Accountability breeds response-ability. Stephen R. Covey · 2017. 10. 26. · Accountability breeds...
Transcript of Accountability breeds response-ability. Stephen R. Covey · 2017. 10. 26. · Accountability breeds...
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Accountability breeds response-ability.
― Stephen R. Covey
From the Richmond County School System strategy
map and mission statement, continuous
improvement wheel, to information about Strategic
Waivers, this manual pulls together policies and
procedures to foster accountability.
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Page Number/s Content
4 Richmond County School System Strategy Map
5 Continuous Improvement Wheel
6 APIM Framework
7 Accountability Items in APIM Framework
8 Fishbone Example (Root Cause)
9 Blank Fishbone
10 Needs Assessment
11 School Improvement Planning Timeline
12 School Improvement Rubric
13 Family Engagement Plan
14-16 Strategic Waivers School System Process
17-18 Strategic Waiver Request Form
19-20 School Council Information
21 Community Engagement
22 Process for Policies and Procedures
23-28 ELEOT
29 CCRPI
30 Quarterly Reports
31-35 WSAI/WDAI
36 LEA Monitoring3
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The Richmond County School
System will create a world-class, globally competitive
school system where all
students will graduate and
are college/career
ready.
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A P I MFRAMEWORK
Find the best
data, analyze,
SWOT, Fishbone,
Prioritize needs.
Determine what is
working, identify
adjustments,
revise action
steps.
Follow the plan,
communicate,
provide
needed
support.
Identify goals,
objectives,
actions,
funding,
responsibilities.
APIM
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• Root Cause
• Data
• Needs
Assessment
• ELEOT
• TKES/LKES
• CCRPI
• Quarterly
Reports
• WSAI
• WDAI
• Accreditation
• Procedures
• Policies
• School
Council
• Community
Engagement
• Strategic
Waivers
• Attendance
Protocol
• School
Improvement
Plan
• Family
Engagement
Plan
APIM
Using the APIM framework, these Accountability items have been
categorized into appropriate areas. Each item will be discussed in more
detail later in the manual following the color-coding in the APIM
framework.7
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Fishbone Example for Root Cause Analysis
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Each school will need to complete a Needs Assessment that entails
digging into the student data. Schools need to review the following:
• CCRPI Score and Indicators
• Georgia Milestones – percentage of Proficient Learners in each
content area
• Number of students reading on grade level
• Student enrollment trends
• Student mobility
• Student absences
• Student discipline including in-school and out-of-school
suspensions
• Faculty and Staff profile such as number of years in profession, at
school, attendance, etc.
• Number of advanced courses offered
• SAT/ACT scores (if applicable)
• Number of external business or community partnerships
• Number of community events
• Parental involvement (IC login report, workshop attendance, etc.)
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Date Event
May – June Complete a Needs Assessment to Determine Areas to Address in School
Improvement Plan
June 30 Send Needs Assessment to the Accountability Department
July Summer Leadership – School Improvement Sessions
July – August Use Information from Needs Assessment to Create or Revise School Improvement
Plan
August 30 Send School Improvement Plan to the Accountability Department
August – May Implement the Action Steps from the School Improvement Plan
August - May Schools to Monitor Their Plan
School
Improvement
Planning (SIP)
Timeline
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School Improvement Plan Rubric
The School Improvement Plan
(SIP) Rubric and blank SIP
templates can be found on the
www.rcboe.org website – click
on Staff and Departments –
Accountability - School
Improvement Planning.
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http://www.rcboe.org/
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Family engagement and parental involvement have long been
thought to be an integral part of student success. Each school
needs to plan on ways to ensure that parents have substantial and
meaningful opportunities to participate in the education of their
children. Things to consider in a parental engagement plan:
• How is diversity, including language and culture, honored?
• Are parental engagement activities scheduled throughout the
year?
• Are staff members trained in engaging diverse families?
• Is language assistance provided when necessary?
• Does the parental engagement plan reach all families through
various modes of communication?
• What is the timeline and what resources are needed for parental
engagement?13
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Strategic Waivers Flowchart
SWSS
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Strategic Waivers School System (SWSS)
Flexibility with regards to Class-size and Reporting requirements (O.C.G.A. § 20-2-182) related to class size, staffing allotments, and utilization. RCSS seeks to waive
the requirements related to class size, staffing allotments, student caseload, and utilization to increase learning opportunities for all students.
Flexibility with regards to Expenditure Controls (O.C.G.A. §§ 20-2-171 and 20-2-167). RCSS would like flexibility to spend allotted dollars to support the system’s
strategic plan rather than be confined to categories required by expenditure controls.
Flexibility with regards to Salary Schedule requirements (O.C.G.A. §§ 20-2-212, 20-2-212.1, 20-2-
212.2). RCSS would like flexibility from the required use of the current state salary schedule to provide compensation based on teacher skills and system needs.
Flexibility with regards to Certification requirements (O.C.G.A. §§ 20-2-108, 20-2-200, 20-2-201, 20-2-
204). RCSS seeks flexibility from state certification requirements to allow for the selection of qualified applicants based on content expertise and knowledge.
Flexibility with regards to Educational Programs (O.C.G.A. §§ 20-2-151.2, 20-2-153, 20-2-154, 20-2-
154.1, 20-2-155). RCSS seeks flexibility in the requirements related to staffing, class size and program delivery/time requirements and models to offer a variety of
delivery models including but not limited to
advanced content at the elementary level, and to allow the system an opportunity to provide support to individual students based on need.
Flexibility with regards to ELL Program requirements (O.C.G.A. § 20-2-156) related to staffing, class size and program delivery/time/requirements/models.
RCSS seeks flexibility from the requirements related to staffing, class size and program delivery/time requirements and models including but not limited to serving
those students with Level 1 or 2 Language
Proficiency via additional segments.
Flexibility with regards to Education Program for Gifted Students (SBOE Rule 160-4-2-.38) related to staffing, class size, and program
delivery/time/requirements/models. RCSS seeks flexibility in the requirements related to staffing, class size and program delivery/time requirements and models to
offer a variety of delivery models including but not limited to advanced content at the elementary level.
Flexibility with regards to Comprehensive Health and Physical Education Program except as prohibited by O.C.G.A. § 20-2-82(e) (SBOE Rule 160-4-2-.12) related
to scheduling and minutes of
instruction. RCSS seeks flexibility from the requirement to provide flexible pathways for students to meet the required physical education courses.
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Strategic Waivers School System (SWSS)
Flexibility with regards to School Day and School Year for Students and Employees (O.C.G.A. §§ 20-2-
151, 20-2-160(a), 20-2-165 (except to the extent it relates to funding), 20-2-168(c), 20-2-290) related to requirements for minutes of instruction at each level,
scheduling, and staffing. RCSS seeks to waive allotted requirements of instruction time at each level to allow schools to focus time on areas that are a priority
for improving student achievement including but not limited to flexibility in the structure of providing 180 school days for students.
Flexibility with regards to Competencies and Core Curriculum, Online Learning, Alternative and Traditional Education Programs (O.C.G.A. § 20-2-140.1,
O.C.G.A. § 20-2-142) RCSS seeks flexibility in order to increase course offerings and program participation both inside and outside the system and scheduled
school day.
Flexibility with regards to Promotion and Retention: (O.C.G.A. §§ 20-2-283, 20-2-284) related to the timeline for decision making while preserving due
process rights and with regards to Statewide Passing Score (SBOE Rule 160-4-2-.13(2)(a) and (2)(c)). RCSS seeks flexibility to plan and place students for
promotion, placement, and retention as soon as practicable.
Flexibility with regards to Graduation Requirements and Awarding Credit for the purpose of substitution of equivalent or higher level requirements which will
assist students in acquiring the knowledge and skills necessary to be successful as they continue their education at the postsecondary level and/or enter the
workforce (SBOE Rules 160-5-1-.15, 160-4-2-.48, and 160-4-2-.47). RCSS seeks flexibility with regards to graduation requirements and awarding credit.
Flexibility with regards to Employment, Conditions of Employment as it relates to Duty Free Lunch (O.C.G.A. § 20-2-218). RCSS seeks flexibility to allow the
system to meet time and work requirements of each individual school site.
Flexibility with regards to School Attendance, Compulsory Attendance as it relates to the attendance protocol (O.C.G.A. § 20-2-690.2). RCSS seeks
flexibility to encourage attendance and to address excessive absenteeism based on the circumstances of each case.
Flexibility with regards to Categorical Allotment requirements, Article 6 of Chapter 2 of Title 20 (O.C.G.A. § 20-2-183 to 20-2-186) related to system earnings
being expended based on system priorities and with regards to QBE Financing except to the extent it relates to funding (O.C.G.A. § 20-2-161).
RCSS seeks flexibility to develop a system budget based on the system strategic plan and the needs of our students, rather than basing the system budget on
current categorical allotments and maintain the
system’s earnings while providing flexibility in its application for services as provided through SWSS.
Flexibility with regards to Public School Choice (O.C.G.A. § 20-2-2131). RCSS seeks flexibility to allow students greater public school choice based on the
capacity of the school building, available space, programming needs, and conditions of transportation by parents and/or school system.
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Strategic Waiver Request Form, cont.
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School Council
Information on School Councils is available on www.rcboe.org – Staff and
Departments – Accountability – School Council
The Georgia School Council Institute has developed training materials, handouts
and templates to assist school council members with council business.
Schools should submit the following information annually:
•List of Members Names
•4 School Council Meeting Dates
•Agenda & Minutes for each Meeting (see sample agendas by clicking here)
•Current By-Laws19
http://www.rcboe.org/http://www.georgiaeducation.org/training.htmlhttps://www.rcboe.org/cms/lib/GA01903614/Centricity/Domain/4716/SampleAgendas.pdf
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Richmond County School System School Council webpage: http://www.rcboe.org/Page/8577
School Council Resources: http://georgiaeducation.org/training.html
Sample Agendas and Instructions for eBoard:
http://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4716/SampleAgendas.pdf
Advantages of a School Council flyer:
http://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4716/Advantages%20of%20a%20School%20Council.pdf
Quarter 1: July, August, and September
Determine your School Council members. Remember, you must have at least 7 members – 4 parents (two should be
businesspersons), 2 school employees, and the Principal
Make sure that all new members go through School Council training
Parent Flyer that you can personalize for your school
Set your meeting dates (you must have 4 meetings per year- see sample agendas)
Attend any System-wide School Council meetings that are scheduled
Submit your School Council members by September 30 using this form
Set your agenda for the first meeting – make sure that you have one meeting in the first quarter – take minutes
Review the School Council End-of-the-Year report so all members will understand what they are working toward.
Email your School Council By-Laws to the Accountability Office by September 30
Sample School Council PowerPoint that you can personalize for your school
Quarter 2: October, November, and December
Set your agenda for the second meeting
Hold your second meeting – make sure that you take minutes
Attend any System-wide School Council meetings that are scheduled
Quarter 3: January, February, and March
Set your agenda for the third meeting
Hold your third meeting – make sure that you take minutes
Attend any System-wide School Council meetings that are scheduled
Quarter 4: April, May, and June
Set your agenda for the fourth meeting
Hold your fourth meeting – make sure that you take minutes
Attend any System-wide School Council meetings that are scheduled
Submit your School Council End-of-the-Year report by June 10
School
Council
Planner
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http://www.rcboe.org/Page/8577http://georgiaeducation.org/training.htmlhttp://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4716/SampleAgendas.pdfhttp://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4716/Advantages of a School Council.pdfhttp://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4716/Parent Flyer Template.docxhttp://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4716/SampleAgendas.pdfhttp://rcboe.org/cms/module/selectsurvey/TakeSurvey.aspx?SurveyID=515http://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4716/SchoolCouncilEndOfTheYearReport.docxhttp://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4716/SchoolCouncilBylaws.pdfhttp://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4716/School Councils 2015-2016.pptxhttp://www.rcboe.org/cms/lib010/GA01903614/Centricity/Domain/4716/SchoolCouncilEndOfTheYearReport.docx
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Community Engagement
• Community Partners for System and Schools
• Laptops for Valedictorians and Salutatorians
• REACH Scholarship
• Fort Gordon Troop Adopters
• Business and Education Advisory Committee
• Pay As You Go Committee
• Augusta University Day of Service
For more information about Community Engagement, contact our
Community Engagement Specialist at
Community Engagement Projects
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mailto:[email protected]
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Policies and ProceduresProcess for Policies
Each year after the legislative session, policies are reviewed based on the changes in laws and State rules. A
policy committee reviews, makes changes, and presents them to the Superintendent. The Superintendent
places them on the Board agenda to sit for 30 days for stakeholder input and then to vote on the changes after
the input is reviewed.
Policies must reflect the mission, vision and goals of the school system and be in place to support a quality
education for all students.
For brand new policies or to rescind old policies, the policy committee meets, reviews data and makes
recommendations to the Superintendent. The Superintendent places them on the Board agenda to sit for 30
days for stakeholder input before final approval by the Board of Education.
Assess
•Determine policies that need to be updated based on waivers or stakeholder input.
•Meet with attorney to determine which policies/procedures need to be updated based on legislative changes.
•Review pertinent data that may assist in decision making - this data may be stakeholder input, student performance data, or
updates in the laws.
Plan
•Create a policy calendar with dates for the policy committee to review and submit policies to the Superintendent.
•The policy committee makes changes to policies based on data and pertinent information and submits the changes to the
Superintendent for review.
•Copies of the policies are sent to the Board Members and Attorney for review before the Board meetings.
Implement
•The Superintendent places updated, new, or policies that need to be removed on the Board agenda for a 30-day feedback
period.
•The Board of Education reviews any stakeholder feedback and votes on the policies.
Monitor
•Review the policy calendar to make sure policies have been placed on the Board agenda.
•Update policies and procedures on eBoard after being approved.22
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•ELEOT forms can be found on the website –sign in with your email username and password.
•Click on the tab at the top entitled Staff Resources (this tab is only visible when you are logged in).
•Click on the ELEOT link.
•You will find videos, the paper version of the ELEOT tool, as well as the National scoring comparison.
eleot
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eleot, p. 2
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RCSS - eleot
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CCRPI
The College and Career Ready Performance Index (CCRPI) includes five main components: Content Mastery, Progress, Closing Gaps, Readiness and Graduation Rate. These components reflect a school’s performance on a 100 point scale. The purpose of CCRPI is to provide an objective measure of how schools and districts prepare students for success after graduation.
To access CCRPI information: http://www.gadoe.org/CCRPI/Pages/default.aspx
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http://www.gadoe.org/CCRPI/Pages/default.aspx
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Quarterly Report
Each nine weeks, a report is generated on each school with the following data:
• Enrollment
• Number of students absent more than 5 days/10 days
• Number of teachers absent more than 5 days/10 days
• Percent of students reading on grade level
• Percent of students performing on grade level in math
• Percent of active students using iReady for 45 minutes
• Number of discipline referrals
• Number of suspensions
• 9 Week GPA Average
• Drop outs
• Teacher vacancies
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Monitoring
Weighted
School
Assessment
Inventory
The WSAI is Richmond
County’s own
Accountability Tool. It
measures student
achievement, a high
performing culture and
workforce, family and
community engagement,
and operational
effectiveness.
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WSAI
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WSAI
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Weighted Department Assessment Inventory (WDAI)
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LEA MonitoringAll schools in the Richmond County School System will be Local Education Agency (LEA)
Monitored. These monitorings will include both site visits (face-to-face) and desktop
monitoring reviews.
Schools who have been chosen for site visit LEA Monitoring include Federal Priority Schools
(ESEA), Federal Focus Schools (ESEA), Chronically Failing Schools (GOSA), and other
schools who are internally identified for needs improvement. Other internal identifications
were based on CCRPI, Georgia Milestones and/or projected Weighted School Assessment
Inventory (WSAI) scores. These schools will receive a site visit monitoring in the fall from a
district level team and will present in early spring at the district office for the Curriculum &
Instructional and Technology Division and their Area Assistant Superintendent. Each school
will house documentation through a web-based platform aligned to the Leader Keys
Effectiveness System (LKES) standards.
LKES Standards to be Monitored
Performance Standard 1: Instructional Leadership; Performance Standard 2: School
Climate; Performance Standard 3: Planning and Assessment; Performance Standard 4:
Organizational Management; Performance Standard 5: Human Resources Management;
Performance Standard 6: Teacher/ Staff Expectation; Performance Standard 7:
Professionalism; and Performance Standard 8: Communication and Community Relations.
For more information, sign into the system website, click on departments, system and
school effectiveness, and look to the left that says LEA Monitoring.
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Department of [email protected]
864 Broad Street
Augusta, Georgia 30901
706-826-1000
Questions?
More Information?
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mailto:[email protected]