School Accreditation and Class Issues
By: Ruby K. Payne, Ph.D., Founder & CEO, aha! Process, Inc.
NCA CASI Annual Meeting Keynote Speaker

One of the most persistent issues in closing the gap in student achievement is the differences in student performance when subgroups are analyzed by economic status of students. In this article, Dr. Payne explores how economic status create mindsets or "hidden rules" that individuals follow because the rules help them survive. She examines the mindsets of the middle class, the wealthy, and those in poverty. She discusses the disparity in thinking that these mindsets create and the impact this disparity has on the education system. She identifies eight system issues that must be recognized and addressed in order to meet the needs of all students, and she relates the systems issues to instruction. She concludes by raising questions that she asserts could and should be addressed as part of meeting accreditation standards. Click here to read the full article, including an extensive bibliography of resources.

You can learn more about Dr. Payne's extensive work in the area of poverty and student performance at NCA CASI's Annual Meeting. Dr. Payne will provide a keynote address on Tuesday, April 4, followed by an in-depth seminar on understanding poverty. To register for the meeting and the in-depth seminar, visit www.ncacasi.org/event/meeting.

Kids on the Move: School Mobility and NCLB
By Dr. Virginia L. Rhodes, Cincinnati, OH
Assistant Principal for Curriculum and Instruction, Walnut Hills High School, Cincinnati

What is the correlation between mobility and school achievement under NCLB? Can a high-mobility school be rated excellent or effective? Can communities reduce or control mobility? Can schools stop the revolving door and stabilize their student populations in order to improve instructional delivery? If mobility can't be eliminated, can the negative effects of mobility be mitigated? These are the critical questions facing educators in high-mobility environments who seek to negotiate the maze of No Child Left Behind requirements and other school improvement pressures. Click here to read an article by Ohio educator, Virginia Rhodes, who explores the effects of mobility as identified in the research base and examines best practices for reducing mobility and mitigating the effects of mobility.

Dr. Rhodes is presenting on the topic of mobility at NCA CASI's Annual Meeting. To learn more about the meeting, visit www.ncacasi.org/event/meeting.

Teaching English Language Learners Using Equal Doses of Scaffolding and Common Sense
By Ruth F. Kriteman, Albuquerque, New Mexico

The key to creating an instructional environment in which English language learners (ELL) are better able to access both the language and the content and still address the diverse needs of English speakers is equal doses of scaffolding and common sense. Click here to read an article by Ruth Kriteman, a bilingual/ESL teacher at East San Jose Elementary School in New Mexico, where she shares effective, research-based practices for meeting the needs of ELL students and their English speaking counterparts. She also provides a list of useful resources for those of you wanting more information on meeting the needs of English language learners.

Reducing the Achievement Gap: Department of Defense Schools
Excerpted from The Education Innovator #40, Volume III, United States Department of Education

Recently, the U.S. Department of Education announced the results of the National Assessment of Educational Progress (NAEP) fourth and eighth grade reading and math assessments, and the Department of Defense Education Activity (DoDEA) schools' performance was stellar. Students' scores as a whole were not only high, but, on closer look, they also revealed a narrow achievement gap. High performance on the NAEP assessments has been sustained over time. Since 1996, the average scores for fourth and eighth grade reading, writing, mathematics, and science have all been above the national average.

Even though the schools face challenges similar to those in many U.S. public schools-high rates of poverty; high percentages of minority students; parents with only a high school education; transitory populations (as families move when a parent is transferred to another post); and, very often, single parent households (as a father or mother is deployed for training or combat)-their students achieve.

What is it about this school system that produces such positive results in student achievement? Click here to read about the common characteristics shared across the DoDEA system that are yielding increased student achievement. NCA CASI has accredited the Department of Defense Dependents Schools since 1946.

Register today for NCA CASI's 111th Annual Meeting "Learning Matters"
You won't want to miss this year's Annual Meeting! Listen to keynote speakers Dr. Rick DuFour and Dr. Ruby Payne share their insights on improving learning for all students. Participate in the over 100 practitioner-led concurrent sessions. Sign up for one of several pre-conference sessions focused on topics related to improving student performance. In addition, you can sign up for special in-depth sessions offered by each of our keynote speakers. For more information and to register, visit www.ncacasi.org/event/meeting.

Accreditation Dues/Fees for 2006-07 - Increase for Middle Schools
The accreditation dues/fees for 2006-07 will remain at their 2005-06 rate for all school categories with the exception of middle schools. At the January meeting of Board of Trustees, the board approved aligning middle school dues with their high school counterparts. Middle schools in Minnesota, Wisconsin, Michigan, and Ohio will experience no change in their dues, as state fees are being reduced in proportion to the increase in dues. Dues for middle schools in Indiana will increase by $100, and by $125 for middle schools in Kansas. The dues for middle schools in all other states (states which do not charge additional fees) will increase by $175 (from $425 to $600).

NCA CASI, SACS CASI, and NSSE Partnership
In several communications we have shared with you our recent partnership with the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI) and the National Study of School Evaluation (NSSE). Known as the International Council on Accreditation and School Improvement (ICASI), the partnership represents 23,000 schools in 30 states and serves 15 million students. The partnership aims to enhance the three pillars of accreditation - high standards, quality assurance review, and continuous improvement - while providing a more unified and national voice for the profession on issues of educational quality.

Currently, the ICASI partner organizations are working together to establish shared, research-based accreditation standards and quality indicators aimed at helping schools and districts improve quality and enhance performance. In addition, the partnership is combining the best practices of NCA CASI and SACS CASI and the research base of NSSE to create a powerful team chair training (Quality Assurance Review) and national certification program aimed at enhancing the quality of peer review and reports.

Through NSSE, the partnership is producing school and district resources and tools that are aimed at maximizing system performance and student success. Breakthrough School Improvement™ https://www.nsse.org/store/index.cfm?pg=viewItem.cfm&id=66, a new suite of materials from NSSE, is an example of the types of resources that the partnership is making available to schools and districts to support continuous improvement. The suite includes handbooks, resources, and tools to help schools achieve breakthrough performance improvements. In addition, NSSE is working on a best practices database that will facilitate the sharing of research-based practices across the 23,000 accredited schools in the network.

The intent is to launch the shared standards, accreditation processes, and Quality Assurance Review teams in the 2007-08 school year. We will continue to keep you apprised of the work of the partnership and the enhanced benefits it will bring to you.

State Workshops
NCA CASI offers state conferences and workshops on all aspects of school improvement. Contact your state office at 800-525-9517 to find out about the workshops nearest you.

Introduction to Systems Thinking
For Educators Interested in Pursuing District Accreditation
Producing great results in student performance requires high performing systems at every level of operation in a district. This introductory workshop is designed to help districts: 1) align improvement efforts throughout the district, 2) make sound decisions based on data, and 3) increase the efficiency of operations that lead to improved student performance. The workshop focuses on systems thinking, process management, and the capacities necessary to create high performing districts.

For more information and to register, visit: http://www.ncacasi.org/district.

Systems Leadership Summer Academy
June 18-20, 2006
Indianapolis, IN

NCA CASI is hosting a three-day summer academy on systems leadership. The academy is designed for district teams that are interested in pursuing or have already made the commitment to pursue NCA CASI's District Accreditation. The academy provides hands-on technical assistance to district teams as they develop action plans for system improvement. In-depth training on the components of high performing systems is provided throughout the academy. Teams are afforded ample time to work together to discuss, plan, and begin practicing the concepts they learn at the academy. Teams will leave the academy with a detailed action plan aimed at helping the district improve system performance. Visit http://www.ncacasi.org/district/district_academy to find out more.

About e-News
e-News is a bi-monthly newsletter of the North Central Association Commission on Accreditation and School Improvement (NCA CASI). The mission of e-News is to provide you with up-to-date information to aid you in your ongoing efforts to continually improve student achievement. To subscribe or unsubscribe, go to Your Profile at the NCA CASI website.

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North Central Association
Commission on Accreditation and School Improvement
P.O. Box 871008
Tempe, AZ 85287-1008
800-525-9517
http://www.ncacasi.org

Thank you for reading this issue of NCA e-NEWS. Events and dates are subject to change.
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