Committee on School and Division Accountability

The Committee discussed school improvement with a four-member panel from Petersburg City Public Schools, Bristol Virginia Public Schools, Hampton City Public Schools, and Northampton County Public Schools. Topics addressed by the panel and the Board included:  school culture, responses to children and families of poverty, staffing adjustments, recognition of success, use of data, strategies for instructional delivery, alignment of curriculum, assessment, staff development, peer observation, lesson planning, and family engagement.

The Committee also discussed “Accountability Measures - Graduation Rate and Dropout Rate” by focusing on: philosophy of accountability principles; measuring school quality using multiple indicators; a matrix-based system; Virginia’s Draft Accreditation Matrix with possible academic outcomes and opportunities to learn; appropriate benchmarks (performance, trending and a combination) for grouping schools into four performance ratings for each indicator (Level 1 Exemplar, Level 2 Monitor, Level 3 Guide and Level 4 Intervene).  

The Committee process for moving forward with determining how the transition to the new system will occur and whether or not a three-year transition is appropriate will require:  
•    Reaching concurrence on high-priority indicators for accreditation; 
•    Defining quality metric for each indicator;
•    Defining school-level benchmarks for current year achievement and progress; 
•    Defining performance levels for school based on benchmarks across indicators; and  
•    Defining criteria to identify schools for targeted support and intervention based on school performance levels

The Committee began the process by focusing on the high-priority accreditation indicators, Graduation Completion and Dropout Rate.  Graduation Completion was selected because all students get points in the Graduation Completion Index (GCI) except for long-term absences and dropouts and the GCI gives schools credit for taking steps to help students complete a program of study.

The Graduation and Completion Index (GCI) calculation includes students in the cohort of expected on time graduates, students who were: first-time ninth graders four years earlier; plus, transfers in and minus transfers out; and students carried over from previous cohorts.  A GCI of at least 85 is currently required for full accreditation.  The Board examined the following DRAFT Graduation Completion Criteria that noted how many schools would currently be at each level:  
•    Level 1 Exemplar – School three-year average GCI is equal to or greater than 97 or the 85th percentile (56 schools);
•    Level 2 Monitor - School three-year average GCI rate is between 88 and 96 (229 schools);
•    Level 3 Guiding - School three-year average GCI meets narrow margin criteria range, set at 80-87 or School that has a three-year average GCI below 75 but has shown at least a five-point improvement compared to previous year (29 schools); and 
•    Level 4 Intervene - School three-year average does not meet the benchmark, narrow margin criteria, or improvement (five-point improvement).  School has met criteria for Level 3 for more than three consecutive years (5 schools).

The Dropout Rate was examined by the Board as an accreditation indicator because:  the calculation is simple; schools are provided with a clear measure of how many students they are losing to dropout; and the simple calculation allows schools to determine if their efforts to reduce dropout are effective.

The Committee examined the following DRAFT Criteria for the Dropout Rate Accreditation Indicator to include the number of schools that would currently be at each level:
•    Level 1 Exemplar - School three-year average dropout rate is less than 3% or 75th percentile (85 schools);
•    Level 2 Monitor -  School three- year average dropout rate is between 3% and 5.9% OR School in Level 3 the prior year decreases dropout rate by 1.5% or more (159 schools); 
•    Level 3 Guiding - School three-year average is between 6% and 8.9%. OR School in Level 4 the prior year decreases dropout rate by 1.5% or more (50 schools); and 
•    Level 4 - School three-year average does not meet the benchmark or improvement. School has met criteria for Level 3 for more than 3 consecutive years (25 schools).

For the next Committee meeting, more information will be provided regarding the Graduation Completion Index and the Dropout Rate Index.  Time will also be devoted to examining the indicator, Chronic Absenteeism. 

Regular Business Meeting

Revised 2017 English Standards of Learning 

The Board approved the Proposed Revised 2017 English Standards of Learning and authorized the Department of Education to make clarifying and/or technical edits.  A comprehensive review of the approved revisions can be found at:  http://www.doe.virginia.gov/boe/meetings/2017/01-jan/agenda-items/item-b.pdf.

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

The Board amended and approved proposed Amendments to the Regulations Establishing the Standards for Accrediting Public Schools in Virginia, Parts I-VII (8VAC 20-131) (Proposed Stage).    These revisions include:  

•    Revised definition of the term planning period to mean a segment of time in middle and secondary schools during the instructional day that is unencumbered of any teaching or supervisory duties, is not less than 45 minutes or the equivalent of a class period, whichever is greater, and which includes passing includes passing time for class changes;
•    Struck language which referenced a high quality education and revised to indicate that the SOA will provide the foundation for the provision of a quality public education;
•    Added language to show that the philosophy, goals, and objectives of individual schools should reflect and encompass the means by which both the Standards of Learning and Standards of Accreditation are to be achieved;
•    Provided language which shows, per the Standards of Quality (§ 22.1-253.13:4), a computer science course credit earned by students may be considered a science, mathematics, or a career and technical education course credit for a Standard or Advanced Studies Diploma;
•    Added language to earn a standard diploma through required participation in mathematics testing as determined by federal law;
•    Revised language to show that each middle school shall provide instruction in career investigation in accordance with 8VAC20-131-140 and deleted “for seventh grade students” (only).  School divisions may seek alternate means of delivering the Career Investigation course provided it is equivalent in content and academic rigor.
•    Revised language to show the criteria for additional tests approved by the Board must be “administered on a statewide, multistate or international basis, or administered as part of another state’s accountability assessment program”
   
Additional information regarding the approved proposed Regulations Establishing Standards for Accrediting Public Schools in Virginia, Part VIII can be found at: http://www.doe.virginia.gov/boe/meetings/2017/01-jan/agenda-items/item-c.pdf.

Regulations Governing Local School Boards and School Divisions (8VAC 20-720) Regarding Use of Sexually Explicit Instructional Materials (Proposed Stage)

The Board amended and approved the Regulations Governing Local School Boards and School Divisions (8VAC 20-720) Regarding Use of Sexually Explicit Instructional Materials (Proposed Stage) for further action as governed by the requirements of the Administrative Process Act.  

The regulations require local school boards to adopt policies and criteria for the selection of instructional materials that must include, at a minimum:
1.    The rights of parents or legal guardians to inspect review, upon request, any instructional materials used as part of the educational curriculum for students, and the procedure for granting a request by a parent or legal guardian for such access, in accordance with the Protection of Pupil Rights Amendment, 20 USC § 1232H, and its implementing regulation, 34 CFR Part 9;
2.    The basis upon which a person may seek reconsideration of the local school board's selection of instructional materials, including but not limited to materials that might be considered sensitive, or controversial and the procedures for doing so; and
3.    Pursuant to § 22.1-253.13:7 of the Code of Virginia, clear procedures for handling challenged controversial materials. 

Under this proposed regulation, local school boards would retain the ultimate authority to make the determination as to what to deem “sensitive” materials.

Model Policy Regarding Political Candidates and Public Officials and Model Policy Regarding Controversial Issues

The Board discussed the Model Policy Regarding Political Candidates and Public Officials and the Model Policy Regarding Controversial Issues.  These model policies were sent to the Board of Education from the Virginia Commission on Civics Education.  The Commission’s goal was for the Board to share the model policies with local school divisions, with the hope that local school boards would determine if the model policies are of value in reviewing their current policies.  The Board’s Policy Subcommittee reviewed these model policies and recommended that the Superintendent send this information as well as the pro and con feedback received to local school boards for review.

These model policies can be found at:  http://www.doe.virginia.gov/boe/meetings/2017/01-jan/agenda-items/item-e.pdf.

Recommendation of the Advisory Board on Teacher Education and Licensure (ABTEL) for a Passing Score for the Praxis Algebra I (5162) Test for the Mathematics – Algebra I (Add-on) Endorsement

The Board received for first review the Recommendation of the Advisory Board on Teacher Education and Licensure (ABTEL) for a Passing Score for the Praxis Algebra I (5162) Test for the Mathematics – Algebra I (Add-on) Endorsement to:  
1.    Approve the use of the Praxis Algebra I (5162) test as a professional teacher’s assessment as an option to add the Mathematics – Algebra I (add-on endorsement) to a teaching license; 
2.    Set a passing score of 148 for the test; and
3.    Review the passing score after sufficient performance data become available.

Revisions to the Regulations Governing the Employment of Professional Personnel (8VAC20-441-10 et seq.) (Final Stage)

The Board waived first review and approved the Revisions to the Regulations Governing the Employment of Professional Personnel (8VAC20-441-10 et seq.) (Final Stage)  Additional information regarding the regulations to include: A Contract with Professional Personnel; Continuing Contract with Professional Personnel; Athletic Coaching Contract with School Personnel; and Extracurricular Activities Sponsorship Contract with School Personnel can be found at:  http://www.doe.virginia.gov/boe/meetings/2017/01-jan/agenda-items/item-g.pdf.  

Reports

Report of the Standards of Learning Innovation Committee

The Board received the report of the Standards of Learning Innovation Committee. At the September 27, 2016 meeting, the Committee agreed to create two subcommittees to develop further recommendations. The two subcommittees are Implications of High School Redesign, chaired by Dr. Pat Murphy and Refining Assessments, chaired by Dr. Jamelle Wilson.  Recommendations from the subcommittees are pending vote by the full committee.

The following reports listed on the Board’s agenda were deferred until a later date:
•    Report on the Timeline for the Development of the Computer Science Standards of Learning;
•    Report on the Timeline and First Draft Outline for the Educational Technology Plan for Virginia:  2017-2022; and
•    Report on 2017 General Assembly.