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Advancing Excellence

“Research Brought to Life”. The Quality Assurance Process. Advancing Excellence. 2009 Juvenile Justice Education Institute and Southern Conference on Corrections. Presentation Outline. JJEEP’s Mission & Vision QA Results from 2008-09 Advisory Board/Standards Revision

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Advancing Excellence

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  1. “Research Brought to Life” The Quality Assurance Process Advancing Excellence 2009 Juvenile Justice Education Institute and Southern Conference on Corrections

  2. Presentation Outline • JJEEP’s Mission & Vision • QA Results from 2008-09 • Advisory Board/Standards Revision • Overview of 2009-10 QA Standards • Quality Assurance (QA) Review Protocol • Needs Assessment • QA Indicator Explanation • Technical Assistance/Corrective Action Plans

  3. Mission & Vision of JJEEP • JJEEP’s mission is to ensure that each student assigned to a Department of Juvenile Justice (DJJ) program receives high-quality educational services that increase that student’s potential for future success.

  4. JJEEP’s Four Main Functions • Conduct research that identifies educational best practices • Conduct annual QA reviews of DJJ educational programs • Provide technical assistance to improve educational programs • Provide annual policy recommendations to the DOE

  5. Results from 2008-2009 • Increased the number of exemplary programs from 27 to 68 • Exemplary programs in every region • Overall residential average increased from 5.08 to 5.77 • Used over 30 peer reviewers this review cycle • Only three programs scoring below 4.00 in the state

  6. JJEEP’s efforts for improvement • QA reports provided to programs and school districts within 45 days of the review • Communication via listserv, materials posted on our Web site, reviewer contacts • Focus on student outcomes • Use of research/data for continuous improvement of QA standards and process • Partners for improvement

  7. Networking/Mentoring • Opportunities provided during the conference • Mentor programs/school districts assigned to lowest performing programs

  8. Advisory Board/Standards Revision • Standards are reviewed & revised annually with solicited input from stakeholders • Developed Advisory Board with school district, private providers, and educational program representatives to help guide SR this year

  9. Changes to the 2009-2010 QA Standards & Process • No numerical scores assigned • Combined educational personnel qualifications and professional development requirements under curriculum and instruction • Integrated community involvement, collaboration, and learning environment expectations into curriculum and instruction

  10. Changes to the 2009-2010 QA Standards & Process • Incorporated specially designed instruction and related services indicator into curriculum and instruction • New standard for exit transition

  11. 2009-10 QA Review Protocol • Schedules are developed annually by program administrators from the 5 DJJ regions and the JJEEP Director • On-site reviews will include a needs assessment to prepare for the shift in 2010-2011 to a more student outcome-oriented review • Average three-day review

  12. QA Review Protocol • Self-reports due July 17 (updated in Jan.) • JJEEP contacts school districts and programs to review self-report information the Wednesday prior to the review • Reviewer reviews last year’s QA and TA reports and CAPs received

  13. On-Site Protocol Education entrance meeting • Explanation of process • Identification of contact person • Scheduling: interviews, exit meeting • Schedule agreed upon • Tour of facility

  14. QA Methodology Document Review Interviews Observations

  15. Document review • Review • self-report documents • student files (open and closed) • curricular documents • contract/cooperative agreement • personnel documentation • school improvement plan • current SD comprehensive reading plan • policies and procedures • lesson plans/ grade books

  16. Document review is a guide for interviews and observations InterviewObserve Students Classrooms Teachers Transition meetings Support staff Treatment Team School district staff Guidance/Transition Staff

  17. Communication • Daily debriefing with DJJ • Daily debriefing with lead educator and other interested parties to discuss concerns, clarify questions, provide list of other information needed • As needed, with contract manager and/or program administration • Exit meeting on last day

  18. QA Review Protocol and Rating Guidelines • New methods/requirements will be piloted • All benchmarks rated pass or fail • Multiple data sources to evaluate quality • Policy, document review, interviews, and observations • Preponderance of evidence to determine whether the intent of the indicator is being met • POLICY + PRACTICE = OUTCOME

  19. Exemplary Programs • Exemplary status will not be assigned during 2009-10 review cycle • Exemplary programs still asked to help provide assistance to low-performing programs

  20. Needs Assessment - Purpose • Pilot for the 2010-11 QA review cycle • Focuses on program and student outcomes and the processes that impact student outcomes • Collaborative process among JJEEP, the program, and the school district • Needs Assessment findings will not impact QA results • Results will be used to inform the 2010-2011 QA standards and methods

  21. Needs Assessment - Purpose • Some changes have already occurred • Focus on transition, curriculum and instruction, and teacher qualifications • Less emphasis on administrative requirements • New self-report process and information

  22. Needs Assessment - Content • Program processes and decision making in • Transition • Curriculum and Instruction • Staff Qualifications and Retention • School District Oversight and Evaluation • Possible outcomes for the 2010-2011 cycle • Student gains based on entry/exit BASI results • Reading gains based on PMRN or MIS • Student progression rates • Attendance rates (day treatment)

  23. Needs Assessment - Conducting • Full Reviews – The Needs Assessment will be conducted on site as part of the QA review. • To identify program’s strengths and weaknesses and assist them in preparing for the 2010-2011 QA review cycle

  24. Needs Assessment - Conducting • Exemplary Reviews – The Needs Assessment will be conducted through a Web based and/or telephone reporting system. • To identify promising practices in Exemplary programs and inform the 2010-2011 QA standards and process

  25. Needs Assessment - Findings • Transition process and how it prepares individual students for return to school and/or employment • Curriculum/instruction and how it provides learning opportunities for individual students

  26. Needs Assessment - Findings • Staff retention rate and retention strategies • School district oversight and evaluation methods and the use of student performance measures to improve services

  27. Needs Assessment - Findings • Commendations – Since programs will not be receiving numerical QA ratings in 2009-2010, Commendations noted for exceptional practices will be noted in the Needs Assessment • Considerations – Needs Assessment Considerations will be developed with input from program and/or school district administrators

  28. Needs Assessment - Examples Process Questions • What student progression opportunities does the program provide (i.e., credit recovery, competency-based programs, or online learning)? • How is monitoring of student progress used to enhance instruction and services? • How does the program prepare students for returning to school and/or the community?

  29. Needs Assessment - Examples Outcomes • What student outcomes are used to enhance instruction (i.e., entry/exit testing, reading progress monitoring, credits earned, student progression, diplomas earned, return to school rates)? • What is the program’s in-field teaching rate? Retention rate? • What are the program’s student gains or student progression outcomes?

  30. Needs Assessment • During the 2009-2010 review cycle, JJEEP reviewers will meet regularly to discuss Needs Assessment results • Reviewers will solicit input regarding program and student outcomes for the 2010-2011 cycle and the processes that are important to achieving these outcomes

  31. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 1: Entry Transition Services • Enrolling students in appropriate courses in the MIS upon entry based on re-entry educational goals, past records, entry assessment scores, and FCAT results (Courses must be grade appropriate and include reading, English/language arts, math, social studies, science, physical education [P.E.], and an approved career and education planning course, as needed, for student progression and high school graduation.)

  32. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 1: Entry Transition Services P.E. required for: • Grades K-5: 150 minutes per week • Grades 6-8: one period/day/semester/year • Requirement waived if: 1) The student is enrolled in a remedial course 2) The student’s parent indicates in writing that: - The student is enrolled in another course offered as an option by the school district. - The student is participating in physical activities outside the school day which are equal or in excess of the requirement. • Website: nichole.wilder@fldoe.org

  33. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 1: Entry Transition Services For Detention Programs: • Intensive reading is required for long-term students who need reading remediation. • New PE rule does not apply.

  34. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 1: Entry Transition Services • Advising all students with regard to their individual • Abilities and aptitudes • Educational/occupational opportunities • Diploma options • Major areas of interest • Post-secondary opportunities • Educational status and progress

  35. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 2: Testing and Assessment Residential/Day Treatment Administer: • The BASI for reading, mathematics, and writing/language arts to students within 10 school days of entry into the program to plan instruction

  36. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 2: Testing and Assessment Detention Administer: • Any assessment but the BASI • Most commonly administered: OWLS(Oral & Written Language Scales) MBA (Mini-Battery of Achievement) WJ-R, WJ-III(Woodcock-Johnson Test of Achievement Revised or 3rd Edition) WIAT (Weschler Individual Achievement Test

  37. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 2: Testing and Assessment Detention continued: BASIS (Basic Academic Skills Individual Screener STAR (Standardized Test for Assessment of Reading New Century WRAT(Wide Range Achievement Test) HAMAT(Hammill Multiability Achievement Test) Writing Prompt-FCAT writing sample

  38. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 2: Testing and Assessment Administer: • Career/technical aptitude assessments and/or career interest inventories to students within 10 school days of entry and using the results to enhance employability and career/technical instruction

  39. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 2: Testing and Assessment Career/technical aptitude assessments: • Career Interest Survey • Self-Directed Search (SDS) • Career Cruiser interest assessment • Choices Interest Profiler

  40. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 3: Student Planning • Using entry assessment results, past records, and re-entry educational goals todevelop age- and grade-appropriate IAPs for all non-ESE students that • Are used to guide instruction • Are developed w/in 15 school days • Language change • New Focus

  41. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 3: Student Planning (IAPs) • Include specific, individualized, and measurable long-term goals for reading, writing/language arts, math, and career/technical areas • Include at least two short-term instructional objectives per goal • Identify remedial strategies • Include a schedule for determining progress

  42. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 3: Student Planning • Reviewing students’ progress toward achieving their IAP goals and objectives by an educational representative in treatment team or other formal meetings and revising IAPs when goals or short-term objectives are met

  43. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 3: Student Planning • Convening IEP meetings and/or amending the plans, as needed, to include measurable annual IEP goals and short-term objectives or benchmarks that directly relate to students’ identified academic, behavioral, and/or functional deficiencies and needs • Includes Detention long-term students

  44. EDUCATIONAL STANDARD ONE: ENTRY TRANSITIONIndicator 3: Student Planning • Reviewing students’ progress toward meeting their IEP goals and providing IEP progress reports to the parents as often as progress reports are sent home for all students • Day Treatment: • Requesting conditional release students’ exit transition plans, and educational portfolio from previous residential commitment program and modifying transition goals as needed. • Attendance Plan

  45. EDUCATIONAL STANDARD TWO: SERVICE DELIVERYIndicator 4: Academic Curriculum and Instruction • Individualizing instruction based on the course descriptions for the courses in which students are enrolled and the current FSSS; using a variety of instructional strategies based on students’ individual assessment results and progression needs to engage students in classroom learning activities (Merged 3 benchmarks from last year) • New focus is on individual student needs • Detention – 22 days or more • Less than 22 days – literacy, social skills, remediation

  46. Indicator 4: Academic Curriculum and Instruction • Implementing students’ individual academic plans (IAPs) and individual educational plans (IEPs) as written • ESE services

  47. Indicator 4: Academic Curriculum and Instruction • Hiring core academic teachers who have Florida professional or temporary teaching certification, a valid statement of eligibility, or proof of accepted application for teaching certification • Moved • Now specific to academics, reading, and career education

  48. EDUCATIONAL STANDARD TWO: SERVICE DELIVERYIndicator 4: Academic Curriculum and Instruction • Ensuring that teachers participate in a beginning teacher program, as appropriate and that all teachers receive professional development training throughout the year or continuing education based on educational program needs, actual instructional assignments, the school improvement plan (SIP), and professional development plans • Moved • Now specific to academics, reading, & career ed.

  49. EDUCATIONAL STANDARD TWO: SERVICE DELIVERYIndicator 4: Academic Curriculum and Instruction • Providing adequate educational resources that include educational support staff, technology, and instructional materials • Moved • Now specific to academics, reading, and career education

  50. EDUCATIONAL STANDARD TWO: SERVICE DELIVERYIndicator 4: Academic Curriculum and Instruction • Ensuring that students receive a minimum of 300 minutes of daily instruction or the weekly equivalent • Moved

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