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Georgia Department of Juvenile Justice

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Georgia Department of Juvenile Justice from Federal Compliance to Accreditation by the Southern Association of Colleges and Schools Learning Objectives Participants ... – PowerPoint PPT presentation

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Title: Georgia Department of Juvenile Justice


1
Georgia Department of Juvenile Justice
  • from Federal Compliance to Accreditation by the
    Southern Association of Colleges and Schools

2
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

3
Georgia Department of Juvenile Justice School
SystemHistorical Perspective
  • 1992 Created as Georgia's 181st School System
  • 1997 United States Department of Justice
    issues findings of non compliance
  • 1998 Georgia and US Dept of Justice enter into
    a Memorandum of Agreement
  • 1999 Plans for school improvement developed
    and implemented
  • 2000 Compliance reviews conducted by DOJ
  • 2003 DJJ Education Program found to be
    compliant in all areas and released from
    federal oversight
  • 2004 Accredited by the Southern Association of
    Colleges and Schools

4
DOJ Issues of Non complianceMajor Areas
  • Leadership
  • Educational policies
  • Curriculum
  • Class exclusion
  • Special education
  • Staffing
  • Staff training
  • Quality Assurance

5
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

6
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

7
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.

8
MOA Data Collection (findings) To get where
youre 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

9
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)

10
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 (SDU for
    teacher certification, online classes for
    special education teachers - TCP, curriculum
    training )
  • Develop an Evaluation System Quality Assurance
    (use of ACA, CEA, state DOE standards, federal
    IDEA standards)

11
MOA Evaluation / Quality Assurance what
gets evaluated, tends to get done
  • Student Evaluation ( Georgia Department of
    Education testing program, IEP reviews, GED
    exams, grades, vocational certificates)
  • 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 )

12
Basic Principles of SACS Accreditation and School
Improvement
  • Meet SACS Accreditation Standards
  • Engage in Continuous Improvement
  • Demonstrate Quality Assurance

13
SACS Meeting Accreditation Standards
  • Standards for Special Purpose Schools.
  • The school is expected to document and validate
    compliance with SACS Standards.

14
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 ?

15
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.

16
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.

17
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.

18
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.
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