AdvancED Systems Accreditation
AdvancED Kentucky Office
Summer, 2012
© 2012 AdvancED
SESSION GOALS
• Develop working knowledge of the expectations
and requirements of the 2012 accreditation
process and standards for schools/systems
• Understand the role leaders play in the Internal
Review process for schools/system
• Recognize and connect improvement activities
and accreditation activities for schools/systems
• Understand the role ASSIST plays in
improvement planning and accreditation
Accreditation: 2012-2013 and Beyond
Beyond
Internal Review
External Review
Accredited
School and
District
© 2012 AdvancED
Accreditation: 2012-2013 and Beyond
© 2012 AdvancED
The New Protocol
The new protocol is a performance-based model
that employs diagnostic tools for systems to:
– Conduct Internal Reviews focused on evaluating
performance related to
• Research-based Standards and Indicators
• Student Achievement
• Stakeholder Feedback
Honest, credible self-evaluation is extremely valuable to
the institution and to AdvancED.
© 2012 AdvancED
Accreditation
System Leadership
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Direction and Focus
Systemic Coordination
Systematic Processes
Monitoring Procedures
Feedback and Assistance
Appropriate Allocation of Resources
Support and Encouragement
© 2012 AdvancED
System Expectations
• Meet AdvancED Accreditation Standards for Quality Systems
• Implement a continuous improvement process
• Conduct Internal Review
• Executive Summary
• Standards Self Assessment
• Stakeholder Feedback Diagnostic (School Level)
• Student Performance Diagnostic
• Improvement Plan
• Assurances
• Host External Review
• Respond to Required Actions
© 2012 AdvancED
School Expectations
 Schools engage in the elements of internal review
– School specific data, understanding, and perceptions
provide knowledge to inform action
– Process facilitates a culture of collaboration and
community
 System employs aggregated school information to
guide leadership and determine support
– System-wide and differentiated
 Schools impact system’s required actions
© 2012AdvancED
School Systems Accreditation
School 1
Executive Summary
Self-Assessment
Assurances
Student Performance
Improvement Plan
Surveys
School 2
Executive Summary
Self-Assessment
Assurances
Student Performance
Improvement Plan
Surveys
System
Executive Summary
System Self-Assessment
System Assurances
System Student Performance
System Improvement Plan
School Surveys
© 2012 AdvancED
School 3
Executive Summary
Self-Assessment
Assurances
Student Performance
Improvement Plan
Surveys
New Standards and Process Phase-in
Documentation
Spring
2013
Required
2013-14
Demographics
Fall
2012
Required
Executive Summary
Required
Required
Required
Self Assessment
Required
Required
Required
Stakeholder Surveys
Optional* Required* Required
Student Performance
Optional* Required* Required
Goals/Improvement Plan
Required
Required
Required
Assurances
Required
Required
Required
* Does not count toward accreditation status until 2013-2014
© 2012 AdvancED
Required
Activity: Internal Review
What is the purpose of the
Internal Review?
© 2010 AdvancED
Power and Purpose of Internal Review
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Examines organizational effectiveness
Analyzes student performance
Engages stakeholders in deliberate reflection
Promotes deep and collective understanding
of practices, processes and impact
 Involves stakeholders in the continuous
improvement of the school
© 2012 AdvancED
Power and Purpose of Internal Review
 Provides a framework for rich dialogue and
important discussion
 Produces valid evidence to inform and guide
action
 Positions system to strategically improve
 Provides context and information to the
External Review Team
© 2012 AdvancED
Power of Internal Review
Diagnostics
–Executive Summary
–Standards Self Assessment
–Stakeholder Feedback
–Student Performance
Collect, Select, Reflect
© 2012 AdvancED
New Protocol: Characteristics of Evidence
– If the quality of evidence is poor,
it provides little value to the
accreditation process
 Results Matter
Quality
 Quality Matters
Results
– High performance and improving performance
results are critical factors for an institution’s
success.
– The new protocol is a performance-based system
© 2012 AdvancED
© 2012 AdvancED
Demographics
Demographics
© 2012 AdvancED
Demographics
 Contact information is critical
 School personnel update school
demographics
 System personnel:
– Update district demographics
– Ensure school demographics have
been updated
© 2012 AdvancED
Executive Summary
Executive Summary
© 2012 AdvancED
Executive Summary
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“Tells the Story”
Description of School System
System’s Purpose
Achievements and Notable Improvements
Additional Information
© 2012 AdvancED
Executive Summary
Question 1. Describe the system’s/school's size,
community/communities, location, and changes
it has experienced in the last three years.
Include demographic information about the
students, staff, and community at large. What
unique features and challenges are associated
with the community/communities the
system/school serves?
© 2012 AdvancED
Executive Summary
 Question 2. Provide the system’s/school's
purpose statement and ancillary content such
as mission, vision, values, and/or beliefs.
Describe how the system/school embodies its
purpose through its program offerings and
expectations for students.
Executive Summary
 Question 3. Describe the system’s/school's
notable achievements and areas of
improvement in the last three years.
Additionally, describe areas for improvement
that the system/school is striving to achieve in
the next three years.
Executive Summary
 Question 4. Provide any additional
information you would like to share with the
public and community that were not
prompted in the previous sections.
Standards and Self-Assessment
© 2012 AdvancED
AdvancED Standards for Quality Schools
© 2012 AdvancED
Standards
1. Standard Statements (5)*
2. Indicators (35)
– Focus of internal review
– Rated individually
– Contain multiple concepts
3. Evidence (multiple sources)
4. Performance Rubrics
*Schools with Pre-K grades will use
– Four levels
Early Learning Standard 4
in addition to the
5 school standards
– No longer labeled
© 2012 AdvancED
Themes
Equity
Stakeholder
Involvement
Collaboration
Quality
Standards
Student
Engagement
Continuous
Improvement
Systems
Alignment
© 2012 AdvancED
Personalization
Activity: Standard Themes
1. Reflect on the meaning of your
assigned theme
2. Find and name as many indicators
as you can that address this theme
Use the Workbook!
Standards Self Assessment*
Standards – statements of quality
–Rate indicators – descriptive targets
• Determine performance level (4 point scale)
• Identify supporting evidence
–Write a short standard narrative
Describe process used to gather and
analyze data!
* Workbooks
© 2012 AdvancED
3.1 The system’s curriculum provides equitable and challenging learning experiences that ensure all
students have sufficient opportunities to develop learning, thinking, and life skills that lead to
success at the next level.
Performance Level
Level 4
Curriculum and learning experiences in each course/class provide all
students with challenging and equitable opportunities to develop
learning skills, thinking skills, and life skills that align with the school’s
purpose. Evidence clearly indicates curriculum and learning experiences
prepare students for success at the next level. Like courses/classes have
the same high learning expectations. Learning activities are
individualized for each student in a way that supports achievement of
expectations.
Level 3
Curriculum and learning experiences in each course/class
provide all students with challenging and equitable
opportunities to develop learning skills, thinking skills, and life
skills. There is some evidence to indicate curriculum and
learning experiences prepare students for success at the next
level. Like courses/classes have equivalent learning expectations.
Some learning activities are individualized for each student in a
way that supports achievement of expectations.
© 2012 AdvancED
Activity:
Discussion
 What does a level 4 look like in a system/school?
What conditions, practices, policies, etc. would you
expect to see?
 What type of evidence would you look for?
 What’s the difference between a level 3 and level 4?
Use the Workbook
© 2012 AdvancED
3.1 The system’s curriculum provides equitable and challenging learning experiences that ensure all
students have sufficient opportunities to develop learning, thinking, and life skills that lead to
success at the next level.
Performance Level
Level 4
Curriculum and learning experiences in each course/class provide all
students with challenging and equitable opportunities to develop
learning skills, thinking skills, and life skills that align with the school’s
purpose. Evidence clearly indicates curriculum and learning experiences
prepare students for success at the next level. Like courses/classes have
the same high learning expectations. Learning activities are
individualized for each student in a way that supports achievement of
expectations.
Level 3
Curriculum and learning experiences in each course/class provide all
students with challenging and equitable opportunities to develop
learning skills, thinking skills, and life skills. There is some evidence to
indicate curriculum and learning experiences prepare students for
success at the next level. Like courses/classes have equivalent learning
expectations. Some learning activities are individualized for each
student in a way that supports achievement of expectations.
© 2012 AdvancED
Indicators to Examine
Standard
Indicator
1. Purpose and Direction
2. Governance and Leadership
1.2
2.2, 2.4
3. Teaching and Assessing for
3.3, 3.5, 3.6, 3.7, 3.9, 3.10
Learning
4. Resources and Support
4.7
Systems
5. Using Results for Continuous 5.3, 5.4
Improvement
© 2011 AdvancED
38
Standards & Indicators Activity
Identify one indicator from the “Indicators to
Examine” slide. Read the indicator and “4”
performance level. Prepare to respond to these
questions:
• How would you re-phrase or explain the meaning of
this indicator to a colleague?
• Does this indicator align to any of the “recurring
themes?”
• If possible, rate your system/school on this
indicator.
Self Assessment
• How will leaders establish a “diagnostic
environment” and ensure the integrity of the
process?
– Using data to support ratings
– Understanding the meaning and intent of the standards
and indicators
– Engaging stakeholders appropriately in the process
– Commitment to improvement in student performance and
institutional effectiveness
Stakeholder Feedback Surveys
Stakeholder Feedback
Stakeholder Feedback Surveys
 Engage all stakeholders
 Administered to Parents, Students and Staff
– Ideally system managed administration to all schools
 Are valid and reliable - tied to research
 Items aligned with standard indicators
 Administered prior to the External Review
– available anytime for periodic diagnosis
Informs improvement
© 2012 AdvancED
Stakeholder Feedback Diagnostic
 Process of administration is important
– How and who
 Responses and response rate are significant
 Worksheet (School)
– Input aggregate scores - 5 point scale
– Report number of responses - reliability
– Performance level computed as data is entered
 Analyze results for areas of satisfaction and
improvement
© 2012 AdvancED
Stakeholder Feedback Diagnostic
© 2012 AdvancED
Stakeholder Feedback Diagnostic
Minimum Response Rates:
• parent survey: less than 20%
• student survey(s): less than 40%
• staff survey: less than 60%.
© 2012 AdvancED
Student Performance
Student Performance Results
Student Performance
 Incorporates test results into accreditation
 Involves multiple summative assessments including state
accountability assessments
 School/system score derived from a collection of test
results
 Scope of performance is cross curricular
 Status and improvement are documented
– Level of performance and quality of instruction
 Quality of the assessments and results are analyzed and
used to inform improvement
© 2012 AdvancED
Student Performance Results
 Summative Data Collection
– Simple process to record student performance in
multiple areas
 Analyze Quality and Results of Assessments
– Three four-level scales:
• Quality and Reliability
• Alignment to Curriculum
• Disaggregation
 Workbook
– Instructions, definitions, explanations, assistance
© 2012 AdvancED
Student Performance
© 2012 AdvancED
Goals and Improvement Plan
Goals and Improvement Plan
Goals and Improvement Plan
 Develop and implement a comprehensive plan
– Implement systemically
– Monitor impact and analyze results
– Use to inform continuous improvement
 Plan must be connected to diagnostic data
 Use ASSIST or own and upload to Assurances
– Goals, objectives, strategies, activities, etc.
Plan serves as a blueprint or road map
© 2012 AdvancED
Assurances
Assurances
Assurances
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Complies with AdvancED policies & procedures
Reports all substantive changes
Has a written crisis & security management plan
Monitors financial transactions – audit system
Engages in continuous improvement and
implements an improvement plan
6. Verifies all institutions meet school standardsdescribes process
© 2012 AdvancED
Documentation and Evidence
Documentation and Evidence
 Demographics
– Institution size, type, to provide context
Quality
Documentation as Evidence
 Executive Summary
Results
– General overview, context of institution
 Self-Assessment
– Thoughtful and deliberate reflection of current status
 Assurances
– Policy and procedure statements. May upload
documents to Assurances
© 2012 AdvancED
 Student Performance
– Analysis of results over time
– Reflects status and improvement
Quality
Documentation as Evidence
Results
 Stakeholder Performance
– Analysis of feedback from stakeholders
 Improvement Plan(s)
– Alignment of improvement goals with diagnostic
results
© 2012 AdvancED
Complete Internal Review and
Submit all Diagnostic Results with
Evidence at Least 4 Weeks Prior to
External Review!
© 2012 AdvancED
Assist
ASSIST Adaptive System of
School Improvement Support
Tools
Assist
ASSIST Adaptive System of School
Improvement Support Tools
• Executive Summary
• Standards Self Assessment
• Stakeholder Feedback Diagnostic (School Level)
• Student Performance Diagnostic
• Improvement Plan
• Assurances
© 2012 AdvancED
External Review
External Review
© 2012 AdvancED
External Review
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Hallmark of Accreditation
Conducted by a team of professionals
Led by an AdvancED Lead Evaluator
Serves as an opportunity to showcase strengths
Provides objective, meaningful, evidence based
feedback for improvement
Verifies the institution has met the
requirements of accreditation
© 2012 AdvancED
External Review
 Off-Site
– Prior to arrival, the team will review system
diagnostics, improvement plan, website, etc.
 On-Site
– Comprehensive schedule – three day visit*
– Institution overview and presentations
– Data collection and analysis
– Verification of system’s documents/diagnostics
– Team deliberations and determinations
– Exit presentation (by External Review Team Chair)
© 2012 AdvancED
External Review
A greater emphasis on:
– Standard indicators
– Classroom Observations
• Focus on learner and learning environment
– Evaluation of evidence
• Interviews, observations, artifacts
• Quality and relevance
– Dialogue and deliberation
© 2012 AdvancED
Maximize the External Review
Prepare for the team
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Team expenses
Transportation, lodging
Meals, snacks
Workroom requirements
Materials and artifacts
Exchange contact information
Celebrate your system
Benefit from feedback
© 2012 AdvancED
Communicating Findings
Communicating Findings
© 2012 AdvancED
Communicating Findings
 Exit Report
– Presented orally at the conclusion of the Review
 External Review Report (Findings)
• Standards
• Learning Environment
• Stakeholder Perceptions
– Conclusion
• Summary of Findings
• Required Actions (linked to indicators)
– Addenda
© 2012 AdvancED
Accreditation Status
 Accredited With Excellence *
 Accredited With Distinction*
 Accredited
 Accredited On Advisement
 Accredited Warned
 Accredited Probation
* 2013-2014
© 2012 AdvancED
Accreditation Status
 System will receive an accreditation
status
 All schools will be given status of
“accredited”
 External Review Teams will report
results, not status decisions
© 2012 AdvancED
Maintain Momentum
 Respond to Required Actions
– Prepare and submit the Accreditation Progress
Report
 Continue to self-reflect and improve
 Sustain a culture that supports continuous
improvement
 Keep stakeholders motivated and engaged
© 2012 AdvancED
Essentials for Success
 Systems Approach
 System-wide Focus on Student
Achievement
 Culture of Collaboration
 Systematic and Responsive Internal
Monitoring
© 2012 AdvancED
AdvancED Key Resources
Login, register, tour!
–
AdvancED Staff
– Printed Resources
– Electronic Resources
• www.advanc-ed.org
• www.advanc-ed.org/schoolresources
• www.advanc-ed.org/systemsresources
• www.advanc-ed.org/earlylearningresources
© 2012 AdvancED
Thank You!
For additional information, contact your
AdvancED Kentucky Office
333 West Vine Street
Suite 1600
Lexington, KY 40507
888-413-3669 ext. 5781
Tom Jones, State Director – tjones@advanc-ed.org
Jerry Cooper, Associate State Director – jcooper@advanc-ed.org
Robin Norton, Administrative Assistant – Rnorton@advanc-ed.org
© 2012 AdvancED