HIDOE/ACS WASC Accreditation School Improvement Project
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Orientation: Hawaii Elementary and Secondary VC Chairs
Accreditation/School Improvement Project
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Purpose of Project: To build a coordinated accreditation system integral to the school improvement process for ALL Hawaii DOE Public Schools K-12
Rationale: Accreditation of ALL Schools
Aligns to Strategic Plan 2011−2018
Supports one ongoing school improvement process
Aligns to Academic Plan
Aligns, systematizes and standardizes protocols and current practices to the ACS WASC Focus on Learning accreditation process
Streamlines planning and reporting
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HIDOE Strategic Plan 2011‒2018
Goal 1: Student Success
Goal 2: Staff Success
Goal 3: Successful Systems of Support
• Expand ACS WASC accreditation to all HIDOE schools to confirm achievements of school turnaround
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Academic Plan and Six Statewide Strategies
1. Academic Review Teams
2. Common Core State Standards
3. Formative Instruction/Data Teams
4. Comprehensive Student Support System (CSSS)
5. Educators and Effectiveness System
6. Induction and Mentoring
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Hawaii Strategic Plan ― Academic Plan
Six Priority Strategies
Academic Review Team
Common Core State Standards
Educator Effectiveness Systems
Formative Instruction/Data Teams
Induction and Mentoring
Comprehensive Student Support System
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7 ACS WASC ©2015
Self-Study Result: Alignment of findings to Academic Plan and HIDOE 2011-2018
Strategic Plan
HIDOE/ACS WASC Plan and Timeline for Phase-In
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New Elementary Schools (158)
Five-Year Phase-in for Accreditation
Elementary Full Visits: Spring
•2014‒2015 •2015‒2016 •2016‒2017 •2017‒2018 •2018‒2019
Note: Current accredited schools continue their normal accreditation cycles.
Sample Schedule for a Spring 2016 Visit
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Jan.-Feb. 2013: Orientation of All Elementary Schools/Complexes
Spring 2014: Initial Visits
Fall 2014: Part I Self-Study Training
Spring 2015: Part II Self-Study Training
Fall 2015: Part III Self-Study Training
Spring 2016: Full Visit/Refine Academic Plan
Ongoing School Improvement Cycle
ACS WASC FOL Accreditation Cycle of Quality
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Summary: Focus on Learning Self-Study Process Fall 2014, Spring 2015, and Fall 2015
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What currently exists?
How effective is it?
So What?
What is the ideal based upon…?
• Vision, Mission, General Learner Outcomes
• HIDOE/ACS WASC criteria and indicators
• Academic standards
What?
What and how will we modify?
What should be in the Academic Plan?
Now What?
Expectations of the Self-Study
1. Involvement /Collaboration in Self-Study
2. Clarification of School’s Vision/Mission and General Learner Outcomes
3. Analysis of Student Data and Achievement
4. Evaluation of Entire School Program and its Impact on Student Learning
5. Implementation and Monitoring of the Academic Plan
6. Facilitation by School Leadership of the HIDOE/ACS WASC School Improvement Process
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Self-Study Report Format
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Chapter IV: Self-Study Findings
based on HIDOE/ACS WASC
Criteria
Chapter III: Summary of Profile Data and Progress
Chapter II: Progress Report
Chapter I: Student/Community
Profile with Supporting Data and
Findings
Chapter V: Academic Plan for the following year
Appendices
© ACS WASC
A. Organization: Vision and Mission, GLOs; Governance; Leadership; Staff; and Resources
B. Standards-based Student Learning: Curriculum
C. Standards-based Student Learning: Instruction
D. Standards-based Student Learning: Assessment and Accountability
E. School Culture and Quality Support for Student Personal & Academic Growth
ACS WASC/HIDOE Criteria Categories
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Chapter I
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School Description and Accreditation
History
Demographic, Achievement and Perception Data
Findings
General Learner Outcomes
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Findings from our data:
What does the data tell us?
(Using SSIR, ARCH, LDS,
Strive HI, etc.)
2013©ACS-WASC
Who are the students? How are the students doing?
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What does the data tell us?
Not tell us?
What questions do the data raise?
Task 2: Summarize progress since previous full self-study. NEW ELEMENTARY SCHOOLS summarize progress on Academic Plan.
Product: Chapter II: Progress since last self-study or progress on the Academic Plan only for new elementary schools
HIDOE/ACS WASC Tasks
Chapter III: Conclusions
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Implications of the profile and progress data
Questions for study in Chapter IV
Student Learning Needs correlated to General Learner Outcomes
Chapter IV
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Process
Leadership
Team
Home Groups
Focus Groups
Professional knowledge Data Observations Surveys/interviews Student work Documents
Analytical response to criteria
Evidence
Strengths
Key areas for follow-up
Product
Self-Study Process: The “So What” Question? What currently exists? How effective?
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Conclusions Within the Five Criteria Categories
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Prompt: Comment on the degree to which this criterion is being addressed.
Prompt: Comment on the degree to which this criterion impacts the
school’s ability to address one or more of the identified student learning
needs.
Consider responding to these ONLY ONCE per criteria category rather than for each
criterion within the criteria.
Task 5: Revise the Academic Plan. Establish an ongoing follow-up process.
Product: Chapter V: Academic Plan and Description of Follow-up Process
HIDOE/WASC Tasks
Academic Plan
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Academic Plan Format
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1. Reflect: Summary of progress on implementing all six priority strategies/other Complex-wide or School strategies and meeting key performance targets in prior year of Academic Plan
• Academic Review Team (ART)
• Common Core
• Comprehensive Student Support System (CSSS)
• Formative Instruction Data Teams
• Educator Effectiveness Systems
• Induction and Mentoring
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Academic Plan Format
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2. Organize:
• Identify Academic Review Team
• Assign specific strategies or activities to oversee
• Set cycle for ART to monitor implementation quality
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Academic Plan Format
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Goal 1 Student Success: • Strategy I: Common Core
• Strategy 2: CSSS
• Strategy 3: Formative Instruction/Data Teams’ Process
• Optional Additional Strategies
Goal 2 Staff Success: • Strategy 4: Educator Effectiveness Systems
• Strategy 5: Induction and Mentoring
• Optional Additional Strategies
Goal 3 Successful Systems of Support • Optional Strategies to Improve Student Achievement and Reduce
Achievement Gaps
• Data Driven Rationale for Additional Priorities
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Academic Plan Format (cont.)
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For each strategy: Planning Components
• Desired Outcome for this Strategy:
• Enabling Activities
• Name of lead responsible for reporting during ART process
• Target Population(s)
• Source of Funds
• Evidence of Progress (leading indicators to monitor against during ART routine to show progress)
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Sample of Planning Components
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• Desired Outcome: At the end of 2014-2015, all classroom teachers will implement CSSS thematic units that include differentiated instruction and assessment.
• Enabling Activity: Implement and refine student self-assessment practices in selected content areas
• Lead: Curriculum Coordinator
• Target Population: All Students
• Funding: WSF 2014 ©ACS WASC
Sample of Planning Components
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• Evidence of Progress:
Monitored Quarterly: 100% of teachers will participate in classroom observation protocols focusing on:
• Visible learning targets
• Co-constructed rubrics/criteria
• Checklists
• Student goal setting
• Student reflections.
2014 ©ACS WASC
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The Visit by Fellow Educators: Purpose
Based on HIDOE/ACS WASC criteria, school’s vision, mission and General Learner Outcomes and self-study, the Visiting Committee (VC) provides insight about student learning and school program
Validates school program
Celebrates school strengths
Provides recommendations on growth areas
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The Visit
Visiting Committee chair/members; team size based on school size
Visiting Committee chair provides pre-visit support and coaching
Visit will be 3- or 3-½ days for each elementary school
The Visiting Committee Report is based on:
Self-Study
Findings during visit
HIDOE/ACS WASC criteria
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Important Aspects of Visit
Principal and Self-Study Coordinator
Regular communication.
Schoolwide Focus Groups and Leadership Team
Allow time for extensive dialogue that includes examination of evidence used to determine growth areas by the stakeholders.
Subject Area and Support Staff
Understand their information and evidence that led support to the schoolwide findings.
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Schedule
Middle and High Schools (3-½ days)
Monday noon–Thursday
Elementary Schools (3- or 3-½ days)
Monday–Wednesday
Wednesday–Friday
Monday noon–Thursday
Tuesday noon–Friday
Schedule/Activities (3-½ days for middle and high schools, 3-½ or 3-days for elementary schools)
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Daily feedback meetings between Visiting Committee members and school leaders
Classroom/campus observations
Informal interviews
Meetings with Focus Groups and others
Daily meeting of VC Chair and principal
VC report editing/reviewing
Schedule for the Visit and Key Groups
Important to understand school organization for self-study — keeping to concept of total involvement (may vary from suggested at our encouragement)
Wednesday Schedule at Schools
Focus Groups (5 groups ― suggested time may be less than 1-½ hour, depending on area, e.g., 1 hour)
Daily Leadership Team meetings
Do more work prior with team (Skype or use our Webinar System)
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Schedule: Key Groups ― May Vary
School Community Council
Representative Data Teams
Grade level clusters
Student Support
Five Focus Groups
Academic Review Team (should be part of Leadership Team)
May have separate data coaches
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© ACS WASC
Chapter I: Summary of Most Critical Information from Student/Community Profile, including excerpts on Student Achievement Data (e.g., Strive-Hi Data)
Chapter II: Analytical Comments on School’s Progress based on Critical Areas for Follow-up embedded into Schoolwide Action Plan and Changes since last Self-Study and/or Initial Visit
Visiting Committee Report
© ACS WASC
Chapter III: Comments on School’s Self-Study Process based on the expectations of Self-Study
Chapter IV: Analytical Summary of What Currently Exists and Impact on Student Learning
Chapter V: Comments on Schoolwide Action Plan and School Improvement
Visiting Committee Report
Sample
VC Analytical Comments by Indicator
• A5. Leadership and Staff Criterion To what extent are leadership and staff involved in ongoing
research or data-based correlated professional development that focuses on identified student learning needs?
Measurable Effect of Professional Development (one of indicators)
The school’s survey found that teachers believe that their quality teaching strategies are addressing the needs of all learners. However, at this time, analysis of student performance data is inconclusive about the degree to which these strategies have improved achievement.
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VC Schoolwide Critical Areas for Follow-Up
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Support those areas already identified by the school in the Action Plan sections
Strengthen those identified areas in the Action Plan sections
Address additional areas identified by the Visiting Committee
VC Report: Critical Areas for Follow-up CLARITY
Prepare a matrix of key issues from all the criteria categories. This will assist the VC Committee in forming the concrete and specific critical area for follow-up.
Reminder: Include the “Who”, “What” and “Why”
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Visit: Preparation and Follow-up
• School sends self-study report electronically to Visiting Committee (VC) chair/members and ACS WASC 6 weeks prior to visit (www.acswasc.org)
• School shares drafts and collaboratively develops schedule with VC chair
• VC chair works with principal and self-study coordinator(s) on details such as work room needs, meeting room, technical support, logistics, etc. (Separate communication to principal on lodging arrangements, if applicable)
• After visit, school sends updated Academic Plan to ACS WASC (reminder will be sent)
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Accreditation Status Factors: VC Recommendation and Commission Action
To what extent is the school demonstrating quality student achievement/improvement?
1. Meeting the HIDOE/ACS WASC criteria and indicators
2. Clear vision, mission, and General Learner Outcomes
3. Quality processes to analyze student achievement
4. Action plan aligned to areas of greatest need
5. Capacity to implement/monitor action plan
6. Use of prior accreditation findings
7. Involvement and collaboration of all
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Accreditation Status
Six-Year Accreditation Status
‒ Progress report at mid-cycle
‒ Progress and one-day visit at mid-cycle
‒ Progress Report and two-day visit at mid- cycle
One- or Two-Year Probationary Status with an in-depth progress report and a two-day visit
Accreditation Status Withheld
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Accreditation Status Timeline
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Follow-up After the Visit
The school staff
• Refines the Academic Plan
• Includes recommendations from the Visiting Committee
• Submits copy of Academic Plan to ACS WASC
• Annually reviews progress on Action Plan based on General Learner Outcomes ― Global Competencies
• Revises Academic Plan annually
• Quarterly progress monitoring with the Academic Review Team
• Mid-cycle progress report to ACS WASC
• May have mid-cycle visit from ACS WASC and other special visits
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HIDOE/ACS WASC Desired Results
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Ongoing improved student achievement and school improvement through…
• A culture that values and takes responsibility
• Common understanding and commitment
• Active involvement
Logistics
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Booking flight
Lodging
Car rental
Oahu visits
Other island visits
Expenses for team
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