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North Central Association SCHOOL ACCREDITATION AND IMPROVEMENT - Partners on the Journey -

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Title: North Central Association SCHOOL ACCREDITATION AND IMPROVEMENT - Partners on the Journey -


1
North Central Association SCHOOL
ACCREDITATIONAND IMPROVEMENT - Partners on the
Journey -
  • Archdiocese of Indianapolis
  • Dr. Ron Costello
  • Associate Director of Schools
  • Office of Catholic Education
  • rcostello_at_archindy.org
  • September 10, 2001

2
OVERVIEW
  • Context and What is Important
  • Understanding of P.L. 221- Data Driven
  • Consensogram Rubric
  • Accountability Systems
  • Accreditation Agencies
  • Improvement Planning Models
  • Partners
  • Assessment
  • Mandatory/State Tests
  • Measures of Improvement
  • Secondary Mobility/Special situations
  • Timeline
  • Reporting
  • Most important question?
  • Data Driven Schools
  • Questions
  • Conclude

3
We must do our best in the short term to protect
current students from the worst effects of a
given policy, but we we must also work to change
or eliminate that policy. Alfie Kohn, Fighting
the Tests A Practical Guide to Rescuing Our
Schools, Educational Leadership, January 2001
4
Standards Investment
Better Standards, Better Schools, 1999 Annual
Report, Achieve, Inc. Http//www.Achieve.Org
5
Consensogram Rubric
6
Most important question is -What is the purpose
of your school?
  • What do you expect students to know and be able
    to do by the time they leave the school?
    (Standards)
  • What do you expect students to know and be able
    to do at the end of each year? (Benchmarks)
  • How well will students be able to do what they
    want to do with the knowledge and skills they
    acquire by the time they leave school?
    (Performance)
  • Victoria Bernhardt, Data Analysis

7
Public Law 221 is an accountability system.
  • To determine if schools are meeting the state
    aims and goals for education
  • Local community and state are to assist schools
    in their efforts to meet the state goals

8
PL 221 accountability includes
  • Standards
  • Assessment
  • School Improvement Planning
  • Professional Development
  • Accreditation - remains a function of the state
  • Incentive and Assistance
  • Public Reporting
  • School improvement categories

9
National and Regional Accreditation Agencies
  • 1. North Central Association (NCA)
  • 2. Accrediting Association of Seventh-day
    Adventist Schools Colleges and Universities
    (AASDAS)
  • 3. American Association of Christian Schools
    (AACS)
  • 4. Association of Christian Schools
    International (ACSI)
  • 5. Christian Schools International (CSI)
  • 6. Independent Schools Association of the
    Central States (ISACS)
  • 7. International Christian Accrediting
    Association (ICAA)
  • 8. National Lutheran Schools Accreditation
    (NLSA)
  • DOE Memorandum, Mary Mickelson, 7/21/01

10
School Improvement Planning Models
  • 1. Indiana Title I Continuous School
    Improvement Process (SWP/TAS)
  • 2. Connecting Learning Assures Successful
    Students (C.L.A.S.S.)
  • 3. Effective Schools Strategic Planning for the
    21St Century/Phi Delta Kappa
  • 4. High Schools That Work/Southern Regional
    Educational Board (HSTW/SREBIInDOE)
  • 5. Indiana Essential Schools/InDOE
  • 6. Indiana Student Achievement Institute American
    SAl/various Indiana entities (InSAl)
  • 7. Journey to Learning Planning and Performance
    Program/Indiana University Center for Research on
    Learning and Technology
  • 8. Koalaty Kid/American Society for Quality (ASQ)
  • 9. Partners on the Journey/Archdiocese of
    Indianapolis
  • 10. Quality Learning/Langford International
  • 11. School Improvement--Focusing on Student
    Performance/National Study of School Evaluation
    (NSSE)
  • 12. The School Portfolio/Education for the
    FutureNictoria Bernhardt
  • 13. Standard-Bearer District-Wide Model/Center
    for Leadership in School Reform (CLSR)
  • DOE Memorandum, Mary Mickelson, 7/21/01

11
Partners on the Journey/Archdiocese of
Indianapolis
  • 72 Indiana Catholics Schools use the model
  • Model has been in existence for 4 years
  • Model addresses Partners Reference
  • CurriculumDescription/Location Section 1.48-1.49
  • AssessmentsTitles/Descriptions Section 1.49
  • Parent Participation Section 1.56
  • Technology as a Learning Tool Section 1.50
  • Safe/Discipline Learning Environment Section 1.55
  • Professional Developmentneeds assessment Section
    1.53
  • Attendance Rate Section 1.55
  • Graduation Rate (high schools only) Section 1.51
  • Areas of Immediate Improvement Section 1.51
  • Benchmarks for Progress Section 1.52
  • Professional Developmentcoordinated
    program Section 1.53
  • The sponsor (OCE)
  • Provides assistance with the process/plan
  • Reviews the written plan to assure required
    components are included
  • Monitors annual review and revision

12
Mandatory Annual Assessment
  • ISTEP English and mathematics at Grads 3, 6, 8,
    and 10
  • English and mathematics tests at Grades 4, 5, 7,
    and 9
  • ISTEP science tests and social studies tests,
    when implemented, at Grades 5, 7, and 9
  • Science and social studies tests at Grades 4, 6,
    and 8

13
State Provided Tests
  • Mandatory annual assessment tests in off-ISTEP
    grades
  • Early assessments in grades K-12, includes
    reading may be expanded to writing and
    mathematics
  • Core 40 end of course test

14
Secondary Indicators
  • May be used
  • (1) if annual test data do not provide an
    accurate picture of school improvement and
    performance
  • (2) to assure that school meets the needs of all
    students
  • (3) for public reporting and
  • (4) to determine assistance provided to school.

15
Mobility How is performance adjusted for this
factor?
  • Within corporation
  • Within school
  • Enrolled by a specific date and for certain
    number of days

16
Special situations
  • Schools with small "n" of students
  • Schools with one school

17
School Improvement Planning Process Common
Elements
  • 1. Three (3) years instead of the previous five
    years.
  • 2. Annual visits and/or contact from OCE
  • 3. Full day site visit with an exit report to
    all staff
  • 4. The site visits are for
  • (a) providing technical review
  • (b) assisting in designing/improving the school
    improvement plan
  • (c) collecting data about the degree of
    implementation
  • (d) verifying results.
  • 5. At least for 2001-2002, all schools will
    submit either their continued or new improvement
    plan for approval to
  • OCE by March 1, 2002
  • DOE by June 30, 2002
  • 6. Design and implementation of the performance
    review

18
The Process of Standards Linking
  • 11 Components of standards linking
  • Vision
  • Current State
  • Curriculum and Assessment Plan
  • School Decision
  • Resources
  • Professional Development Plan
  • Supervision and Evaluation
  • Student Profile
  • Comprehensive Assessment System
  • Reporting
  • Action Plan
  • Source The Center for Curriculum Renewal,
    1999

19
Measures of Improvement and Performance
20
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21
3rd Grade Essential Skills
22
3rd Grade English/Language ArtsStandard 6
Written English Language Conventions
  • Punctuation
  • Use commas in dates (August 15, 2001), locations
    (Fort Wayne, Indiana), and addresses (431 Coral
    Way, Miami, FL), and for items in a series
    (football, basketball, soccer, and tennis).
  • Capitalization
  • Capitalize correctly geographical names,
    holidays, historical periods, and special events
    (We always celebrate the Fourth of July by
    gathering at Mounds State Park in Anderson,
    Indiana.)
  • Indianas Academic Standards, Adopted Summer
    2000

23
Indiana 3rd Grade Mathematics Proficiency 10
Develop Spatial Sense
  • Students will
  • Divide a shape into smaller shapes (R)
  • Recognize and make shapes that can be created
    from a set of three simple shapes. (I)
  • Identify a variety of congruent figures. (R)
  • Draw figures congruent to a given figure. (R)
  • Construct and label three-dimensional objects.
    (I)
  • Indianas Academic Proficiencies

24
Indiana 3rd Grade Mathematics Standard 4
Geometry
  • Students describe and compare the attributes of
    plane and solid geometric shapes and use their
    understanding to show relationships and solve
    problems.
  • Identify quadrilaterals as four-sided shapes.
  • Example Which of these are quadrilaterals
    square, triangle, rectangle?
  • Identify right angles in shapes and objects and
    decide whether other angles are greater or less
    than a right angle.
  • Example Identify right angles in your classroom.
    Open the classroom door until it makes a right
    angle with one wall and explain what you are
    doing.
  • Identify, describe, and classify cube, sphere,
    prism, pyramid, cone, cylinder.
  • Example Describe the faces of a pyramid and
    identify its characteristics.
  • Identify common solid objects that are the parts
    needed to make a more complex solid object.
  • Example Describe and draw a house made from a
    prism and a pyramid.
  • Draw a shape that is congruent to another shape.
  • Example Draw a triangle that is congruent to a
    given triangle. You may use a ruler and pencil or
    the drawing program on a computer.
  • Indianas Academic Standards, Adopted Summer
    2000

25
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26
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27
Data Driven School Improvement Planning Four
Major Steps
Create the Basic Profile from which the School
Improvement Plan is built.
Data Analysis and Documenting Student Improvement
Designing the School Improvement Plan
Implementing the School Improvement Plan
28
Consensogram Rubric
29
References
  • Better Standards, Better Schools 1999 Annual
    Report Achieve, Inc., 1999
  • Bernhardt, Victoria L. Data Analysis for
    Comprehensive Schoolwide Improvement. Larchmont
    Eye on Education, 1998.
  • Bracey, Gerald W. and Michael A. Resnick.
    Raising the Bar. Alexandria NSBA Publication,
    1998
  • 3rd Grade English/Language Arts Standards.
    Indianapolis Indiana Department of Education,
    Summer 2000.
  • Kohn, Alfie. Fighting the Tests A Practical
    Guide to Rescuing Our Schools Phi Delta Kappan.
    January 2001 348-357.
  • Popham, James W. Why Standardized Tests Dont
    Measure Educational Quality Educational
    Leadership. March 1999 8-15.
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