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 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
  Georgia Department of Juvenile Justice School
  Historical 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
DOJ Issues of Non compliance
Major Areas

 Leadership
 Educational policies
 Curriculum
 Class exclusion
 Special education
 Staffing
 Staff training
 Quality Assurance

       MOA                      SACS

 Leadership              Governance Leadership
 Educational policies    Beliefs and Mission
 Curriculum              Curriculum
 Class exclusion         Resources
 Special education       Support Services
 Staffing                Instructional Design
 Staff training          Assessment
 Quality Assurance
    Planning Components

DJJ MOA Strategic Plan        SACS School Improvement
 Planning to Plan:
    commitment to school       Vision: What future the
    improvement                 school is pursuing

 Data Collection:             Profile: What is the current
    findings                    reality of the school
                                particularly related to
                                Student Performance
   Action Plan: key issues
                               Plan: What actions will the
 Implementation: ideas         school take to improve
    to action
                               Quality Assurance: status
 Evaluation: status            report
MOA: Planning to Plan:
     (commitment to school improvement)

 The Georgia Department of Juvenile Justice
  by the signing the Memorandum of
  Agreement committed to school
MOA: Data Collection
“ To get where you’re going, you need to know where you are”

Needs Assessment - MOA Citations
     classroom exclusion
     special education
     staff training
     quality assurance

Agency Profile: “consistently inconsistent”
 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)
MOA: Action Plan
       (key issues)

 Reduce Classroom Exclusion: establish a behavior
  management system (Alternative Education Placement Model -

 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)
    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 )
Basic Principles of SACS Accreditation and School

 Meet SACS Accreditation Standards

 Engage in Continuous Improvement

 Demonstrate Quality Assurance
SACS: Meeting Accreditation Standards

 Standards for Special Purpose Schools.

 The school is expected to document and validate
  compliance with SACS Standards.
  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 ?
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.
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.
SACS: Quality Standards

 A school demonstrates adherence to the
  standards by annually reviewing and reporting to
  the commission its status regarding the

 Provide evidence to a Peer Review Team once
  every five years to verify compliance with the
    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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