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 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

DOJ Issues of Non complianceMajor Areas

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

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

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

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.

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”

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 -

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)

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 Improvement

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 standards.

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

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.