Accountability Committee Meeting – May 23, 2017

Every Student Succeeds Act of 2015 (ESSA): Virginia Federal program Application Part II

The Committee reviewed the following elements in Virginia’s ESSA Program Application that were discussed at the April meeting:

• Identification of required federal indicators;
• Alignment with state accountability indicators;
• Long term goals and interim measures of progress for required indicators; and
• Identification of schools for comprehensive support and improvement.

The Committee considered when comprehensive support and improvement should be provided.

 

It is proposed that this should occur for:

• The lowest five percent of Title I schools based on performance of all students;
• Any high school with a federal four-year cohort graduation rate below 67% ;
• Comprehensive support and improvement schools identified beginning with the 2018-2019 school year; and
• Title I schools identified for targeted support and improvement due to low-performing reporting groups will also be identified for comprehensive support if they fail to improve over time.

The proposed methodology to identify schools for comprehensive support and improvement is as follows:

• Identify all Title I schools that did not meet the interim target in reading and mathematics using the combined rate for all students;
• Of those schools, average the combined rates for reading and mathematics;
• Identify the bottom five percent of Title I schools based on the averaged rates;
• If a “tie” occurs, use the rate of chronic absenteeism as the “tie breaker”;
• Identify any high school with a federal four-year cohort graduation rate below 67%; and
• Identify any high school with a federal four-year cohort graduation rate below 67%.

NOTE: Any school that is identified for comprehensive support and improvement that failed to meet the interim target for chronic absenteeism will address chronic absenteeism during the school improvement process.

 

The Committee discussed the following proposed Comprehensive Support and Exit Criteria:

Lowest five percent of Title I schools:

• Required to implement interventions to improve student performance in reading and mathematics over a two-year period;
• At the end of year two, schools no longer in the bottom five percent may exit comprehensive support and improvement status;
• Schools that exit this status at the end of year two will be required to implement sustainability plans for at least one additional year;
• Implementation of interventions for exited schools will be monitored during the required sustainability year; and
• If a school has not exited comprehensive support and improvement status after three years of interventions, more rigorous interventions will be required in the fourth year of comprehensive support and improvement status.

For schools identified because of a federal graduation rate below 67 percent:

• Required to implement interventions designed to address the issues causing the school to miss the threshold for graduating students; and
• Once a high school has a federal graduation rate above the threshold for identification, the school will exit from comprehensive support and improvement status

The Committee considered the following additional targeted support and improvement to include:

• Low-performing – any school in which one or more reporting groups is performing at a low level when compared with comprehensive schools;
• Low-performing schools will be identified beginning with the 2018-2019 school year, and must be identified every three years; and
• These schools are referred to in the federal programs application as schools identified for Additional Targeted Support and Improvement

Proposed methodology for identifying schools with low achieving reporting groups is as follows:

• Using the combined rates, identify schools that did not meet the interim measure of progress in one or more reporting groups in reading and mathematics;
• Of those schools, average the combined rates for reading and mathematics for each identified reporting group; and
• Identify for additional targeted support and improvement any school with an averaged rate below the highest averaged rate among comprehensive schools.

NOTE: Any school that is identified for additional targeted support and improvement that failed to meet interim targets for chronic absenteeism will address chronic absenteeism during the school
improvement process.

 

The Committee considered the following proposed methodology for identifying high schools with low graduation rates in reporting groups:

• Identify high schools that did not meet the interim measures of progress in one or more reporting groups for the federal four-year, five-year, and six-year adjusted cohort graduation rates; and
• Of those schools, identify for additional targeted support and improvement any school with a reporting group that has a four-year federal graduation rate below 67%.

NOTE: Any school that is identified for additional targeted support and improvement that failed to meet interim targets for chronic absenteeism will address chronic absenteeism during the school improvement process.

 

The Committee discussed the following three ESSA options for including assessments of ELLs enrolled in a U.S. school for less than 12 months in federal accountability calculations:

• Option 1 - Exclude from one administration of the reading/language arts assessment and exclude results of first year mathematics assessment;
• Option 2 - Exclude results for the first year; include a measure of growth for the second year; and report the results as with all students in year three; and
• Option 3 – develop criteria to determine whether Option 1 or 2 will apply to each student.
• It is being recommended that using the combination rate, Virginia elect to use Option 1 for recently-arrived ELLs.

Reading Assessment for ELL’s would be as follows:

• Year 1 – Not required to take the Reading SOL
• Year 2 – A passing score will be counted if the student passes the SOL or demonstrates growth as measured by ACCESS 2.0
• Year 3 – A passing score will be counted if the student passes the SOL or demonstrates growth on progress table or demonstrates growth as measured by ACCESS 2.0
• Using the combination rate, Virginia proposes Option 1 for recently-arrived ELL's.

Mathematics Assessment for ELL’s would be as follows:

• Year 1 – Assessment score not counted in the pass rate; and
  Year 2 and 3 –A passing score will be counted if the student passes the SOL or demonstrates growth on progress table.

Finally, The Committee addressed the following proposed minimum n designations:

• Continue to use a minimum n of 30 for accountability calculations (current year or 3- year average); and
• Continue to use a minimum n of 10 for reporting.

The Committee concluded it meeting by examining the next steps on the timeline for completing Virginia’s Federal Programs Application. These are as follows:

• ESSA plan presented to Board for first review – June Board meeting;
• ESSA plan presented to Board for final review – July Board meeting;
• ESSA plan presented to Governor for review – August; and
• ESSA plan submitted to USED – by September 18, 2017.

Note: In August, the Governor will be given the opportunity to have a 30-day review of the application. The application can be submitted even if the Governor elects not to sign the application.

 

Review of the Board-Approved Revision to the Regulations Establishing the Standards for Accrediting Public Schools in VA, Parts I-VII

The Committee’s discussion began with the following Organization of the Standards of Accreditation (SOA):

• Part I: Definitions and Purpose;
• Part II: Philosophy, Goals, and Objectives;
• Part III: Student Achievement Credits and Requirements for Graduation;
• Part IV: School Instructional Program Elementary, Middle, and High Schools;
• Part V: School and Instructional Leadership Roles and Responsibilities of Principals, Teachers, Support Staff; Staffing Requirements and Teaching Loads;
• Part VI: School Facilities and Safety;
• Part VII: School and Community Communications School Quality Profile; and
• Part VIII: School Accreditation.

Following this, the Committee reviewed what was involved in its comprehensive review of SOA:

• Notice of Intended Regulatory Action on June 27, 2013; Final review of proposed amended regulations in October 2013;
• Comprehensive examination of regulations initiated in Fall 2014; pending regulations withdrawn for more extensive review;
• Section-by-section review of regulations conducted from 2014; includes expected knowledge, skills, and competencies of a Virginia graduate; assessments; accountability and accreditation; School Quality Profile;
• Proposed changes to regulations to implement legislation, including accreditation ratings recognizing progress and growth, approved by Board in final July 23, 2015 and are now incorporated in the SOA;
• Discussion of definition and framework for the life and career-ready student and graduation credits and competencies began Fall 2015. Development of the Profile of a Virginia Graduate to include legislative directive of 5 Cs in 2016;
• School Quality Profile approved June 2016;
• Extensive public outreach: accountability committee meetings; public comments; roundtables; public hearings; and
• First review of Parts I-VII, September 2016; Second review November 2016; Final review January 2017.

The Committee identified changes to be implemented through SOA, Parts I-VII to include:

• Update purpose, philosophy and goals to reflect expectations for preparation of a Virginia graduate; recognition of multiple areas affecting school quality; provision of continuous improvement and support;
• Expand the use of performance assessments and reduce number of credits verified by Standards of Learning tests;
• Increase internships and work-based learning experiences;
• Increase career exposure, exploration, and planning;
• Emphasize the 5C's (critical thinking, creative thinking, collaboration, communication, and citizenship);
• Implement the Profile of a Virginia Graduate; and
• Reflect changes in the School Quality Profile.

The Committee reviewed the additional following objectives proposed for Part I and Part II (Purpose, Philosophy, Goals and Objectives):

• Mastery of learning by graduating students in multiple areas to include academics, workplace skills, alignment of personal interests, knowledge and skills with career opportunities, and civic and community responsibility;
• Attainment by students through their education of skills including creative and critical thinking, problem solving, communication, collaboration, and responsible citizenship;
• A system of accountability for quality public education and continual improvement; and
• Promotion and recognition of school quality and achievement in multiple areas

Next, the Committee reviewed its proposals to expand use of performance assessments and reduce number of credits verified by Standards of Learning Tests in Part III, Student Achievement, and Requirements for Graduation.

• Verified credits required for Standard Diploma reduced from 6 to 4, with elimination of the Student Selected test, and reduction of verified credits in English from 2 to 1;
• Verified credits required for Advanced Diploma reduced from 9 to 4, with elimination of the Student Selected test, and reduction of verified credits in English, mathematics, laboratory science, and history and social science from 2 to 1 each;
• Earning locally awarded verified credits for a student who does not pass SOL tests expanded to English and mathematics. Since January 2017, locally awarded verified credits clarified and limited to the award of no more than one to meet graduation requirements (with exceptions for students with disabilities);
• A verified credit can be earned when an authentic performance assessment for History and Social Science is administered and the student demonstrates mastery of content; and
• Students shall not be required to take an end-of-course SOL test in a subject after earning the number of verified credits required in that content area for graduation.

The Committee reviewed the following technical edits proposed for Part III, Student Achievement:

• Reference requirements for Profile of a Graduate;
• Distinguish graduation requirements effective through 2017-2018 from those effective beginning in 2018-2019 (including transfer students);
• Revise and expand language referencing instruction and achievement in workplace skills and achieving success in a global economy;
• Incorporate Code language that 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; and
• Clarify that laboratory science includes interdisciplinary courses which incorporate SOL content from multiple academic areas.

Since January, technical edits were made to the section on transfer students and achievement of standard and verified credits to clarify implementation of new graduation requirements but still account for those students in the pipeline before the ninth-grade class of 2018- 2019.

The Committee reviewed the following proposals for increasing career exposure, exploration, and planning in:

Part IV, School Instructional Program, Program of Instruction and Learning Objectives:

• Language added to reflect instructional requirements of Standards of Quality; and
• Language added to reference the Profile of a Virginia Graduate and instructional programs that ensure student acquisition of concepts, competencies, and experiences necessary to be successful in global economy, including: (1) alignment of knowledge, skills, and personal interests with career opportunities; (2) knowledge and skills necessary to be successful in the world of work; and (3) mastery and demonstration of critical and creative thinking, collaboration, communication, citizenship.

Part IV, School Instructional Program Instructional program in elementary schools

• Language added to reference the requirement for elementary schools to provide instruction and information for career exploration
Instructional program in middle schools

• Language added to require a career investigation course to be taken by students in middle school to guide academic and career exploration and planning in accordance with the Profile of a Virginia Graduate framework
January 2017: Language added permitting school divisions to use alternate means of providing the career and investigation course provided there is equivalency in content and rigor

Instructional program in secondary schools
Provision of program of instruction which includes: (1) student attainment of knowledge, skills, competencies, and experiences necessary to be successful in the global economy; (2) opportunities for students to attain and demonstrate the 5 Cs; (3) opportunities for students to participate in internships, externships, and other work-based learning experiences

College and career readiness; career exposure, exploration, and planning

• Each elementary, middle, and secondary school shall provide for identification by all students of personal interests and abilities to support planning for post-secondary opportunities and career preparation. Includes exploration of career cluster areas in elementary schools, and in middle and high schools course information and planning and opportunities for educational academic experiences in and outside the classroom; and
• Provisions for the Academic and Career Plan (ACP) have been expanded. Addition of requirement for elementary school career exploration, beginning with the Academic and Career Plan Portfolio; middle school development of the ACP through completion of a career investigation course or an alternative means of delivery equivalent in content and academic rigor, including workplace readiness skills; completion of ACP by end of seventh grade; and expansion of monitoring of ACP in high school.

The Committee also reviewed its proposals for increasing internships and work-based learning experiences:

Instructional program in secondary schools

• Language added to provide program of instruction which includes the offering of opportunities for internships, externships, and work-based experiences, and credentialing

College and career readiness; career exposure, exploration, and planning

• Language added to specify the requirements for implementation of career exposure, exploration, and planning in elementary, middle, and high school, including opportunities for internships and work-based learning

The Committee discussed its desire to have an emphasis on the 5Cs, critical thinking, creative thinking, collaboration, communication, and citizenship in the following sections:

• Part I Purpose, 8VAC20-131-10;
• Part II Philosophy, goals, and objectives, 8VAC20-131-20;
• Part III Student Achievement, 8VAC20-131-51, Requirements for graduation; and
• Part IV School Instructional Program 8VAC20-131-100, Instructional program in secondary schools.

The Committee reviewed the following proposed revisions in the area of Instructional Leadership

Part V, School and Instructional Leadership: Role of Principal

• Revision of and expansion of section to reflect and align with standards provided in board’s Advancing Virginia’s Leadership Agenda guidance document

Proposed revisions in the School Quality Profile and School Communication Regarding Course Content include:

Part VII, School and Community Communications School and Community Communications

• Revisions made to reference the School Quality Profile and delete School “Performance Report Card”

• Language added to specify categories of indicators and information required by the board to be included in the School Quality Profile

Other areas of change proposed and reviewed by the Committee included:

• Definition revisions – Added English Learner; added instructional day and hours; revised standard school year; revised teacher planning period and added planning time or elementary teachers; added authentic performance assessments; revised definitions of standard unit of credit to include alternatives to 140 clock hours; revised definition of verified unit of credit to include those awarded locally according to Board guidelines and those earned through mastery of content on authentic performance assessments; revised “locally developed authentic performance assessment” term to “authentic performance assessment”;

• Division Policy for Dropping Courses – Language added that Superintendent must certify that schedules are not changed to avoid end-of-course SOL tests;

• Flexibility on Standard Credit Based on 140 Clock Hours – School division may waive 140 clock hours on instruction to earn standard credit as prescribed in board guidelines, effective with students enrolled in 2015-2016 school year;

• Awards and Diploma Seals – Language added to establish the Board of Education’s Seal for Excellence in Science and the Environment;

• School Facilities and Safety – Revised requirements for fire drills and lock-down drills to align with legislation passed in 2016, HB 1279; and

• Alignment with the Standards of Quality – Language added to comport with public education objectives, requirements for remediation, intervention, and instructional assistance, and graduation requirements in SOQ.

Board Work Session – May 23, 2017

Presentation: Overview of the Board of Education’s Comprehensive Plan 2012-2017

The Board’s Work Session began with a review of the following statutory authority for the Board’s Annual Report:

§ 22.1-253.13:6. Standard 6. Planning and public involvement.

The Board of Education shall adopt a statewide comprehensive, unified, long-range plan based on data collection, analysis, and evaluation. Such plan shall be developed with statewide participation. The Board shall review the plan biennially and adopt any necessary revisions.

This plan shall include:

• Strategies for first improving student achievement, particularly the achievement of educationally at-risk students, then maintaining high levels of student achievement;
• An assessment of the extent to which these objectives are being achieved;
• A forecast of enrollment changes; and
• An assessment of the needs of public education in the Commonwealth.

The Board shall also develop a detailed comprehensive, long-range plan to integrate educational technology.

§ 22.1-18. Report on education and standards of quality for school divisions

By December 1 of each year, the Board of Education shall submit to the Governor and the General Assembly a report on the condition and needs of public education in the Commonwealth. Such report shall include:

• A complete listing of the current Standards of Quality (SOQ) for the Commonwealth's public schools;
• An analysis of the extent to which the SOQ’s have been achieved and the objectives of the statewide comprehensive plan have been met;
• 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; 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.

Following a review of the statutory requirements, the Board examined its responsibilities in the SOQ’s that are as follows:

Standard 1. Instructional programs supporting the Standards of Learning and other educational objectives.

• Requires the Board of Education to establish the Standards of Learning (SOL’s), which shall form the core of Virginia's educational program, and other educational objectives, which together are designed to ensure the development of the skills that are necessary for success in school and for preparation for life in the years beyond. and
• Requires the Board to ensure that the SOL’s are consistent with a high-quality foundation educational program.

Standard 2. Instructional, administrative, and support personnel.

• Requires the Board to establish teacher, principal, superintendent, and other professional personnel licensure requirements.

Standard 3. Accreditation, other standards, assessments, and releases from state regulations.

• Requires the Board to establish the Regulations Establishing Standards for Accrediting Public Schools in Virginia (Standards of Accreditation), which shall include student outcome measures, requirements and guidelines for instructional programs and for the integration of educational technology into such instructional programs, administrative and instructional staffing levels and positions, student services, auxiliary education programs, requirements for graduation from high school, community relations, and the philosophy, goals, and objectives of public education in Virginia.
• Requires the Board to prescribe SOL assessments for certain subject areas.

Standard 5. Quality of classroom instruction and educational leadership.

• Requires the Board to provide guidance and technical assistance on high-quality professional development for teachers, principals, supervisors, division superintendents, and other school staff.

Standard 6. Planning and public involvement.

• Requires the Board to adopt and periodically review a statewide comprehensive, unified, long-range plan.

The Board reviewed the purpose of the Comprehensive Plan:

• The Comprehensive Plan: 2017-2021 will update the Board’s priorities, goals, and strategies, which will serve as a roadmap for providing exceptional educational opportunities for all public school students in Virginia.
• The Comprehensive Plan will provide the framework for the policy development and leadership needed to achieve the Board's mission.

During the work session, the Board also reviewed the mission of the Board of Education and Superintendent of Public Instruction 2012-2017, in cooperation with their partners which is to develop policies and provide leadership that improve student achievement and prepare students to succeed in postsecondary education and the workplace, and to become engaged and enlightened citizens.

The Board reviewed the following Priorities for Public Education 2012-2017:

• Priority 1: Accountability in Student Achievement
• Priority 2: Educator Professionalism
• Priority 3: Community Engagement

The following Goals for Public Education 2012-2017 were also reviewed:

• Goal 1: Accountability for Student Learning

Current metrics used to measure success:

• • Percentage of third-grade students reading on grade level
  • Percentage of 8th grade students taking Algebra I or higher in middle school
  • Percent of students scoring advanced proficient on statewide assessments
  • Virginia on-time graduation rate, Federal graduation rate, and high school dropout rate
  • Percentage of schools rated fully accredited
  • Percentage of schools that maintain a passing rate on Virginia assessment tests of 95% or above in each of the four core academic areas
  • Number of schools that are chronically low performing by state and federal standards
  • Percentage of schools and divisions meeting or exceeding federal accountability measures.
• Goal 2: Rigorous Standards to Promote College and Career Readiness

Current metrics used to measure success:
- Percent of graduate earning advanced studies diplomas
- Number of CTE students who earned one or more Board-approved credential(s)

• Goal 3: Expanded Opportunities to Learn

Current metrics used to measure success:
- Number of innovative options reviewed by the Board
- Charter School Applications
- College Lab School Applications
- Governor’s STEM or Health Science Academies

• Goal 4: Nurturing Young Learners

Current metrics used to measure success:

• • Number of at-risk four-year olds served by Virginia Preschool Initiative
     
• Goal 5: Highly Qualified and Effective Educators

Current metrics used to measure success:
- Percentage of teachers Nationally Board Certified

• Goal 6: Sound Policies for Student Success

Current metrics used to measure success:

• • None identified
     
• Goal 7: Safe and Secure Schools

Current metrics used to measure success:
- None identified

The Board examined the following common priority areas in the 2015 and 2016 Annual Reports:
 

• Create an accountability system that provides tiered interventions aligned to needs that encourage continuous improvement for all schools, and measure and report multiple indicators of school quality
• Build capacity in schools and school divisions to support the unique needs of all students, teachers, and administrators
• Foster positive, safe, and healthy school climates that promote high student achievement and social and emotional development
• Better support teachers and school leaders to effectively deliver and serve all Virginia K-12 students
• Better support school communities with high poverty where achievement and opportunity gaps persist

Prior to conclusion of its work session the Board addressed the following questions for discussion:

• What priorities/goals from the Comprehensive Plan should be continued?
• What priorities/goals need to be revised or deleted?
• What priorities/goals are missing from the comprehensive plan?

In response to these priorities/goals questions, Board feedback included:

• Many of the goals are still relevant;
• Some of the goals in the Comprehensive Plan are measures and not goals. There is a need to clarify the goals and terms that are actually used in the plan in order to ensure that goals are truly goals and not measures. If a goal cannot be measured, then it is not a goal. There must be a strong connection between goals and measures;
• The overall Mission Statement needs to be examined;
• The Board must take into consideration that there is a high correlation between poverty and struggling schools;
• There is a need to expand educational options for young learners;
• There is a need to more thoroughly examine the Profile of a Graduate and there may be a need to create a Profile of an Effective Teacher;
• Civics education should be added to college and career education;
• Equity of opportunity needs to be examined for all students;
• Staffing needs should take into consideration the needs of the schools. This is especially true for those school with high poverty;
• The Board needs to take into consideration the fact that we have learned that accountability is not a driver of student achievement;
• Research shows that Charter Schools are not making a difference so we need to revise the Board’s language regarding these schools;
• School climate is a broad category. Family engagement should be added to community engagement;
• There must be a greater focus on providing adequate resources. The Board does not appropriate funds. However, it has a role in influencing the discussion regarding adequate resources.
• Consideration needs to be given to whether there are changes to the SOQ that will impact changing the funding formula (Are there areas of the State that need to be more fully funded?)
• The Comprehensive Plan should be reviewed every two years.

The following timeline was established for revising the Board’s Comprehensive Plan will be:

• June - Continue Discussion;
• July – Examine the data elements that are needed to determine whether to retain or delete a specific goal;
• September – First review of the revised Comprehensive Plan; and
• October – Action on Comprehensive Plan

Board Retreat – May 24, 2017

The Board conducted a thorough review of the school quality indicators they have been discussing over the past number of months, including examples of school accreditation matrices based on multiple measures of school quality. The indicators that are up for consideration include:

• Graduation Completion Index – applies to schools with a graduating class
• Dropout Rate – applies to schools with a graduating class
• Chronic Absenteeism – applies to elementary and middle schools
• Combined Rate for English Reading and Writing – all schools
• Combined Rate for Math – all schools
• Pass Rate for Science – all schools
• Achievement Gap: English Reading and Writing – all schools
• Achievement Gap: Math – all schools
• College and Career Readiness Index – schools with graduating class

The Board also walked through a complete summary of proposed revisions to Part VIII of the Standards of Accreditation, including the proposed aggregation of the school quality measures into three performance levels:

• Level One: At or Above Standard, represented by Green. A school’s achievement on the specific indicator demonstrates acceptable performance or performance above the benchmark, or adequate improvement in the indicator.
• Level Two: Near Standard, or Improvement from Level Three, represented by Yellow. A school’s achievement on the specific indicator, although below Level One: At or Above Standard, is within specified ranges of performance which represent either: (1) achievement near Level One; or (2) improvement from Level Three: Below Standard. A school quality indicator within the Level Two range which does not improve to the Level One at the end of four years shall be designated as Level Three: Below Standard, at the end of the four-year period.
• Level Three: Below Standard, represented by Red. A school’s achievement on the specific indicator is below the performance benchmarks for Level One: At or Above Standard, and Level Two: Near Standard, or Improvement from Level Three.

Waivers and Alternative Accreditation Plans

• Provides conditions under which the board may grant waivers of regulations not mandated by state or federal law
• Waivers of regulations not mandated by state or federal law or designed to promote health or safety may be granted based on submission of request from division superintendent and chairman of the local school board for. (current regulations)
• Waivers for innovative and/or school experimental programs (current regulations)
• Waivers of students with disabilities whose Individualized Education Program or 504 Plan documents that they cannot meet requirements for training in emergency first aid, cardiopulmonary resuscitation, or use of automated external defibrillators

The Board also discussed the basis upon which they would consider and approve alternative accreditation plans, which include:

Current regulations:

• Special purpose schools: Governor’s schools; Special education schools; Alternatives schools; or career and technical schools that serve as school of principal enrollment
• Schools offering alternative education programs; schools with a graduation cohort of 50 or fewer

Revised language

• School board request, on behalf of one or more of its schools, for approval of an Individual School Accreditation Plan as authorized for other schools in the SOA, based on special circumstances

Special Provisions (modified from current regulations)

• The board may adopt special provisions related to the measurement and use of a school quality indicator
• The board may also alter the inclusions and exclusions from the performance level calculations by providing adequate notice to local school boards.
• The board may add new assessments or discontinue the use of existing assessments in the Virginia Assessment Program by providing adequate notice to local school boards.
• The Board may adopt special provisions related to the administration and use of any Virginia Assessment program test in a content area for any period during which the test is being revised or phased in, with notice to school boards prior to statewide administration of the test.

Effective Dates for the Board’s proposed revisions are as follows:

• Graduation requirements prescribed in 8VAC20-131-51 shall become effective with the students entering the ninth grade for the first time in the 2018-2019 school year.
• Locally awarded verified credits conferred for English, mathematics, laboratory science, and history and social science as presented in 8VAC20-131-110.B.3.b will be effective for students entering the ninth grade for the first time in 2018-2019.
• The Academic and Career Plan prescribed in 8VAC20-131-140.B shall become effective in the 2018-2019 academic year.
• Application of the College and Career Readiness Index as a school quality indicator used for accreditation will be effective not later than the school year 2021-2022.
• Unless otherwise specified, the remainder of these regulations shall be effective beginning with the 2018-2019 academic year.

The full presentations from the Retreat, including examples of how the accreditation matrices would apply to various school situations, can be found at:

http://www.doe.virginia.gov/boe/meetings/2017/work-session/meeting_materials.shtml#may24

Board Business Meeting – May 25, 2017

Requests for Renewal of Alternative Accreditation Plans from Albemarle County Public Schools, Town of Colonial Beach Public Schools, Craig County Public Schools, Highland County Public Schools, Richmond City Public Schools, Scott County Public Schools and York County Public Schools for High Schools with a Graduation Cohort of Fifty (50) or Fewer Students and requests for Renewal of Alternative Accreditation Plans from Albemarle County Public Schools, Chesterfield County Public Schools, and Fairfax County Public Schools

The Board approved requests for renewal of Alternative Accreditation Plans from Albemarle County Public Schools, Town of Colonial Beach Public Schools, Craig County Public Schools, Highland County Public Schools, Richmond City Public Schools, Scott County Public Schools and York County Public Schools for High Schools with a graduation cohorts of fifty or fewer students.

In addition, the Board approved requests for renewal of Alternative Accreditation Plans from Albemarle County Public Schools, Chesterfield County Public Schools, and Fairfax County Public Schools. Fairfax schools included in the request include: Bryant Alternative High School, Fairfax County Adult High School, Key Center School, Kilmer Center, and Mountain View High School.

Certain criteria are considered for approval of alternative accreditation plans for special purpose schools as outlined below:

1. The purpose and rationale of the individual accreditation plan justifies the need for an individual alternative accreditation plan.

2. The characteristics of the student population are clearly defined.

3. The program of instruction provides all students with opportunities to study a comprehensive curriculum to ensure success in achieving the Standards of Learning.

4. Strategies used to evaluate student progress include standards-based academic achievement measures.

5. Students will be taught by highly qualified teachers who meet the Board of Education’s licensure requirements for instructional personnel.

6. Academic achievement measures must be included that are objective, measurable, and directly related to the mission and purpose of the school.

7. The plan must include use of statewide assessment student achievement results of English and mathematics.

8. The plan must meet the testing requirements of the Regulations Establishing Standards for Accrediting Public Schools in Virginia.

9. The plan must meet the testing requirements in federal law and describe how the school plans to meet “adequate yearly progress” requirements of the federal law.

10. The plan must provide convincing evidence that all pre-accreditation eligibility criteria (8 VAC 20-131-290) are met for standards in which waivers have not been requested.

11. The Board will consider whether waivers have been requested for accrediting standards that are not being met, and the rationale for the waivers are clear and appropriate for the mission/purpose of the school.

Recommendation of the Advisory Board on Teacher Education and Licensure (ABTEL) to Accredit the Teacher Education Program at Averett University through a Process Approved by the Board of Education

The Board approved the recommendation of the Advisory Board on Teacher Education and Licensure (ABTEL) to accredit the Teacher Education Program at Averett University through a process approved by the Board of Education. By regulation, the Board of Education accredits professional programs through this review process every seven years.

Revisions to the List of 2017-2018 Board of Education Approved Industry Certifications, Occupational Competency Assessments, and Professional Licenses

The Board of Education approved revisions to the list of industry certification examinations, occupational competency assessments, and licenses to meet the requirements for the Board of Education’s Career and Technical Education and Advanced Mathematics and Technology Seals, student-selected verified credit, and the Standard Diploma graduation requirement.

The process for reviewing and validating industry credentials for awarding verified credit is based on the following criteria: 1) the test must be standardized and graded independently of the school or school division in which the test is given; 2) the test must be knowledge based; 3) the test must be administered on a multistate or international basis, or administered as part of another state’s accountability assessment program; and 4) to be counted in a specific academic area, the test must measure content that incorporates or exceeds the Standards of Learning content in the course for which verified credit is given. Important to this process is ensuring that the credential is relevant and recognized in the workplace.

The agenda item includes 401 industry or trade association certification examinations, professional licenses, and occupational competency assessments that meet the Board’s requirements in 8 VAC 20-131-50.H.3 (Board of Education’s Career and Technical Education Seal), 8 VAC 20-131-50.H.4 (Board of Education’s Seal of Advanced Mathematics and Technology), 8 VAC 20-131-110.C (Standard and Verified Units of Credit), 8 VAC 20-131-50.B.2 (Requirements for a Standard Diploma - Footnotes 5, 6 and 8), and 8 VAC 20-131-50.C.2 (Requirements for an Advanced Studies Diploma - Footnote 5).

The list of 401 certifications includes 47 new industry or trade association certification examinations and occupational competency assessments, makes technical changes to five previously approved certifications, and eliminates fourteen previously approved certifications from the Board-approved list.

The complete list is available as an attachment to the agenda item: http://www.doe.virginia.gov/boe/meetings/2017/05-may/agenda-items/item-d.pdf

Revisions to the School Bus Driver Physical Form (Form EB.001) in the Regulations Governing Pupil Transportation (Exempt Action)

The Board approved revisions to the School Bus Driver Physical Form (Form EB.001) in the Regulations Governing Pupil Transportation (Exempt Action) as follows:

· Additional driver medical history categories for comprehensive disclosure of medical conditions;

· Additional detail in the “Physical Qualifications for School Bus Drivers” section;

· Additional detail in the “Physician’s Certificate” section;

· Expanded comment area in the “Physician’s Certificate” section; and

· Addition of “Physician Assistant” in the “Physician’s Certificate” section.

The changes to the bus driver physical form provide for a more detailed medical history of the school bus driver by adding and revising several medical history items to the form, ensuring the examiner considers additional information in determining the driver’s fitness to safely drive a Virginia school bus. The revisions also allow the School Bus Driver’s Application for Physician’s Certificate form (EB.001) to conform to Section 22.1-178 G., Code of Virginia, by adding “physician assistant” as an approved medical examiner of school bus drivers. A summary listing of proposed language changes to the physical form and the actual physical form can be found at: http://www.doe.virginia.gov/boe/meetings/2017/05-may/agenda-items/item-e.pdf

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

20. Board received for first review the proposed amendments to the Regulations Establishing the Standards for Accrediting Public Schools in Virginia, Parts I-VIII (8VAC 20-131) (Proposed Stage). approved amendments will now be governed by the Administrative Process Act. The proposed amendments can be found at: http://www.doe.virginia.gov/boe/meetings/2017/05-may/agenda-items/item-f.pdf. report for the Board’s Retreat on May 24, 2017, contains a summary of additional revisions made during this meeting.

The Board plans to circulate an updated draft of their proposed revisions to the Standards of Accreditation in advance of their final review, scheduled for the Board’s June 22 meeting.

Recommendation of the Advisory Board on Teacher Education and Licensure (ABTEL) for a Qualifying Score on the New SAT® as a Substitute Test for the Praxis Core Assessment for Entry Into a Teacher Preparation Program

The Board received for first review the Advisory Board on Teacher Education and Licensure’s recommendation that the Board of Education approve the following qualifying scores on the SAT as a substitute test for the Praxis Core Academic Skills for Educators Tests:

SAT AS A SUBSTITUTE TEST

• SAT Taken Prior to April 1, 1995 – a score of 1000 with at least 450 on the verbal and 510 on the mathematics test;
• SAT Taken After April 1, 1995 and Prior to March 1, 2016 – a score of 1100 with at least 530 on the verbal and 530 on the mathematics tests; and
• SAT Taken after March 1, 2016 – a total score of 1170 with at least 580 on Evidence-based Reading and Writing Section and 560 on the Math Section.

*These scores are derived from the current policy using data published by the College Board in a concordance study; tables from this study are available for review at: https://collegereadiness.collegeboard.org/pdf/higher-ed-brief-sat-concordance.pdf. Refer to the following appendices: (Appendix A, Table 10, Old SAT to New SAT Concordance Table); (Appendix B, Table 3, New SAT Math Section to Old SAT Math Section Concordance Table); and (Appendix C, Table 14, Old SAT Critical Reading to New SAT Reading Test Concordance Table).

Nominations to Fill Vacancies on Board of Education Advisory Committees

The Board received for first review the nominations to fill vacancies on the following Board of Education Advisory Committees:

• Advisory Board on Teacher Education and Licensure (ABTEL)
• Virginia Advisory Committee for the Education of the Gifted (VACEG)
• State Special Education Advisory Committee (SSEAC)
• Adult Education and Literacy Advisory Committee
• Advisory Committee for Career & Technical Education