Mississippi Department of Education

Office Of AccreditationSuperintendent and

Administrator Training

Accountability Standards State Laws Federal Laws State Board of Education

Policies Commission on School

Accreditation Standards

Major Functions To continuously monitor and report

compliance with accreditation standards [See MS Code 37-17-6(5) and Accreditation Policy 4.0]

To implement the State Accountability System and Performance-Based Accreditation Model for: 152 Public School Districts 4 SBE Governed Schools 75 Nonpublic and State Agency Schools

Major Duties Serve as Staff for the Commission on

School Accreditation Publish Regulations: Mississippi Public

School Accountability Standards Monitor Compliance with Accreditation

Standards and Report to the Commission and SBE

Provide Technical Assistance to board members, administrators, teachers, parents, students, legislators, and general public

Other Duties Conduct On-Site Evaluations Investigate Formal Complaints Filed

Against a School District Analyze Annual Reports: Personnel

Data and Summer School Programs Implement the Accreditation Process

for 75 Participating Nonpublic Schools Provide Training/Technical Assistance

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

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

History of Accreditation 1896-1980 1982-Present

The Education Reform Act of 1982 (Governor Winter)

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 Performance

Classifications for Individual Schools: Levels 1-5

Conduct Hearings Concerning Accreditation Controversies

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.

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 district’s accreditation status.

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 district’s web site in a printable format. The public notice shall include information on the report’s availability on the district’s 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).

Accreditation Statuses Policy 2.3 Accredited=100% Compliance Advised=1st Year of Verified

Noncompliance Probation=Continued Noncompliance

(Advised Status the Previous Year) Withdrawn=Continued Noncompliance;

Probation the Previous Year; Conservatorship

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.)

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.

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).

Policy 3.3 Performance Classifications

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

Policy 3.4Schools At Risk

Previously known as Priority Schools Designation:

Does not meet its growth expectation and has percentage of students functioning below grade level

Is designated as Failing School; Is designated as At-Risk of

Failing for two (2) consecutive years

Policy 3.4Schools-at-Risk

3.4.3=Evaluation Teams 3.4.4=School Improvement Plan 3.4.5=Professional Development

Plan for Educators Teachers and Principals Superintendents and Administrators School Board Members

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.

Why Is The Accuracy of Data So Important?

Mississippi Report Card Superintendent’s Annual Report Legislative Reports MAEP Funding National Statistical Reports

National Center for Education and Statistics

National Education Association

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.

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.

Process Standards 1-37 Staffing Training and

Qualifications Licensed

Professional Staff Financial

Accountability Student Records

Instructional Time Graduation State and Federal

Programs Instructional

Management System

Safe and Orderly Schools

School Board Members

Standard 1. School board members complete required basic and continuing education programs in order to effectively perform their duties in the manner prescribed by law. {MS Code 25-41-1 et. Al; 25-61-1 through 17;p 37-6-7, 9, 11, and 15; and 37-7-306(1-4)}

School Board Policies Standard 2. School board policies that

comply with state and federal statutes, rules, and regulations serve as basis of operation for the district, and current copies of school board policies are published and available for public review. {MS Code 25-41-7; 25-61-1 through 17; 37-9-1 through 75; 37-9-101 through 113; 37-7-301 (p)(w); and Federal Civil Rights Act of 1964}

Role of the School Board Set Policy and Assess the Results Board members may not act as

individual members; board members only have authority to act during a formal, legal board meeting.

When there is confusion between policy and administrative duties, boards can become involved in the administrative role and in micro management

Approved School Board Policies Job Descriptions and Salary Scales

Role of Administrators Superintendent, Principals and

other Administrative Staff Implement the policies approved by

the board Policies are used as the basis for day

to day operation of the schools

Superintendent Standard 3. The school board

assigns all executive and administrative duties to the superintendent, who is properly licensed and chosen in the manner prescribed by law. {MS Code 37-6-3(3-4); 37-9-7, 13, 14; 37-61-9; and 37-151-5(h)}

Principal Standard 4. The district employs

an appropriately licensed full-time principal at each school. {MS Code 37-9-7, 37-9-15, and 37-19-1)}*The principal may not have any other

duties assigned: study halls, coaching, director of athletics, director of curriculum, bus driver, etc.

Licensed Librarian Standard 5. The school district employs

in each school a licensed librarian or media specialist who devotes no more than one-fourth of the workday to library/media administrative activities. {MS Code 37-17-6(3) (a-e)} 5.1 Enrollment of 499 or less=half-time 5.2 Enrollment of 500 or more=full time Note: May not keep study hall or teach

regular education classes if required to be full-time.

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.

Guidance Counselor No individual shall be employed as a

school guidance counselor without a minimum of a Master’s 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}

Elementary Schools6.2 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.

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}

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.

5% FTE Out-of-Field8.1 With the exception of academic core subjects,

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

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)

Assistant Principal8.3 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.

180 Teaching Days19. 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.)

Teaching Day19.2 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.)

Instructional Time

19.3 The school district must ensure that during the academic school year a minimum of 140 hours of instruction is provided for each Carnegie unit of credit offered and 70 hours of instruction for each ½ unit offered, except for accelerated learning programs and remedial instructional programs that are proficiency based.

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

60% Days19.4 No more than two of the 180

days may be 60% days, unless the district is utilizing an Early Release schedule provided there are at least 198 minutes of actual instruction or testing, and the remainder of each day is used for professional development or other activities related to instruction. {MS Code 37-151-5(j)

Preparation for Graduation Ceremonies19.5 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.)

Summer School/ESY

19.6 The summer school/extended year program meets all applicable requirements of the regular school program. {MS Code 37-3-49}

Report All Programs 2006 = 3rd Year of Submission Process Still Under Construction

Extended Year 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.

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.

Reporting Summer Programs

All districts are required to report Summer School Programs according to the timelines established by the Office of Accreditation and the Office of Management Information Systems.

Planning Time30. Each classroom teacher, excluding

vocational teachers whose class periods exceed 50 minutes, has an unencumbered period of time during the teaching day to be used for individual or departmentalized planning.

Make sure all “teachers” have a planning period assigned.

A teacher may not “give up” the planning period; the district may offer an extended day contract.

Planning Time/Secondary

30.1 If the school utilizes a traditional six-period or seven-period day schedule, the instructional planning time provided for secondary teachers is a minimum of 225 minutes per week, exclusive of lunch period. If the school utilizes any form of a modular/block schedule, the instructional planning time provided is a minimum of either 225 minutes per week or an average of 225 minutes per week per instructional cycle, exclusive of lunch period.

Elementary Planning

30.2 Instructional planning time for the elementary school teacher is no less than 150 minutes per week, exclusive of lunch period.

Average of 30 minutes per day, but not required to be scheduled daily.

Course Preparations31. 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.

Secondary Curriculum32. The basic curriculum of each high

school consists of required and approved courses that generate at least 33 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.

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.

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) Level 4 and 5 schools are exempt.

34.3 Self-contained grades 5 – 8 = 30 to 1

Teacher-Pupil Ratios 34.4 Departmentalized academic

core classes serving grades 5–12 = 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

Level 4 and 5 schools are exempt.

School Performance Standards

Growth Expectation: established by testing students annually and using a psychometrically approved formula, by tracking their progress

Percentage of Students Proficient in Each School: proficiency developed for each grade, based on a range of performance in relation to content in the MS Curriculum Frameworks

School Performance Model The Achievement Model: 5

Levels of Achievement

The Growth Model: 3 Levels of Annual Growth Exceeded Growth Expectation Met Growth Expectation Did Not Meet Growth Expectation

Mississippi Statewide Accountability System

Federal Requirements: No Child Left Behind (page 28)

Conceptual Framework (page 29)

Appendix A Graduation Requirements for a

Standard High School Diploma Local Districts may establish

additional requirements

Appendix A-1 Entering 9th graders for 2004-2005 Minimum of 20 Carnegie Units

Appendix A-2 Entering 9th graders for 2005-2006 Minimum of 21 Carnegie Units

Appendix A-3 Entering 9th graders for 2008-2009 Minimum of 24 Carnegie Units Opt out option

Appendix B Required courses in the curriculum

of each secondary school for grades 9-12

Effective Beginning School Year 2005-2006: 33 total units required

Appendix B-2 Effective Beginning School Year

2007-2008: 33 ½ total units required

Appendix C

IHL Admission Requirements

15½ Carnegie Units as Specified

Appendix F

Requirements of the Mississippi

Statewide Assessment System

Personnel Reporting

Selecting An Appropriate Work Area/Course CodeThe work area code must reflect the

actual duties performed. To determine which work area code best

describes the position, review the job description and actual duties performed.

Lead Teacher: Provides instructional support and assistance to teachers. If supervisory or administrative duties are included, use the assistant principal code.

Title I Paraprofessionals For the purposes of Title I, Part A, a

paraprofessional is an employee of an LEA who provides instructional support in a program supported with Title I, Part A funds.

Because paraprofessionals provide instructional support, they should not be providing planned direct instruction, or introducing to students new skills, concepts, or academic content.

Coach of Athletics Code 601003- Coach of Athletics Requires a valid license Code 801010- Coach Assistant Must work under the supervision of a

licensed athletic team coachStudents 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.

Tutors Code 851004 – In-School Tutorial May code “AS” for After School Requires valid license Provide direct instruction to

students Aides must be supervised directly

by licensed teacher

Home School Liaison 551023 Home School Liaison. This position

requires a licensed professional to coordinate parental involvement and other activities relating to parents and students. A Valid License Is Required.

751050 Home School Liaison Aide. This is a non-licensed paraprofessional who assists the Home School Liaison. The aide may not perform the duties of the licensed professional.

Note: For purposes of Liability issues, all aides and assistants must be directly supervised by licensed professional staff.

Positive Behavior Specialist Endorsement = MDE Approved Only;

Contact the Office of Special Education

Job Description: Must hold a valid, professional license (MDE or Other State Agency: teacher, counselor, psychologist, etc.) and requires specialized training and experience in behavior management and positive behavior interventions in the educational setting for students.

“NONE” DOES NOT MEAN NOTHING IS REQUIREDWhen the Endorsement Code is listed as

NONE, check the description to see if any other specific qualifications are required.

Social Worker = Must be a licensed professional Social Worker.

Nurse = Must be a registered nurse or licensed practical nurse.

Barksdale Tutor = Must complete BRI training; see SBE approved BRI job descriptions for qualifications.

All Endorsement Codes Are Grade Specific

All Endorsements are grade specific; all endorsements listed may not apply based on the grade levels served.

For Example: 116 endorsement = grades K – 3 117 endorsement = grades 4 – 8 115 endorsement = grades 1 – 9

Reminders To Avoid Problems

Report each group of students served.

Each new group of students is a new period.

Reporting all students served during the day in a course such as Reading will result in an error message on the accreditation edit report.

Reminders Do not use the Day Care Aide code to

report Pre-kindergarten teachers. Zero (0) SPED students will result in an

error message: cannot perform endorsement check.

Verify the Schedule Type for Each Period on The Schedule: N6, 4x4, A/B, etc.

For a Split Block period, use the MV code for Modified Version.

Study Hall (801002). A period of the instructional day when students have supervised study. Do not use this code for any other purpose.

Prorating Salaries Paid from Federal Grants. The school district must maintain sufficient documentation (time sheets) to verify the time spent on prorated job responsibilities.

Reminders

Reminders Special Grants Coordinator

(801040) Currently under review to identify

funding sources and assigned duties in order to determine qualifications.

Instructional staff must be licensed to teach.

Supervisory/administrative staff must be a licensed administrator.

Review of Changes JROTC Instructors

Endorsement Required = 499 See page 10 of the Educator

Licensure Manual for changes approved in 2001

May not be used to teach any other course and may not be counted in the 5% out of field

RAMP-UP PROGRAM Paired with Algebra I and English II

classes to provide an additional class period of instruction to prepare for the Subject Area Tests

Use one of the Compensatory Course Codes to report Compensatory Reading I and II Compensatory Writing I and II Compensatory Math

Dual Enrollment/Dual Credit

Last year: Added new list of Course Codes for students who are approved for dual enrollment in IHL/CC

The district must have an approved Articulation Agreement with IHL/CC for enrollment and dual credit

New Codes for Federal Programs and Grants

Even Start: Early Childhood Programs

Literacy Coach (Reading First) 21st Century Grant

Community Specialist Site Coordinator

New Codes for Federal Programs and Grants Parent Center

Director/Coordinator Parent Center Aide Grant Writer/Coordinator Attendance Counselor—must

have a valid license (See 751014 for Pupil Accounting and student attendance records.)

Reporting Issues

Select an appropriate work area code based on the duties assigned

After School Programs Extended Day/Year Programs AmeriCorps

WHAT’S NEW FOR 2007-2008?

Access to Edit Reports All review of compliance will be

done electronically via MSIS. The Office of Accreditation will

send a memo to the district superintendent and MSIS coordinator reminding them to check the edit reports and make necessary corrections.

Accreditation Edit Reports In October (after submission of first

month data), the Accreditation Edit Reports will be open to the school districts to run error edit checks. to verify the accuracy of the data to identify reporting errors and any

possible accreditation issues to correct any inaccurate data prior to

the “Snap Shot” used to compile annual data reports

TO RUN EDIT REPORTS ON “LIVE” DATA

Go to Reports Personnel Data Accreditation

The Accreditation Edit addresses most standards, including some overloads.

The Class Overloads Edit only addresses enrollment in grades 1-4 (STD 34.2).

The Required Courses Edit outlines the required 33 units in each high school (STD 32 and Appendix B).

Personnel Snap Shot EditsGo to Reports Personnel Snap Shot

Accreditation Accreditation Edit addresses most

standards, including overloads Class Overloads Edit only addresses

enrollment in grades 1-4 (STD 34.2) Required Courses Edit outlines the

required 33 units in each high school (STD 32 and Appendix B)

VERIFICATION OF DATAEdit Reports

Prior to the “Snap Shot” there will be three opportunities to review the accuracy of the data reported and make revisions:

October (after submission of 1st month data)

November (after submission of 2nd month data)

December (after submission of 3rd month data)

DATA REPORTS SNAP SHOT: After submission of data

in December, the personnel data report will be archived.

January-February. The Annual Personnel/Accreditation Edit Report will be reviewed and analyzed.

Staff will telephone school districts regarding possible deficiencies.

Corrections may be entered and verified via live reports.

MSIS Notification of Possible Deficiencies

The MSIS coordinator will notify the district superintendent of any possible deficiencies identified on the edit reports.

Upon request, the school district must provide documentation necessary to validate compliance with accreditation requirements.

The district will have at least 30 days to respond in writing or submit documentation verifying compliance.

Verified Deficiencies Failure to respond may result in a

deficiency. Any information submitted by a school

district may be verified through on-site visits.

Verified deficiencies will go on the district’s Accreditation Record Summary.

All deficiencies on record must be cleared or the district’s accreditation status may be downgraded in September.

Any Questions

Contact the staff of the Office

of Accreditation at (601) 359-3764