Mississippi Department of Education Office Of Accreditation Superintendent and Administrator Training

Why Accreditation? Ensures Quality and Consistency The school district and individual schools meet a set of established educational standards. Transfer of Carnegie Unit Credits Enrollment in Post-Secondary Programs Eligibility for Athletic Programs Employment

Commission on School Accreditation 15 Members (See Policy 1.1) Hold at Least 6 Meetings Annually Assign Annual Accreditation Statuses for 152 Public School Districts Approve Annual School and District Performance Classifications Conduct Hearings Concerning Accreditation Controversies

Accountability System and Accreditation Status

Accreditation Statuses Policy 2.3 Accredited=100% Compliance Advised=1 st Year of Verified Noncompliance Probation=Continued Noncompliance (Advised Status the Previous Year) Withdrawn=Continued Noncompliance; Probation the Previous Year; Conservatorship

Policy 3.3 Performance Classifications Star School High Performing Successful Academic Watch Low-Performing School At-Risk of Failing Failing

District Accreditation Policy 2.1: An annual accreditation status is assigned to each school district each fall by the Commission based on compliance with process standards during the previous year.

Who is responsible? Accreditation Policy 2.1 The district superintendent and school principals are responsible for ensuring that all data reported to the MDE are true and accurate as verified by supporting documentation on file in the school district. Reporting false information is a violation of the accreditation requirements set forth by the SBE and may result in the downgrading of the district’s accreditation status.

2.1 Assignment of District Accreditation Statuses and Levels Each local school district shall be required to develop and publish an annual report as prescribed by the State Board of Education. By November 1 of each year, as prescribed by the State Board of Education, the report shall be published in a newspaper having general circulation in the county and posted on the school district’s web site in a printable format. The public notice shall include information on the report’s availability on the district’s web site, with the web site address, and the location(s) in the school district where a copy of the report can be obtained. MS Code ( (9)(a). Proposed format and requirements for report will be presented for approval July to the State Board of Education.

Accountability Standards State Laws Federal Laws State Board of Education Policies Commission on School Accreditation Standards

3.0 Performance Classification The State Board of Education, acting through the Commission on School Accreditation, is required to establish and implement a process for accountability at the individual public school level and district level. Individual schools and districts are held accountable for student growth and performance and receive an annual School Performance Classification and District Performance Classification. (See Glossary for definitions of an attendance center and school.)

3.1 Assignment of Performance Classifications School Performance Classification Information concerning school performance is reported to the Commission on an annual basis, and annual performance classifications will be assigned in the summer/fall of each school year. Each public school that has both achievement and growth data will be assigned an annual performance classification. In addition, the Graduation Rate and the High School Completion Index (HSCI) will be included in determining the performance classification of schools with any grade configuration of 9-12.

District Performance Classification Information concerning district performance is reported to the Commission on an annual basis, and annual performance classifications will be assigned in the summer/fall of each school year. Each public school district will be assigned an annual performance classification based on achievement, growth, and graduation rate or High School Completer Index. A district performance level is assigned based on the performance of all students in the district (i.e., the district will be treated as one K- 12 school).

Accountability Consequences Based on Results All components of a school are held accountable for student learning. Students Teachers Principals Superintendents and Other Administrators School Board Members

Accountability System 1. Accountability designation for schools and districts. 2. Accountability system that moves the State toward national average performance. 3. Accountability system includes an achievement component, a growth component, and a graduation/dropout component.

Quality of Distribution Index QDI The Quality of Distribution Index (QDI) should be used to measure achievement. The QDI is sensitive to changes in the distribution of student performance on state assessments. THE QDI measures the distribution of student performance on state assessments around the cut points for Minimum, Basic, Proficient, and Advanced performance.

High Performing Star School Star School SuccessfulHigh Performing High Performing Academic Watch Successful At Risk of Failing Academic Watch Academic Watch Failing Low Performing Low Performing AchievementAchievement Appropriate Academic Gain Inadequate Academic Gain Outstanding Academic Gain Growth Accountability System Label Chart

Growth Model Three levels of the growth model Inadequate Academic Gain = Negative Value Appropriate Academic Gain = Zero Value Outstanding Academic Gain = Positive Value The actual achievement of a school/district is compared to the expected achievement, based on a regression expectation. The comparison of actual and predicted values results in a residual value.

QDI Cut Points and Growth Assignments Chart Academic AchievementAcademic Achievement Academic Growth Cut points on QDI Inadequate Academic Gains Appropriate Academic Gains Outstanding Academic Gains High PerformingStar School SuccessfulHigh Performing Academic WatchSuccessful At Risk of Failing Academic Watch 0-99FailingLow Performing

Four Year Phase-In Cut Scores Year 2009 Year 2010 Year 2011 Year 2012 Top BottomBelow 100

High Performing Star School Star School SuccessfulHigh Performing High Performing Academic Watch Successful At Risk of Failing Academic Watch Academic Watch FailingLow Performing Low Performing Areas with Inadequate Academic Growth Growth Built into Accountability Model Senate Bill 2149

Graduation/Dropout Component The High School Completion Index (HSCI) should be included in determining accountability rating for schools with grades and districts. The HSCI should be based on the status of students five years after entering ninth grade. Eventually HSCI should be based on status of students seven years after entering seventh grade for a HSCI for grades 7-12 and districts.

HSCI Weights Standard Diploma300 Met Requirements Except State Subject Area Test 150 Occupational Diploma150 Certificate of Attendance150 GED125 Still Enrolled50 Dropout-300

Two Levels for HSCI Initially the two levels of HSCI will correspond to the two highest levels on the performance QDI Highest Level – HSCI of 230 or a graduation rate of 80% or higher Second Level – HSCI of 200 or a graduation rate of 75% MDE will develop policy to gain accurate HSCI indicators

Algebra I and Biology I Scores combined across middle/junior high school, 9 th grade school, and corresponding high school QDI based on the performance of all students in above grades will receive same QDI Students will contribute equally to the accountability based on their performance level

AYP and Schools-At-Risk Policies

Policy 3.4 Schools-At Risk (Priority Schools) 3.4.3=Evaluation Teams 3.4.4=School Improvement Plan 3.4.5=Professional Development Plan for Educators Teachers and Principals Superintendents and Administrators School Board Members

School-at-Risk/District-at-Risk State Accountability Senate Bill 2666 Amended School Failing label any one year At-Risk-of Failing label two consecutive years District 50% of Schools in district labeled as Failing or At-Risk-of-Failing in any one year

Definitions Failing School District: A district that fails to meet both the absolute student achievement standards and the rate of annual growth expectation standards as set by the State Board of Education for two (2) consecutive years.

Federal AYP Accountability District/School AYP for each sub group determined by two consecutive years in a row in the same area with n-count of 40 Reading/Language Arts Math Other 3-8 Attendance Rate 9-12 Graduation Rate

3.5 Recognition and Rewards The State Board of Education shall provide special recognition and/or rewards to individual schools or school districts meeting the highest levels of accreditation standards as defined by the State Board of Education.

REPORTING ACCUARATE DATA

Why Is The Accuracy of Data So Important? Mississippi Report Card Superintendent’s Annual Report Legislative Reports MAEP Funding National Statistical Reports National Center for Education and Statistics National Education Association

Reporting Accurate Data Report All Employees, including contractual staff and all federal grants Include any other district duties before and after school Report all salary supplements The Work Area Code Must Accurately Describe the Job Duties Assigned to Each Employee. Course Codes Must Accurately Describe the Course or Instructional Program.

Accreditation Policy 4.6 Annual review of personnel/accreditation information. Any information submitted by a school district may be verified through on-site visits. Documentation, such as official board minutes, job descriptions, schedules, etc. must be on file to verify all data reported. Upon request, the school district must provide documentation necessary to validate compliance with accreditation requirements.

ACCESS to SUPPORT SERVICES

ACCESS The ability for students and/or parents to access and receive appropriate support services in school setting. Support Services guidelines should be outlined in policies and procedures that identify specified services, and are readily available for dissemination.

Student Support Services Standard 6. Student support services (appraisal, academic, and/or personal advisement, and educational and/or career planning and referral) are provided in each school. Note: A program of activities designed to assist and/or complement instructional activities for all students provided by qualified professional staff, including guidance counselors, psychologists, social workers, nurses, psychometrists, etc.

Guidance Counselor No individual shall be employed as a school guidance counselor without a minimum of a Master’s degree in Guidance and Counseling, or in an emergency situation an appropriate certification as determined by Commission on Education Licensure. {See the Glossary and MS Code }

Elementary Schools 6.2 Students in elementary schools have access to the required student services provided by a counselor, social worker, nurse, or other student support personnel. Student support personnel may provide only those services and activities in the area(s) that each individual is qualified (licensed) to provide. Note: Federal funds may not be used as the sole funding source to meet minimum state standards.

High School Standard 6.1 Student support services are provided in each high school by at least a half-time appropriately licensed guidance counselor. {MS Code }

EMPLOYMENT ISSUES INSTRUCTIONAL ISSUES

Supplanting Issues If a service is required through state standards, federal money may not be used for service Services provide above state standards is not considered supplanting

Licensed Professional Staff 8. All district professional positions requiring licensed staff are filled by staff who are properly licensed and endorsed as required by state law and federal requirements of the No Child Left Behind Act of 2001 (NCLB). {MS Code } (IDDBB2, 3, NCLB, and Federal Code) MS Code It is unlawful for the district to employ any professional staff, including contractual staff, unless they are properly licensed and endorsed. Check the Current MIS List of Course/Work Area Codes Report for required endorsements.

5% FTE Out-of-Field 8.1 With the exception of academic core subjects, academic core are defined as English/language arts, math, science, social studies, foreign language, arts; the professional staff in each school is comprised of no more than 5% of Full Time Equivalent (FTE) units working outside the area or areas of endorsement. An appropriate license is required for superintendents, principals, librarians, and guidance counselors. (Refer to process standards 3, 4, 5, and 6.) Also See Requirements for Highly Qualified

Secondary Endorsements 8.2 Secondary teachers endorsed in an academic subject area may teach in their academic subject area in departmentalized elementary grades 5 and 6. (SB Policy DFB-1)

Assistant Principal 8.3 Assistant principals and administrative interns who are not properly endorsed may be included in the 5% FTE working outside their area of endorsement, provided that they do not act in the place of the principal. Note: It would be a liability for the district to assign staff to supervise employees or serve in place of the principal at any time without an administrative license to perform such duties.

180 Teaching Days 19. The academic year provides a minimum of 180 teaching days in which both teachers and pupils are in regular attendance for scheduled classroom instruction for not less than 60% of the normal school day. {MS Code , through 69, (j), and (3)(d)} This does not mean that each student must be present at least 60% of the day. The school must provide instruction to students. (See MSIS Calendar.)

Teaching Day 19.2The teaching day must provide at least 330 minutes of instruction per day or 27.5 hours per five-day week. {MS Code } (330 X 5 = 1660 divided by 60 = 27.5 hours) NOTE: If your district is implementing an Early Release Schedule, please carefully review your daily, weekly, and yearly schedule to verify that it includes at least 59,400 minutes per year. (180 days X 330 minutes = 59,400 mins. per yr.)

Instructional Time A traditional 7-period day schedule must provide at least 48 minutes per period. A/B and 4x4 block schedules must provide at least 94 minutes. 94 minutes x 90 days = 8,460 minutes divided by 60 = 141 hours

Preparation for Graduation Ceremonies 19.5The school district schedules preparation for graduation ceremonies in such manner that graduating seniors are absent from classes for no more than three days prior to the end of the school year. (Seniors must be provided at least 177 teaching days. The remaining 3 days must be used to prepare for graduation ceremonies.)

Extended Year/Credit Recovery Students enrolled in an extended year program must complete all remaining course/subject requirements/objectives before credit for the course/subject is issued. Any on-line program, such as NovaNet, may be used for extended day or extended year programs. There is no limit on the number of courses completed in an Extended Year program, unless the district has a local policy that specifies limitations.

Summer School Students enrolled in a summer program are limited to earning one (1) Carnegie unit of credit during a traditional summer school program. There is no state policy limiting summer school enrollment to students who are repeating a failed course. Courses may also be taken for the first time, unless there is a local policy that specifies limitations.

Course Preparations 31. Individual teachers (grades 9 – 12) are limited to any three course preparations per day or five in the same course/subject area. Note: Any assignment of preparations beyond the standard must be submitted to the Commission on School Accreditation for action. This standard only applies to Carnegie unit credit courses in grades 8 – 12.

Secondary Curriculum 32. The basic curriculum of each high school consists of required and approved courses that generate at least 33 1/2 Carnegie units annually. (See Appendices B and C.) {MS Code (2)} (SB Policy ICFA-1) NOTE: Any request for exemption from teaching the courses listed in Appendix B must be submitted to the Commission on School Accreditation for action.

Elementary Curriculum 33. The basic curriculum of each elementary or middle school (any configuration of grades K-8) consists of reading/language arts, mathematics, science, social studies, the arts, and physical education, which may be taught by a regular classroom teacher. {MS Code (2) and } NOTE: A regular classroom teacher may provide instruction in the arts and physical education in a self-contained classroom setting.

Teacher-Pupil Ratios 34.1 Kindergarten = 22 to 1 or 27 if a full-time assistant teacher is employed Grades 1 through 4 = 27 to 1 {MS Code } (SB Policy IEC) 34.3 Self-contained grades 5 – 8 = 30 to 1

Teacher-Pupil Ratios 34.4 Departmentalized academic core classes serving grades 5–12 = 33 to 1 {MS Code } 34.5 Limit of 150 students taught by an individual teacher in academic core subjects at any time (School Board Request for Exemptions)

Coach of Athletics Students participating in athletics may receive a Carnegie Unit Credit for P.E. if all minimum course requirements are met. There is now a restriction (1) on the number of units a student may earn per year for P.E. Standard 28: A student who is enrolled in any grade higher than Grade 6 in a school district must be suspended from participation in any extracurricular or athletic sponsored or sanctioned bt the school district after a semester in which the student’s cumulative grade point average is below 2.0 on a 4.0 scale. (Children’s First act)

TESTING ISSUES

Senior Snapshot Students graduating without meeting accurate graduation requirements. Disclaimer Snapshot in August. Commission on School Accreditation to look a questionable practices.

Summer School Credits A student that earns credit during summer school in any subject area tested course (SATP) will be required to take the SATP test at his/her home school. Example student at School A takes English II during summer of 2009 either on line or at ANY accredited summer school program, School A will administer the English II test to the student at the 1 st testing in the 2009/2010 school year.

Special Testing Large number of students not being able to graduate due to lack of re-test dates for student. Late pencil/paper test site for selected students will occur at a contracted location. Cost of special testing will be responsibility of the ditrict.

CHANGES IN APPENDIX FOR

Additions to Appendix for Credit earned in Allied Health I/Health Science I may be accepted in lieu of Comprehensive Health or Family and Individual Health to meet the graduation requirement for ½ Carnegie unit in Health. AP World Geography may replace Geography requirement.

Any Questions Jean Massey Associate State Superintendent Office of Accreditation (601)