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

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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

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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

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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
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Standards Investment
Better Standards, Better Schools, 1999 Annual
Report, Achieve, Inc. Http//www.Achieve.Org
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Consensogram Rubric
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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

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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

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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

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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

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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

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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

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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

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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

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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.

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Mobility How is performance adjusted for this
factor?

• Within corporation
• Within school
• Enrolled by a specific date and for certain
  number of days

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Special situations

• Schools with small "n" of students
• Schools with one school

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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

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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

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Measures of Improvement and Performance
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3rd Grade Essential Skills
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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

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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

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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

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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
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Consensogram Rubric
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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.