Board Work Session

The Board discussed its Comprehensive Plan 2018-2023 and 2017 Annual Report on the Condition and Needs of Public Schools in Virginia. The Preamble of the Comprehensive Plan has been redrafted so that it puts the Plan into context; i.e., what Virginia has done and what it is trying to do in public education. The Plan focuses on the Board’s three priorities: 1) providing equitable access to high-quality, effective learning environments for all students and educators; 2) advancing policies that increase the number of candidates entering the teaching profession and encourage and support the recruitment, development, and retention of well-prepared and skilled teachers and school leaders; and 3) implementing the system for school quality as embodied in the revisions to the Standards of Accreditation. Final action is scheduled on the Comprehensive Plan 2018-2023 and 2017 Annual Report on the Condition and Needs of Public Schools in Virginia at the Board’s Business Meeting on November 16.

Committee on School & Division Accountability

The Committee reviewed the following proposed revisions to the Regulations Establishing Standards for Accrediting Public Schools in Virginia (SOA) (Final Stage), which is scheduled at the Board’s Thursday business meeting:

8VAC20-131-5: Definitions

• “Growth” added: Definition of the term “growth” has been added to establish that growth “means student progress towards achievement as demonstrated through a valid and reliable measure”; and

• “Recess” amended: Definition of the term “recess” has been revised for clarification to state that recess “means a segment of free time exclusive of time provided for meals during the standard school day in which students are given a break from structured classroom instruction.

8VAC20-131-10: Purpose

• Mission of the public education system to educate students to be equipped for an informed and successful private life amended to eliminate the word “private”.

8VAC20-131-51: Requirements for Graduation (new)

• Clarification added to indicate that work-based learning opportunities provided may include, but not be limited to, internships, externships, credentialing, and blended learning.

8VAC20-131-100: Instructional Program in Secondary Schools

• Clarification added to show that opportunities for internships, externships, and other work-based learning experiences are examples of such experiences, and not intended to be exclusive.

8VAC20-131-140: College and Career Readiness

• Requirement for Academic Career Plan to be completed by the end of the seventh grade extended to the end of the fall semester in the eighth-grade year.

8VAC20-131-180: Off-site Instruction

• Specified that homebound instruction is to be provided under the supervision of a licensed teacher, qualified in the relevant area, and deleted incorrect references from the current SOA language.

Final action on these proposed Standards is scheduled for the Board’s Thursday Business meeting.

The Committee also discussed the guidance aligned with the proposed Regulations Establishing Standards for Accrediting Public Schools in Virginia (8VAC20-131) in the following areas: Criteria to Recognize Schools and School Divisions and Expedited Retake Criteria.

Criteria to Recognize Schools

Recognition of exemplar performance was developed during Standards of Accreditation Part VIII revisions as an alternative to the exemplar “blue” performance level. Exemplar performance aligns with the new school quality indicators and it recognizes growth and improvement in high-poverty schools. The recognition occurs in the following two categories:

Category 1: High overall achievement

• Schools that are designated Accredited; and

• Performing at or above the 95^th percentile of all schools in any individual school quality indicator (except Achievement Gaps)

Category 2: Performances and growth among high-poverty schools

• At least 70 percent of enrolled students are identified as economically disadvantaged;

• Performing at or above the 90^th percentile of all high-poverty schools in any individual school quality indicator (except Achievement Gaps);

• Demonstrating Level One academic achievement in all Academic Achievement Gap reporting groups;

• Meeting the growth or improvement criteria for two consecutive years in any school quality indicator (except Achievement Gaps); and

• Demonstrating reductions in the failure rate on state assessments in all Academic Achievement Gap reporting groups for two consecutive years.

The following three awards are part of the Virginia Index of Performance (VIP) incentive program:

• Governor's Award for Educational Excellence;

• Board of Education Excellence Award; and

• Board of Education Distinguished Achievement Award.

 

Awards are earned by assigning base points and bonus points to established criteria. The criteria include:

• Earning base points

  • 3 criteria for elementary schools (e.g. foreign language instruction)

  • 2 criteria for middle schools (e.g. Algebra I by 8th grade

  • 9 criteria for high schools (e.g. advanced course enrollment)

  • 6 other criteria (e.g. participation in Virginia Preschool Initiative)

  • Weighted average of proficiency levels on statewide assessments for each of four content areas

• Benefits and challenges associated with the VIP Program include:

      Benefits

      - Provides schools incentive for continuous improvement
     - Criteria go beyond traditional accreditation indicators

Challenges

- Only recognizes schools that are fully accredited regardless of growth or Improvement;
- Multi-layered formula limits understanding of how schools qualify and are
   awarded; and
- Complex award structure minimizes schools’ ability to set goals around award criteria

The Committee discussed possible components of school and school division recognition programs. Points of consideration included: a tiered approach; alignment with accreditation indicators; eligibility based on accreditation rating, and focus on performance and growth in high-poverty schools.

Staff recommendations related to moving forward with recognition included:

• Revise “Exemplar Performance to align with Code of Virginia-required VIP criteria. Doing this better aligns criteria with proposed school quality indicators; provides opportunity to recognize “Accredited with Conditions Schools” that are showing significant improvement, and recognizes high-poverty schools that are demonstrating growth; and

• Bring forward revised criteria in January for Board review.

School Divisions and Expedited Retake Criteria

Guidance related to expedited retakes allowed for an application of “Extenuating Circumstances in Spring 2017. The determination of what constitutes an “extenuating circumstance” and “legitimate reasons” for establishing eligibility for an expedited retake of a Standards of Learning test are left to the division superintendent.

The Department undertook a survey of school divisions regarding their use of the Extenuating Circumstance policy was sent out September 2017. Based on those responses, the Committee discussed whether the Board should provide additional guidance regarding the meaning of “extenuating circumstances” and whether the guidance should differ for end-of-course tests and the grades 3-8 tests and will return to the subject at a future meeting.

Growth Measures

The Committee received an update on Growth Measures. The 2016 General Assembly directed the Department of Education to conduct a pilot study to investigate a student growth model that could be applied for school and division accountability. The proposed growth measures considered students’ prior achievement on SOL tests and the performance of similar students. Statistical predictions were developed for how each student would score on the current year’s test (predicted score) based on the student’s performance on the previous year’s test. A student’s growth was then determined by whether the student fell below, met, or exceeded the predicted score and by how much.

After the statewide assessments are administered, the data are used to calculate a statistical prediction for each student based on his or her characteristics and similar students across Virginia. Students’ actual scores and predicted scores are compared to determine whether each student met or exceeded the prediction and by how much. Currently, scores on each SOL test are reported on a 0 - 600 scale that is specific to that test. A vertical scale would allow for the reporting of scores across SOL tests. Creating a vertical scale requires that we “link” the tests together. In spring 2016, a study was conducted to “link” the content of the reading tests for grades 3-8 and the mathematics tests for grade 3 –Algebra I together so that a vertical scale could be created. Results are promising but must be re-evaluated based on the change in the mathematics SOL. The 2018-2019 timeline for Implementation of Vertical Scales is:

Mathematics 2018-2019

• Additional linking studies will be needed in spring 2018 because of content changes in mathematics SOL.

• Preparation for spring 2018 studies is underway.

Reading

• Once curriculum framework is approved, content changes in SOL will be evaluated so that a timeline can be determined.

Board Business Meeting

Revised Curriculum Framework for the 2017 English Standards of Learning

The Board approved the revised Curriculum Framework for the 2017 English Standards of Learning. The major elements of the revised Curriculum Framework for the 2017 English Standards of Learning include:

• Edits to enhance clarity, specificity, rigor, and alignments of skills and content;

• Revisions to align with the 2017 English Standards of Learning;

• Emphasis on the K-12 vertical alignment of the strands of Communication and Multimodal Literacies; Reading; Writing; and Research;

• Reorganization of the early literacy skills formerly under an Oral Language strand to the Reading strand ensuring that students receive the strong foundation of phonological and phonemic awareness to become fluent readers;

• Creation of a Communication strand in K-3 focusing on the necessary skills to express needs, ask questions, work collaboratively, and present information;

• Creation of a Research strand in K-3. At the primary level, students will begin to conduct research and use available resources to answer questions, solve problems, and organize information;

• Deletion of first column, which provided some redundant information and definitions;

• Creation of Teacher Notes prior to the beginning of each strand reflecting current academic research and best instructional practices;

• Introduction of reflective writing in grades 6-12; and

• Expansion of skills for collaboration, consensus-building, team-building, and working.

All revisions can be found at: http://www.doe.virginia.gov/boe/meetings/2017/11-nov/agenda-items/item-a.pdf.

2017 Computer Science Standards of Learning

The Board approved the Computer Science Standards of Learning. These Standards identify academic content for essential components of the computer science curriculum at different grade levels for Virginia’s public schools. The standards are not intended to encompass the entire curriculum for a given grade level or course. School divisions are encouraged to incorporate the standards into a broader, locally-designed curriculum. The Department intends to provide curriculum resources, and professional learning opportunities to increase the instructional skills of teachers.

The components of the 2017 Computer Science Standards of Learning include:

• Preface

• Introduction

• What is Computer Science?

• What is Computational Thinking?

• Computer Science Practices for Students

• Equity

• Organization of the Computer Science Standards of Learning and

• Standards of Learning by Grade Level and Content Strand

Additional information regarding the 2017 Computer Standards of Learning can be found at: http://www.doe.virginia.gov/boe/meetings/2017/11-nov/agenda-items/item-b.pdf

Amendments to the Regulations Establishing the Standards for Accrediting Public Schools in Virginia, Parts I-VIII (8VAC 20-131) (Final Stage)

The Board approved the Amendments to the Regulations Establishing the Standards for Accrediting Public Schools in Virginia, Parts I-VIII (8VAC 20-131) (Final Stage). Further action will be governed by the requirements of the Administrative Process Act.

The Board’s approval of the SOA included the following school quality indicators to be used for the state accreditation system:

• Academic achievement in English, including measures of growth in elementary and middle schools, and progress toward English proficiency in English learners

• Academic achievement in mathematics, including measures of growth in elementary and middle schools

• Academic achievement in science

• Academic achievement gaps in English and mathematics

• Graduation and completion index for high schools only

• Dropout rate in high schools only

Details on final changes to the Standards were discussed at their Wednesday Accountability Committee meeting (as discussed above). Additional information regarding the Amendments to Regulations Establishing the Standards for Accrediting Public Schools in Virginia, Parts I-VIII (8VAC20-131) (Final Stage) can be found at: http://www.doe.virginia.gov/boe/meetings/2017/11-nov/agenda-items/item-c.pdf.

Board of Education’s Comprehensive Plan: 2018-2023

The Board approved the Comprehensive Plan 2018-2023 as required by the Code of Virginia. It provides the framework for the Board’s leadership, advocacy, and oversight to meet and prioritize the future needs and goals of students, educators, and schools. The Plan focuses on the Board’s three priorities:

1. providing equitable access to high-quality, effective learning environments for all students and educators;

2. advancing policies that increase the number of candidates entering the teaching profession and encourage and support the recruitment, development, and retention of well-prepared and skilled teachers and school leaders; and

3. implementing the system for school quality as embodied in the revisions to the Standards of Accreditation.

The following statistics related to at-risk students were added to the report following last month’s initial review: At-Risk/Free Lunch Students in the State = 32.46%; Median Percentage of At-Risk Students in Schools Denied Accreditation = 65%; and the Median Percentage of At-Risk Students in Schools Fully Accredited = 27%. The approved Plan will now be communicated to the governor and General Assembly, posted on the Board of Education’s webpage, and shared with educational organizations and stakeholders.

Additional information regarding the plan can be found at: http://www.doe.virginia.gov/boe/meetings/2017/11-nov/agenda-items/item-d.pdf.

Board of Education’s 2017 Annual Report on the Condition and Needs of Public Schools in Virginia

The Board approved the 2017 Annual Report on the Condition and Needs of Public Schools in Virginia. This report will be submitted to the Governor and the General Assembly by December 1. The report identifies any school divisions and the specific schools therein that have failed to establish and maintain schools meeting the existing prescribed standards of quality. Such standards of quality are subject to revision only by the General Assembly, pursuant to Article VIII, Section 2 of the Constitution of Virginia.

The report includes:

• A complete listing of the current standards of quality for the Commonwealth's public schools, together with a justification for each particular standard, how long each such standard has been in its current form, and whether the Board recommends any change or addition to the standards of quality;

• Information regarding parent and student choice within each school division and any plans of such school divisions to increase school choice;

• A complete listing of each report that local school divisions are required to submit to the Board or any other state agency, including name, frequency, and an indication of whether the report contains information that the local school division is also required to submit to the federal government; and

• A complete listing of each report pertaining to public education that local school divisions are required to submit to the federal government, including name and frequency.

Additional information regarding the Annual Report on the Condition and Needs of Public Schools in Virginia can be found at: http://www.doe.virginia.gov/boe/meetings/2017/11-nov/agenda-items/item-e.pdf.

Virginia Guidelines for the Prevention of Suspension and Expulsion of Young Children: Supporting Children with Challenging Behaviors in  Early Childhood Settings

The Board accepted for first review the Virginia Guidelines for the Prevention of Suspension and Expulsion of Young Children: Supporting Children with Challenging Behaviors in Early Childhood Settings. The primary purpose of the Guidelines is to provide guidance regarding policies and best practice in implementing developmentally appropriate experiences for children in early care and education programs (0-5 years) that can prevent suspension and expulsion. The proposed Guidelines provide early childhood educators with guiding principles, definitions, best practices for promoting positive behavior, suggested steps to prevent suspensions and severely limit expulsions, and resources for promoting children’s social-emotional development.

Addressing suspension and expulsion practices in early care and education settings requires that all program personnel share responsibility for and commit to taking action to prevent suspension and expulsion. Based on research and best practice, adults—teachers, families, and administrators are encouraged to support young children’s healthy development as follows:

• Teachers implement developmentally appropriate, research-informed curricula aligned with early learning standards, and use culturally and linguistically responsive practices that promote social-emotional learning and supportive teacher-child relationships;

• Families are acknowledged as their child’s first teacher and engage in two-way communication with program administrators and teachers to support children’s learning and access comprehensive services, as needed, to meet their children’s needs;

• Administrators provide teachers with professional development on teaching practices that promote children’s social-emotional development; and

• Teachers, Families, and Administrators implement strategies to address the individual needs of all children and, as applicable, the challenging behaviors of some children.

The following steps to address suspension and expulsion drawn from national performance standards identified in Caring for Our Children, Preventing Expulsions, Suspensions, and Other Limits in Services, Standard 2.2.0.827 and the Virginia Department of Education, Division of Special Education and Student Service’s Guidelines for Conducting Functional Behavioral Assessment and Developing Positive Behavioral Support and Interventions serve as a source of guidance for programs developing policy to address issues when prevention procedures have failed to resolve the challenging or disruptive behavior:

Step 1: Analyze and Understand the Source of the Behavior

Step 2: Focus on Intervention to Meet the Needs of the Child

Step 3: Plan for Options and Transitions

Step 4: Monitor and Evaluate the Transition Plan of a child

Additional information regarding these steps and the guidelines can be found at: http://www.doe.virginia.gov/boe/meetings/2017/11-nov/agenda-items/item-g.pdf

Final review of the Virginia Guidelines for the Prevention of Suspension and Expulsion of Young Children: Supporting Children with Challenging Behaviors in Early Childhood Settings is anticipated in January 2018.

Reports

The Board received the following reports:

The 2017 Recommendations of the School Readiness Committee

This report summarizes the goals, structure, due diligence, findings, and recommendations of the School Readiness Committee in order to provide additional depth and context to the formal recommendations that were approved in July 2017. Information regarding the barriers identified and the recommendations made by the committee can be found at: https://education.virginia.gov/media/9534/src-summary-of-work.pdf. In addition, the School Readiness Committee has formed a new subcommittee that will address finance and compensation of early childhood programs. A report will be issued by this subcommittee by June 30, 2018.

School Nutrition Programs: State of the Plate

The Office of School Nutrition Programs (SNP) continues to increase its program offerings, services, and support to school divisions. In 2017, the SNP office has been awarded USDA training grants for Farm to School programs and Team Nutrition to provide professional development to local school nutrition program staff. Additional grant funding has been awarded to provide a summer electronic benefits transfer (EBT) component to school divisions participating in the VA 365 demonstration project to enhance the availability of healthy food for students during the summer months.

As required by the General Assembly, the Summer Foodservice Program and the At-Risk portion of the Child and Adult Care Feeding Program (CACFP) are transferring this year from the Department of Health to the Department of Education. Ensuring that students have access to good, healthy food at school in support of academic achievement is demonstrated by increased identification of students qualifying for school meals and increased implementation of alternative breakfast models. This has resulted in a substantial increase in school meals served in Virginia the last several years. Additional information regarding the School Nutrition Programs can be found at: http://www.doe.virginia.gov/boe/meetings/2017/11-nov/agenda-items/item-i.pdf.

Current Issues

The Board announced that a new Committee to Review Research and Evidence Based Practices is being formed. Committee members include: Ms. Atkinson, Chair, Dr. Wilson and Dr. Wallace. The work of the Committee will specifically focus on issues in the Board’s Comprehensive Plan 2018-2023.