the georgia department of juvenile justice board of education presentation may 26 , 2011

The Georgia Department of Juvenile JusticeBoard of Education Presentation

May 26 , 2011

Four Guiding Processes

I. Title II A RequirementsThe purpose of Title II, Part A (Title II-A)

is to help school districts ensure that all students have highly qualified, effective teachers who have the subject matter knowledge and the teaching skills to help all of their students achieve at high academic standards, regardless of individual learning styles or needs..

Title II A RequirementsSeven Main Areas

Planning - 5 requirements HiQ Teachers and Para Pro Data -12 requirements Equity - 2 requirements Expenditure of Funds – 2 requirements Private School Participation – 2 requirements Parent Notices – 2 requirements Section 2141 Accountability – 5requirements

Title II A MonitoringMust Meet all applicable requirements:

Planning Needs Assessment Professional Learning Activities

Highly Qualified Qualifications Compliance HOUSSE

Expenditure of Funds Appropriated to LEA Personnel Budget

DJJ Title II A Monitoring Results

100% Compliant in all areas

II. Georgia Keys To QualitySummer 2007

Each school and system received a very important set of keys : The Keys to Quality

The Keys to Quality ( 3 Manuals)Unlocking Excellence through the Georgia

School StandardsGeorgia Assessment of Performance Standards

(GAPSS) Analysis Implementation Resources

The Georgia Keys to Quality are the foundation for Georgia’s comprehensive, data-driven system of school improvement and support.

The Georgia Keys to Quality describe what Georgia’s schools need to know, understand, and be able to do, in the same manner that the Georgia Performance Standards (GPS) describe what Georgia’s students need to know, understand, and be able to do.

Georgia Keys To Quality Conti.

The Georgia Department of Juvenile Justice Department of Education utilized the Curriculum; Instruction; Assessment; and Professional Learning Strands from the Georgia Keys to Quality, to assist in guiding, and facilitating the development of the DJJ Learning Communities.

III. AdvancEDThe AdvancED Accreditation Process, a protocol

embraced around the world, is a clear and comprehensive program of evaluation and external review, supported by research-based standards, and dedicated to helping schools, districts and education providers continuously improve.

AdvancEDA Memorandum of Agreement with the

Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS/CASI) details conditions under which the School Keys and GAPSS Analysis may count for a SACS/CASI Quality Assurance Review and accreditation visit.

AdvancEDSeven Standards

• Vision and Purpose – The institution or educational system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school/system.

• Governance and Leadership – The institution or educational system provides governance and leadership that promote student performance and school/system effectiveness.

AdvancEDSeven Standards Conti.

Teaching and Learning – The institution or educational system provides research-based curriculum and instructional methods that facilitate achievement for all students.

Documenting and Using Results – The institution or educational system enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.

AdvancEDSeven Standards Conti.

• Resources and Support Systems – The institution or educational system has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.

• Stakeholder Communications and Relationships – The institution or educational system fosters effective communications and relationships with and among its stakeholders.

AdvancEDSeven Standards Conti.

Commitment to Continuous Improvement – The institution or educational system establishes, implements and monitors a continuous process of improvement that focuses on student performance.

IV. Georgia Performance Standards

The performance standards provide clear expectations for instruction, assessment, and student work. They define the level of work that demonstrates achievement of the standards, enabling a teacher to know “how good is good enough.”

Georgia Performance Standards Conti.

The performance standards isolate and identify the skills needed to use the knowledge and skills to problem-solve, reason, communicate, and make connections with other information. They also tell the teacher how to assess the extent to which the student knows the material or can manipulate and apply the information.

A Call forCollaboration

Introduction

Staff development that has as its goal high levels of learningfor all students, teachers, andadministrators entail a form ofprofessional learning that isrelatively different from theworkshop-driven approach.

Introduction Conti.

According to Mathur et al (2009) the most powerful forms ofcorrectional staff developmentoccur in ongoing teams thatassemble on a regular basisfor the purposes of peer-to-peer learning, joint-lesson planning, and cooperative problem solving.

PurposeThe PURPOSE of the Georgia Department of Juvenile Justice Consortium (DJJC) is to establish professional learning Communities (PLCS) among educators within the Department of Juvenile Justice (DJJ). These PLCs allow educators to work collaboratively to identify and implement best practices for improving academic achievement among the students they serve.

Mission

The MISSION of DJJC isto build a multiparty effortstatewide to achievecontinuous, systemic andsustainable improvementsin the education systemserving the students of DJJ

VisionTo achieve the mission of the DJJC, members work collaboratively in examining the Georgia Performance Standards (GPS) guidelines. These performance standards speak specifically to teachers being able to: master and develop whole-group unit lessons built around Curriculum Activity Packets (CAPs), critique student work, and work as a team to solve the common challenges of teaching within DJJ.

Vision Conti.Additionally, the consortium jointly analyzes student test data in order to: develop strategies to eradicate common academic deficits among students, align curriculum, and create a coherent learning pathway across grade levels. The consortium also reviews research articles, attends workshops or courses, and invites consultants to assist in the acquisition of necessary knowledge and skills. Finally, members observe one another in the classroom through focus walks.

Goals &ObjectivesUtilize student achievement data to:

Inform and shape whole-group instruction

Assess student growth over time

Create direction for professional development opportunities

Engage students in the learning process

Form focus groups comprised of DJJ Consortium members

Goals & Objectives Conti. Develop unit lesson plans to cover middle school through high school

core subject areas which are aligned with DJJ CAPs and the GPS

Develop strategies to advance achievement by: strengthening

instruction, using more effective assessment tools, learning about

new curricula materials and techniques, and identifying and

addressing topics or areas where students demonstrate weaknesses

Increase standardized test scores

The Consortium Project

“A Community of Teachers and Learners”

The Georgia Department of Juvenile Justice

Department of Education

A Community of Teachers and Learners