Mississippi Department of Education Office Of Accreditation Superintendent and Administrator Trainin

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Mississippi Department of EducationOffice Of
AccreditationSuperintendent and Administrator
Training
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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

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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

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Accountability System and Accreditation Status
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Accreditation Statuses

• Policy 2.3
• Accredited100 Compliance
• Advised1st Year of Verified Noncompliance
• ProbationContinued Noncompliance (Advised Status
  the Previous Year)
• WithdrawnContinued Noncompliance Probation the
  Previous Year Conservatorship

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Policy 3.3 Performance Classifications

• Star School
• High Performing
• Successful
• Academic Watch
• Low-Performing School
• At-Risk of Failing
• Failing

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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.

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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
  districts accreditation status.

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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 districts web site in a printable format.
  The public notice shall include information on
  the reports availability on the districts 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
  (37-17-6(9)(a).
• Proposed format and requirements for report will
  be presented for approval July 16-17 to the
  State Board of Education.

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Accountability Standards

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

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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.)

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3.1 Assignment of Performance Classifications

• 3.1.1 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.

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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).

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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

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Accountability System

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

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Quality of Distribution IndexQDI

• 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.

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Accountability System Label Chart
Achievement
Appropriate Academic Gain
Inadequate Academic Gain
Outstanding Academic Gain
Growth
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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.

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2009-2010 QDI Cut Points and Growth Assignments
Chart
Academic Achievement
Academic Growth
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Four Year Phase-In
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Growth Built into Accountability Model
Areas with Inadequate Academic Growth
Senate Bill 2149
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Graduation/Dropout Component

• The High School Completion Index (HSCI) should be
  included in determining accountability rating for
  schools with grades 9-12 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.

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HSCI Weights
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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

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Algebra I and Biology I

• Scores combined across middle/junior high school,
  9th 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

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AYP and Schools-At-Risk Policies
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Policy 3.4Schools-At Risk (Priority Schools)

• 3.4.3Evaluation Teams
• 3.4.4School Improvement Plan
• 3.4.5Professional Development Plan for Educators
• Teachers and Principals
• Superintendents and Administrators
• School Board Members

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School-at-Risk/District-at-RiskState
Accountability Senate Bill 2666 Amended 3718-1-7

• 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

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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.

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Federal AYP AccountabilityDistrict/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

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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.

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REPORTING ACCUARATE DATA
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Why Is The Accuracy of Data So Important?

• Mississippi Report Card
• Superintendents Annual Report
• Legislative Reports
• MAEP Funding
• National Statistical Reports
• National Center for Education and Statistics
• National Education Association

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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.

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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.

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ACCESS to SUPPORT SERVICES
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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.

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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.

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Guidance Counselor

• No individual shall be employed as a school
  guidance counselor without a minimum of a
  Masters 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 37-9-79

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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.

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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 37-9-79

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EMPLOYMENT ISSUES

• INSTRUCTIONAL ISSUES

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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

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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
  37-9-7 (IDDBB2, 3, NCLB, and Federal Code)
• MS Code 37-9-7. 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.

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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

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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)

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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.

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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 37-3-49, 37-13-61 through
  69, 37-151-5(j), and 37-151-7(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.)

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Teaching Day

• 19.2 The teaching day must provide at least 330
  minutes of instruction per day or 27.5 hours per
  five-day week.
• MS Code 37-13-67
• (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.)

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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

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Preparation for Graduation Ceremonies

• 19.5 The 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.)

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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.

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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.

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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.

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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 37-1-3(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.

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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 37-1-3(2) and
  37-13-134
• NOTE A regular classroom teacher may provide
  instruction in the arts and physical education in
  a self-contained classroom setting.

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Teacher-Pupil Ratios

• 34.1 Kindergarten 22 to 1 or 27 if a full-time
  assistant teacher is employed
• 34. 2 Grades 1 through 4 27 to 1
• MS Code 37-151-77 (SB Policy IEC)
• 34.3 Self-contained grades 5 8 30 to 1

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Teacher-Pupil Ratios

• 34.4 Departmentalized academic core classes
  serving grades 512 33 to 1 MS Code 37-151-77
  
• 34.5 Limit of 150 students taught by an
  individual teacher in academic core subjects at
  any time
• (School Board Request for Exemptions)

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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 students cumulative grade
  point average is below 2.0 on a 4.0 scale.
  (Childrens First act)

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TESTING ISSUES
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Senior Snapshot

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

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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 1st testing in the 2009/2010 school year.

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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.

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CHANGES IN APPENDIX FOR 2009-2010
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Additions to Appendix for 2009-2010

• 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.

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Any Questions

• Jean Massey
• Associate State Superintendent
• Office of Accreditation
• [phone]
• jmassey_at_mde.k12.ms.us