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Policy 2320: A Process for Improving Education: Performance-Based Accreditation System RESA 6 – October, 2014. Office of Education Performance Audits. Policy Review. Characteristics of the New Policy. There are six major characteristics of the new policy:
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Policy 2320: A Process for Improving Education: Performance-Based Accreditation SystemRESA 6 – October, 2014 Office of Education Performance Audits
Characteristics of the New Policy There are six major characteristics of the new policy: (1) improving student performance, (2) clearly communicating the level of school quality, (3) focusing on allschools, (4) purpose – quality and self-improvement, (5) emphasizing local control and accountability, and (6) differentiating supports, consequences, and rewards.
Section 6: School Accreditation
Accreditation System Verifying A-F. Assessing and reporting Policy 2322, adherence to policy and Code, reporting best practices, efficiencies, and resource, facility, and capacity building needs. Identifying and reporting classroom conditions and non-compliances.
Accreditation System System of self-study Method for promoting continuous improvement Basis for determining rewards, supports, technical assistance, and intervention
Measures and Levels • A-F system (Section 5 of Policy 2320) • Student outcomes are the primary measures of school effectiveness. • School performance rating • Calculated by the WVDE; • Verified by the OEPA through accreditation process; • Approved by the WVBE; and • Communicated to schools, school systems, and communities.
Operating Principles Focus on Student Performance Transparency and Clarity Vehicle for Local Decision-Making
Review Processes Annual and cyclical reviews are designed to: verify the school’s annual performance grade; provide feedback for local school improvement efforts; verify compliance with core policy and Code; document best practices; and identify efficiencies, resource, facility, and capacity building needs.
Annual Reviews • School Monitoring Report as self-assessment • School quality defined in Policy 2322 • Compliance with policy and Code • Best practices • School resource and capacity building needs • School Monitoring Report • Developed with staff input • Reviewed by Faculty Senate and LSIC • Approved by principal and superintendent • Submitted to the OEPA
Cyclical Reviews • On-site review • At least every 4 years • Assures all schools are accountable • common set of high quality standards • core policy and Code compliance • continuous improvement • External Team managed by OEPA
Cyclical Reviews • Team responsibilities: • Determine accuracy of School Monitoring Report. • Review School Strategic Plan. • Examine school practices (Policy 2322) and provide feedback on strengths and needs. • Document best practices. • Identify resource, facility, efficiency, and capacity building needs impeding improvement.
Section 9: Continuous Improvement and Strategic Planning
School Continuous Improvement • Facilitated • Principal • Involves • teachers • staff • stakeholders in decision-making
School Continuous Improvement • Data Sources • school system • RESA • WVDE • other entities • Data Use • determining root causes of student deficits • determine changes needed in practice.
School Continuous Improvement Designated team or committee Process of using data and information On-going professional development and research
School Continuous Improvement Guiding Improvement Efforts: School Monitoring Report Summary of employee evaluation data
School Strategic PlanningDevelopment Process School electronic strategic improvement plan • School’s self-study of student performance • School’s self-study of school and classroom learning conditions
School Strategic Planning Development Process • The plan is developed under the direction of the principal with collective involvement and input from the staff and the LSIC. • The plan must includes the following: • Core beliefs • Mission • Goals • Measurement evidence • Action steps • Professional development needs
School Strategic PlanningDevelopment Process • The action steps are based on examination of best practices and innovative approaches to improve student performance and address student needs. • Allmembers of the school staff are responsible for implementing the plan. • The principal is responsible for monitoring the implementation of the plan. • The plan is updated and revised as data and information dictate based on the tenets of continuous improvement. • Annual updates to the plan must consider the OEPA School Monitoring Report when the report identifies deficits in quality or compliance.
School Onsite Review Process Overall Intent Review Purposes 80/20 Principle
School Onsite Review Process • SECTION 1 • Examination of High Quality Standards • Verifying Evidence of High Quality Standards • Rating the High Quality Standards • Function Statements
School Onsite Review Process • Section 2 • Resource Needs • Facility Needs • Capacity Building Needs • Section 3 • Best Practices
School Onsite Review Process • Section 4 • Policy Compliance • Code Compliance • Section 5 • Principal’s Verification • Superintendent’s Verification
School Onsite Review Process • Rating Determination • Consensus • Final Report • Recommendations • Commendations • Findings
Lesson Plans §18A-2-12 states that “Lesson plans are intended to serve as a daily guide for teachers and substitutes for the orderly presentation of the curriculum.“ Policy 2322: Standard 3 – Function C • Designed • long term • short term • Based On Students • Needs • Interests • Performance Levels
Lesson Plans • The OEPA does not recommend any particular Lesson Plan Format. • The focus of an OEPA review is primarily on Instructional Quality . • Classroom Lesson Plan review documentation: • Written lesson plans are evident for classroom instruction (could include weekly lessons or extended project-based learning). • Lesson plans focus on delivery of instructional objectives. • The instructional intent of lesson plans is clear and discernible. • Lesson plans adequately cover the instructional time allotted for the class or subject.