRequired Stakeholder SurveysOptional*Required*Required Student PerformanceOptional*Required*Required Goals/Improvement PlanRequired AssurancesRequired * Does not count toward accreditation status until © 2012 AdvancED New Standards and Process Phase-in

Activity: Internal Review What is the purpose of the Internal Review? © 2010 AdvancED

Power and Purpose of Internal Review  Examines organizational effectiveness  Analyzes student performance  Engages stakeholders in deliberate reflection  Promotes deep and collective understanding of practices, processes and impact  Involves stakeholders in the continuous improvement of the school © 2012 AdvancED

 Provides a framework for rich dialogue and important discussion  Produces valid evidence to inform and guide action  Positions system to strategically improve  Provides context and information to the External Review Team Power and Purpose of Internal Review © 2012 AdvancED

Power of Internal Review Diagnostics – Executive Summary – Standards Self Assessment – Stakeholder Feedback – Student Performance Collect, Select, Reflect © 2012 AdvancED

New Protocol: Characteristics of Evidence  Quality Matters – If the quality of evidence is poor, it provides little value to the accreditation process  Results Matter – High performance and improving performance results are critical factors for an institution’s success. – The new protocol is a performance-based system Quality Results © 2012 AdvancED

Demographics © 2012 AdvancED

Demographics  Contact information is critical  School personnel update school demographics  System personnel: – Update district demographics – Ensure school demographics have been updated © 2012 AdvancED

Executive Summary © 2012 AdvancED

Executive Summary “Tells the Story”  Description of School System  System’s Purpose  Achievements and Notable Improvements  Additional Information © 2012 AdvancED

Executive Summary Question 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? © 2012 AdvancED

Executive Summary  Question 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.

Executive Summary  Question 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.

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

Standards and Self-Assessment © 2012 AdvancED

AdvancED Standards for Quality Schools © 2012 AdvancED

Standards 1.Standard Statements (5)* 2.Indicators (35) – Focus of internal review – Rated individually – Contain multiple concepts 3.Evidence (multiple sources) 4.Performance Rubrics – Four levels – No longer labeled © 2012 AdvancED *Schools with Pre-K grades will use Early Learning Standard 4 in addition to the 5 school standards *Schools with Pre-K grades will use Early Learning Standard 4 in addition to the 5 school standards

Themes Quality Standards Collaboration Equity Student Engagement Systems Alignment Personalization Continuous Improvement Stakeholder Involvement © 2012 AdvancED

Themes © 2012 AdvancED

Activity: Standard Themes 1.Reflect on the meaning of your assigned theme 2.Find and name as many indicators as you can that address this theme Use the Workbook!

Standards Self Assessment* Standards – statements of quality – Rate indicators – descriptive targets Determine performance level (4 point scale) Identify supporting evidence – Write a short standard narrative Describe process used to gather and analyze data! * Workbooks © 2012 AdvancED

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 3Curriculum 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. © 2012 AdvancED

Activity: Performance Levels  Select a standard and indicator  Read the four performance levels  Circle the words/phrases that differentiate each level Use the Workbook! © 2012 AdvancED

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?  What’s the difference between a level 3 and level 4? Use the Workbook © 2012 AdvancED

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. © 2012 AdvancED 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.

Indicators to Examine StandardIndicator 1. Purpose and Direction Governance and Leadership2.2, Teaching and Assessing for Learning 3.3, 3.5, 3.6, 3.7, 3.9, Resources and Support Systems Using Results for Continuous Improvement 5.3, 5.4 © 2011 AdvancED 38

Standards & Indicators Activity Identify one indicator from the “Indicators to Examine” slide. Read the indicator and “4” performance level. Prepare to respond to these questions: 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.

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 process – Commitment to improvement in student performance and institutional effectiveness

Stakeholder Feedback Surveys Stakeholder Feedback

Stakeholder Feedback Surveys  Engage all stakeholders  Administered to Parents, Students and Staff – Ideally system managed administration to all schools  Are valid and reliable - tied to research  Items aligned with standard indicators  Administered prior to the External Review – available anytime for periodic diagnosis Informs improvement © 2012 AdvancED

Stakeholder Feedback Diagnostic  Process of administration is important – How and who  Responses and response rate are significant  Worksheet (School) – Input aggregate scores - 5 point scale – Report number of responses - reliability – Performance level computed as data is entered  Analyze results for areas of satisfaction and improvement © 2012 AdvancED

Stakeholder Feedback Diagnostic © 2012 AdvancED

Stakeholder Feedback Diagnostic Minimum Response Rates: parent survey: less than 20% student survey(s): less than 40% staff survey: less than 60%. © 2012 AdvancED

Student Performance Student Performance Results

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 curricular  Status and improvement are documented – Level of performance and quality of instruction  Quality of the assessments and results are analyzed and used to inform improvement © 2012 AdvancED

Student Performance Results  Summative Data Collection – Simple process to record student performance in multiple areas  Analyze Quality and Results of Assessments – Three four-level scales: Quality and Reliability Alignment to Curriculum Disaggregation  Workbook – Instructions, definitions, explanations, assistance © 2012 AdvancED

Student Performance © 2012 AdvancED

Goals and Improvement Plan

 Develop and implement a comprehensive plan – Implement systemically – Monitor impact and analyze results – Use to inform continuous improvement  Plan must be connected to diagnostic data  Use ASSIST or own and upload to Assurances – Goals, objectives, strategies, activities, etc. Plan serves as a blueprint or road map © 2012 AdvancED

Assurances

1.Complies with AdvancED policies & procedures 2.Reports all substantive changes 3.Has a written crisis & security management plan 4.Monitors financial transactions – audit system 5.Engages in continuous improvement and implements an improvement plan 6.Verifies all institutions meet school standards- describes process © 2012 AdvancED

Documentation and Evidence

Documentation as Evidence  Demographics – Institution size, type, to provide context  Executive Summary – General overview, context of institution  Self-Assessment – Thoughtful and deliberate reflection of current status  Assurances – Policy and procedure statements. May upload documents to Assurances Quality Results © 2012 AdvancED

Documentation as Evidence  Student Performance – Analysis of results over time – Reflects status and improvement  Stakeholder Performance – Analysis of feedback from stakeholders  Improvement Plan(s) – Alignment of improvement goals with diagnostic results Quality Results © 2012 AdvancED

Complete Internal Review and Submit all Diagnostic Results with Evidence at Least 4 Weeks Prior to External Review! © 2012 AdvancED

Assist ASSIST Adaptive System of School Improvement Support Tools

Assist ASSIST Adaptive System of School Improvement Support Tools Executive Summary Standards Self Assessment Stakeholder Feedback Diagnostic (School Level) Student Performance Diagnostic Improvement Plan Assurances © 2012 AdvancED

External Review © 2012 AdvancED

External Review Hallmark of Accreditation  Conducted by a team of professionals  Led by an AdvancED Lead Evaluator  Serves as an opportunity to showcase strengths  Provides objective, meaningful, evidence based feedback for improvement  Verifies the institution has met the requirements of accreditation © 2012 AdvancED

External Review  Off-Site – Prior to arrival, the team will review system diagnostics, improvement plan, website, etc.  On-Site – Comprehensive schedule – three day visit* – Institution overview and presentations – Data collection and analysis – Verification of system’s documents/diagnostics – Team deliberations and determinations – Exit presentation (by External Review Team Chair) © 2012 AdvancED

External Review A greater emphasis on: – Standard indicators – Classroom Observations Focus on learner and learning environment – Evaluation of evidence Interviews, observations, artifacts Quality and relevance – Dialogue and deliberation © 2012 AdvancED

Maximize the External Review Prepare for the team Team expenses Transportation, lodging Meals, snacks Workroom requirements Materials and artifacts Exchange contact information Celebrate your system Benefit from feedback © 2012 AdvancED

Communicating Findings © 2012 AdvancED

Communicating Findings  Exit Report – Presented orally at the conclusion of the Review  External Review Report (Findings) Standards Learning Environment Stakeholder Perceptions – Conclusion Summary of Findings Required Actions (linked to indicators) – Addenda © 2012 AdvancED

Accreditation Status  Accredited With Excellence *  Accredited With Distinction*  Accredited  Accredited On Advisement  Accredited Warned  Accredited Probation * © 2012 AdvancED

Accreditation Status  System will receive an accreditation status  All schools will be given status of “accredited”  External Review Teams will report results, not status decisions © 2012 AdvancED

Maintain Momentum  Respond to Required Actions – Prepare and submit the Accreditation Progress Report  Continue to self-reflect and improve  Sustain a culture that supports continuous improvement  Keep stakeholders motivated and engaged © 2012 AdvancED

Essentials for Success  Systems Approach  System-wide Focus on Student Achievement  Culture of Collaboration  Systematic and Responsive Internal Monitoring © 2012 AdvancED

AdvancED Key Resources – AdvancED Staff – Printed Resources – Electronic Resources Login, register, tour! © 2012 AdvancED

Thank You! For additional information, contact your AdvancED Kentucky Office 333 West Vine Street Suite 1600 Lexington, KY ext Tom Jones, State Director – Jerry Cooper, Associate State Director – Robin Norton, Administrative Assistant – org © 2012 AdvancED

Thank You! We believe in the power of education to shape the world in which we live. Thank you for believing, too! © 2012 AdvancED