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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