Transcript Georgia Department of Juvenile Justice
Georgia Department of Juvenile Justice
from Federal Compliance to Accreditation by the Southern Association of Colleges and Schools
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
Georgia Department of Juvenile Justice School System
Historical Perspective
1992 Created as Georgia's 181 st School System
1997
1998
1999
2000 2003
2004 United States Department of Justice issues findings of non compliance Georgia and US Dept of Justice enter into a Memorandum of Agreement Plans for school improvement developed and implemented Compliance reviews conducted by DOJ DJJ Education Program found to be compliant in all areas and released from federal oversight Accredited by the Southern Association of Colleges and Schools
DOJ Issues of Non compliance
Major Areas
Leadership
Educational policies
Curriculum
Class exclusion
Special education
Staffing
Staff training
Quality Assurance
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
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
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.
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”
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)
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 curriculum training ) (SDU for teacher certification, online classes for special education teachers - TCP,
Develop an Evaluation System: Quality Assurance
(use of ACA, CEA, state DOE standards, federal IDEA standards)
MOA: Evaluation / Quality Assurance “what gets evaluated, tends to get done”
Student Evaluation ( Georgia Department of testing program, IEP reviews, GED exams, grades, vocational certificates) Education
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 )
Basic Principles of SACS Accreditation and School Improvement
Meet SACS Accreditation Standards
Engage in Continuous Improvement
Demonstrate Quality Assurance
SACS: Meeting Accreditation Standards
Standards for Special Purpose Schools.
The school is expected to document and validate compliance with SACS Standards.
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 ?
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.
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.
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.
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.