Portrait of a Graduate Program Improvement and Innovation Plan

Relevant details and data for the Portrait of a Graduate Program

Program Overview (SY 2021-22)

Portrait of a Graduate (POG) was adopted within FCPS in 2014 to ensure that students develop attributes and skills that will empower them to be productive citizens of a global community and successful in the workforce of the future:

  • Communicator
  • Collaborator
  • Creative and Critical Thinker
  • Ethical and Global Citizen
  • Goal-directed and Resilient Individual

POG is aligned to the Virginia Department of Education’s Profile of a Graduate as the knowledge, attributes, and skills students need to be “life ready” upon graduation.

For students to grow and develop POG skills, they engage in authentic problem-solving. Project-based Learning (PBL) is a teaching method that provides real-world problem-solving opportunities for students. Students learn while exploring careers and interests in a problem-solving cycle. This cycle entails:

  • Introduction of a problem or challenge
  • A process of inquiry and innovation
  • Reflection, revision, and refinement
  • Sharing with a public audience

In 2019, POG became a student success goal as part of the FCPS Strategic Plan. Student Success Goal 1 states that “All students will meet grade-level expectations for POG outcomes as measured by their performance on end-of-year POG Presentations of Learning (POG POL). POG POLs require that students:

  • Have evidence of growth in a portfolio
  • Reflect on growth over time
  • Engage in feedback processes
  • Share learning experiences with an audience (e.g., teachers, families, peers)

Students share their learning through POG POL at specific grade levels across K-12. A common rubric is used for scoring and student feedback.

n fall of 2021, FCPS was recognized as a School Division of Innovation. This is a VDOE designation for school divisions of excellence with innovative practices. POG POL and local alternative assessments, to include performance assessments, are the identified innovation goals within the FCPS School Division of Innovation Designation Plan. These assessments require that students perform a task or create a product. Student work is scored using a rubric or set of criteria. These assessments are identified innovation goals because they require that students apply content knowledge and POG skills.

Scope of Impact

Data for the 2021-22 school year will be published as soon as it is available.

Strategic Actions and Measures

Updated for the 2022-2023 school year.

Goal 1

By the end of the 2022/23 school year, all schools will have a School Improvement and Innovation Plan (SIIP) goal aligned to Portrait of a Graduate outcomes that will further advance division wide scaling of POG POL by 2025-26.

Actions:  

  • SIIP Professional Development and Networking
    • Ongoing professional development and networking opportunities to support SIIP goal-setting and progress monitoring around POG outcomes
  • Interdepartmental POG Goal team
    • A team of individuals from various departments all focused on supporting and scaling POG POL across the division
  • Ongoing development and publication of division wide curriculum resources
    •  Providing teachers resources that demonstrate how POG, PBL, POLs, and authentic assessment support high quality instruction 
    • Maintaining an asynchronous Google Site and Schoology Group to support the implementation of POG POL
  • Professional development 
    • A variety of modalities are provided to meet educator needs and to model instructional practices that can be utilized with students. This includes asynchronous sessions, compass courses, hybrid courses, before and after school sessions, Academy courses, leadership development opportunities, individual coaching consultations, networking opportunities, exhibitions of learning, and open office hours. 
  • POG POL Innovator Cohort
    • In order to support the continued growth and scaling of POG POL in FCPS and meet the FCPS Strategic Plan Goal that all FCPS students will have the opportunity to participate in POG POL by 2025-26, Instructional Services is building a cohort of POG POL Innovators for the 2022/23 school year. This cohort may support Instructional Services in facilitating professional learning related to POG & POG POL, creating resources related to POG POL implementation, and meeting ongoing needs to grow POG POL within FCPS.
  • VALIN Cohort
    • FCPS has established a team of school-based and central office leaders who will be participating in the Virginia Leads Innovation Network for educational leaders. This team is committed to the growth of innovative and more student-centered practices in teaching, learning, and assessment. This team will engage in statewide professional learning on leadership and mobilizing communities that will support the scaling of POG POL in FCPS.

Measures: 

  • Yearly analysis of SIIP plan goals aligned to different phases of the POG POL continuum (Building the Foundation, Integrating POG, Collecting Evidence and Sharing POG Growth)
  • Yearly analysis of educator/school participation in POG and POG POL professional learning 
  • Yearly analysis of educator/school participation in the POG POL Innovator Cohort
  • Yearly analysis of student participation and performance in POG POLs in schools that are implementing this year
  • Exhibition of Learning as a culminating activity in the VALIN cohort

Goal 2

Extend the use of local alternative assessments including performance-based assessment in lieu of SOL tests for Grade 4 Virginia Studies, Grade 8 Civics and Economics, and Grade 8 Writing in SY 2022-23.

Actions:  

  • Apply flexibility approved by the Virginia Board of Education under 8VAC20-760-30  to extend the use of local alternative assessments in lieu of Standards of Learning (SOL) tests in Grade 4 Virginia Studies, Grade 8 Civics and Economics, Grade 8 Writing.
  • Support instructional staff in implementing performance assessments as a part of local alternative assessments through professional development, curriculum resources, and school support.

Measures: 

  • Yearly analysis of student participation in local authentic assessments in identified grades/courses.
  • Yearly analysis of student participation within grades/courses for Grade 4 Virginia Studies, Grade 8 Civics and Economics, Grade 8 Writing.

Goal 3

Expand the use of performance assessments as part of a collection of evidence in lieu of Standards of Learning (SOL) tests to locally award verified credit for History and Social Science courses SY 2022-23.

Actions:  

  • Apply Virginia Board of Education (VBOE) guidelines for state performance assessments to locally award verified credit, where eligible, within all World History 1 (WH1) and World History 2 (WH2) courses, and support schools that choose to apply VBOE guidelines for performance assessments to locally award verified credit in US and VA History (USVA) SY 2022-23.
  • Support instructional staff in implementing performance assessments through professional development, curriculum resources, and school support.

Measures: 

  • An analysis of verified credits awarded for HS SS Courses revealed a total of 14,549 verified credits were earned in SY 2021-22:
    • WH2 (authorized under SDI Flexibility) - 5,216
    • WH1  (authorized under SDI Flexibility) - 7,535
    • US VA (authorized under VBOE Option 2 ) - 1,798
  • The Virginia Department of Education (VDOE) provided guidance and resources for schools to implement Social Studies Performance-Based Assessments (PBA) for Locally Awarded Verified Credit (LAVC) in SY2021-22 and SY2022-23.
  • A School Leader Toolkit was developed as a resource for administrators, department chairs, and ACs/school test coordinators (STCs). Teacher/team resources were embedded in the PBA for verified credit Google site for SY2021-22 and for SY2022-23.