1. The Georgia Department of Juvenile Justice Board of Education Presentation May 26, 2011

2. Four Guiding Processes

3. I. Title II A Requirements The purpose of Title II, Part A (Title II-A) is to help school districts ensure that all students have highly qualified, effective teachers who have the subject matter knowledge and the teaching skills to help all of their students achieve at high academic standards, regardless of individual learning styles or needs..

4. Title II A Requirements Seven Main Areas  Planning - 5 requirements  HiQ Teachers and Para Pro Data -12 requirements  Equity - 2 requirements  Expenditure of Funds – 2 requirements  Private School Participation – 2 requirements  Parent Notices – 2 requirements  Section 2141 Accountability – 5requirements

5. Title II A Monitoring Must Meet all applicable requirements: Planning Needs Assessment Professional Learning Activities Highly Qualified Qualifications Compliance HOUSSE Expenditure of Funds Appropriated to LEA Personnel Budget

6. DJJ Title II A Monitoring Results 100% Compliant in all areas

7. II. Georgia Keys To Quality Summer 2007 Each school and system received a very important set of keys : The Keys to Quality The Keys to Quality ( 3 Manuals) Unlocking Excellence through the Georgia School Standards Georgia Assessment of Performance Standards (GAPSS) Analysis Implementation Resources

8. The Georgia Keys to Quality are the foundation for Georgia’s comprehensive, data-driven system of school improvement and support. The Georgia Keys to Quality describe what Georgia’s schools need to know, understand, and be able to do, in the same manner that the Georgia Performance Standards (GPS) describe what Georgia’s students need to know, understand, and be able to do. Georgia Keys To Quality Conti.

9. The Georgia Department of Juvenile Justice Department of Education utilized the Curriculum; Instruction; Assessment; and Professional Learning Strands from the Georgia Keys to Quality, to assist in guiding, and facilitating the development of the DJJ Learning Communities.

10. III. AdvancED The AdvancED Accreditation Process, a protocol embraced around the world, is a clear and comprehensive program of evaluation and external review, supported by research-based standards, and dedicated to helping schools, districts and education providers continuously improve.

11. AdvancED A Memorandum of Agreement with the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS/CASI) details conditions under which the School Keys and GAPSS Analysis may count for a SACS/CASI Quality Assurance Review and accreditation visit.

12. AdvancED Seven Standards Vision and Purpose – The institution or educational system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school/system. Governance and Leadership – The institution or educational system provides governance and leadership that promote student performance and school/system effectiveness.

13. AdvancED Seven Standards Conti. Teaching and Learning – The institution or educational system provides research-based curriculum and instructional methods that facilitate achievement for all students. Documenting and Using Results – The institution or educational system enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.

14. AdvancED Seven Standards Conti. Resources and Support Systems – The institution or educational system has the resources and services necessary to support its vision and purpose and to ensure achievement for all students. Stakeholder Communications and Relationships – The institution or educational system fosters effective communications and relationships with and among its stakeholders.

15. AdvancED Seven Standards Conti. Commitment to Continuous Improvement – The institution or educational system establishes, implements and monitors a continuous process of improvement that focuses on student performance.

16. IV. Georgia Performance Standards The performance standards provide clear expectations for instruction, assessment, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.”

17. Georgia Performance Standards Conti. The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information. They also tell the teacher how to assess the extent to which the student knows the material or can manipulate and apply the information.

18. A Call for Collaboration IntroductionPurpose Mission and Vision Statements Goals and Objectives

19. Introduction Staff development that has as its goal high levels of learning for all students, teachers, and administrators entail a form of professional learning that is relatively different from the workshop-driven approach.

20. Introduction Conti. According to Mathur et al (2009) the most powerful forms of correctional staff development occur in ongoing teams that assemble on a regular basis for the purposes of peer-to-peer learning, joint-lesson planning, and cooperative problem solving.

21. Purpose The PURPOSE of the Georgia Department of Juvenile Justice Consortium (DJJC) is to establish professional learning Communities (PLCS) among educators within the Department of Juvenile Justice (DJJ). These PLCs allow educators to work collaboratively to identify and implement best practices for improving academic achievement among the students they serve.

22. Mission The MISSION of DJJC is to build a multiparty effort statewide to achieve continuous, systemic and sustainable improvements in the education system serving the students of DJJ

23. Vision To achieve the mission of the DJJC, members work collaboratively in examining the Georgia Performance Standards (GPS) guidelines. These performance standards speak specifically to teachers being able to: master and develop whole-group unit lessons built around Curriculum Activity Packets (CAPs), critique student work, and work as a team to solve the common challenges of teaching within DJJ.

24. Vision Conti. Additionally, the consortium jointly analyzes student test data in order to: develop strategies to eradicate common academic deficits among students, align curriculum, and create a coherent learning pathway across grade levels. The consortium also reviews research articles, attends workshops or courses, and invites consultants to assist in the acquisition of necessary knowledge and skills. Finally, members observe one another in the classroom through focus walks.

25. Goals &Objectives Utilize student achievement data to:  Inform and shape whole-group instruction  Assess student growth over time  Create direction for professional development opportunities  Engage students in the learning process  Form focus groups comprised of DJJ Consortium members

26. Goals & Objectives Conti.  Develop unit lesson plans to cover middle school through high school core subject areas which are aligned with DJJ CAPs and the GPS  Develop strategies to advance achievement by: strengthening instruction, using more effective assessment tools, learning about new curricula materials and techniques, and identifying and addressing topics or areas where students demonstrate weaknesses  Increase standardized test scores

27. The Consortium Project “A Community of Teachers and Learners” The Georgia Department of Juvenile Justice Department of Education A Community of Teachers and Learners