1. Georgia Department of Juvenile Justice from Federal Compliance to Accreditation by the Southern Association of Colleges and Schools

2. Learning Objectives Participants will gain an understanding of: Planning components for both MOA compliance and SACS accreditation Development of an Action Plan to achieve MOA compliance Steps in the SACS Accreditation process Benefits of SACS Accreditation

3. Georgia Department of Juvenile Justice School System Historical Perspective 1992Created as Georgia's 181 st School System 1997United States Department of Justice issues findings of non compliance 1998 Georgia and US Dept of Justice enter into a Memorandum of Agreement 1999Plans for school improvement developed and implemented 2000 Compliance reviews conducted by DOJ 2003 DJJ Education Program found to be compliant in all areas and released from federal oversight 2004Accredited by the Southern Association of Colleges and Schools

4. DOJ Issues of Non compliance Major Areas Leadership Educational policies Curriculum Class exclusion Special education Staffing Staff training Quality Assurance

5. Standards MOA Leadership Educational policies Curriculum Class exclusion Special education Staffing Staff training Quality Assurance SACS Governance Leadership Beliefs and Mission Curriculum Resources Support Services Instructional Design Assessment

6. Planning Components DJJ MOA Strategic Plan Planning to Plan: commitment to school improvement Data Collection: findings Action Plan: key issues Implementation: ideas to action Evaluation: status report SACS School Improvement Plan Vision: What future the school is pursuing Profile: What is the current reality of the school particularly related to Student Performance Plan: What actions will the school take to improve Quality Assurance: status report

7. MOA: Planning to Plan: (commitment to school improvement) The Georgia Department of Juvenile Justice by the signing the Memorandum of Agreement committed to school improvement.

8. MOA: Data Collection (findings) “ To get where you’re going, you need to know where you are” Needs Assessment - MOA Citations leadership policies curriculum classroom exclusion special education staffing staff training quality assurance Agency Profile: “consistently inconsistent”

9. MOA: Action Plan (key issues) Provide Direction: Leadership/Policies -- ( mission, vision, beliefs, policies, educational management system, standards) Develop Curriculum --(frameworks, academic/vocational, CAPS, tracking sheets, textbooks, academic modules) Expand Special Education Services - (staffing ratio, regional consultants, related services, records management) Develop a Comprehensive Vocational Education Program ( employability study, agreement with DTAE, equipment, space, technical consultants)

10. MOA: Action Plan (key issues) Reduce Classroom Exclusion: establish a behavior management system (Alternative Education Placement Model - AEPM) Obtain Resources -- (central office, regional principals, teachers, space, equipment, technology) Provide Statewide Staff Development (SDU for teacher certification, online classes for special education teachers - TCP, curriculum training ) Develop an Evaluation System: Quality Assurance (use of ACA, CEA, state DOE standards, federal IDEA standards)

11. MOA: Evaluation / Quality Assurance “what gets evaluated, tends to get done” Student Evaluation ( Georgia Department of Education testing program, IEP reviews, GED exams, grades, vocational certificates) Teacher Evaluation (Georgia Performance Management System, teacher observations) Program Evaluation ( DJJ Office of Education monitoring reports, Georgia DOE reports, Quality Assurance peer reviews) MOA Compliance (Federal monitor reports )

12. Basic Principles of SACS Accreditation and School Improvement Meet SACS Accreditation Standards Engage in Continuous Improvement Demonstrate Quality Assurance

13. SACS: Meeting Accreditation Standards Standards for Special Purpose Schools. The school is expected to document and validate compliance with SACS Standards.

14. SACS: Engaging in Continuous Improvement Basic Elements of Continuous Improvement Vision: What future is the school pursuing ? Profile: What is the current reality of the school particularly related to student performance ? Plan: What actions will the school take to improve ?

15. SACS: Demonstrating Quality Assurance Peer Review: The school prepares and engages in peer review to strengthen the work of the school to improve student learning. The school identifies strategies that are being implemented to provide for Quality Assurance.

16. SACS: Demonstrating Quality Assurance Results: School officials document and communicate the accomplishments of the school to improve student learning and the quality work of the school. School personnel use the results of improvement efforts as a road map for student achievement.

17. SACS: Quality Standards A school demonstrates adherence to the standards by annually reviewing and reporting to the commission its status regarding the standards. Provide evidence to a Peer Review Team once every five years to verify compliance with the standards.

18. Benefits of SACS Accreditation Increased student performance Transfer of credits or grade placement Access to programs and scholarships Assure public that schools are focused on raising student achievement Assurance that the school adheres to high quality standards based on educational research and successful professional practice Recognition for going above and beyond the minimum to demonstrate commitment to quality and success for all students.