Download - 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
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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
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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
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DOJ Issues of Non complianceMajor Areas
Leadership Educational policies Curriculum Class exclusion Special education Staffing Staff training Quality Assurance
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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
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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
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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.
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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”
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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)
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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)
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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 )
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Basic Principles of SACS Accreditation and School Improvement
Meet SACS Accreditation Standards
Engage in Continuous Improvement
Demonstrate Quality Assurance
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SACS: Meeting Accreditation Standards
Standards for Special Purpose Schools.
The school is expected to document and validate compliance with SACS Standards.
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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 ?
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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.
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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.
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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.
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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.