Committee on Evidence-Based Policymaking

The committee began discussion of its final report, based on their review of evidence-based practices.   Based on the priorities of the Board’s Comprehensive Plan: 2018-2023, the committee has focused its review efforts on educational equity with attention on two areas of educational equity: 1) teacher quality and development; and 2) students’ access to high-quality teachers.

As part of its work, the committee developed the following definition of educational equity:  “Educational equity involves students receiving the resources they need to be successful throughout their academic careers and beyond.” Equity takes into consideration the varying experiences that impact students’ educational opportunities, including race, gender, ethnicity, socioeconomic status, disability, family background and others. This definition is in contrast to education equality, which they define as students receiving and having access to the same resources regardless of need.

The discussion focused on a first draft of recommendations and changes they wish to see for the committee’s next draft.  The current draft includes 16 recommendations, all subject to change between now and the scheduled adoption of the recommendations in November, and include: 

• Reconvene the Committee on the Standards of Quality to develop recommendations on resource equity for the governor and General Assembly to consideration in the summer of 2019. Specific consideration should be given to building more flexibility in the SOQ’s for local school divisions, expanding At-Risk funding for high-needs schools and divisions, and developing differentiated SOQ’s.
• Request the Department to develop an equity dashboard with specific components to be included as part of the School Quality Profile. Such metrics previously discussed by the committee include teacher distribution, demographics, funding, teacher experience, and teacher salaries reported at the building level.

• Encourage the Board to gather more evidence-based research on teacher compensation to make recommendations to the governor and General Assembly in 2019. Potential structures could include differentiated pay for high-needs schools.
• Advocate for the wide-spread adoption of the Virginia Working Conditions survey and funding for the Department to fully implement and offer technical assistance to local school divisions.
• Ask the Board to review the Guidelines for the Uniform Performance Standards and Evaluation Criteria of Teachers, Principals and Superintendents for possible revisions.

The full set of the Committee’s draft recommendations are available under the October 17 tab at: http://www.doe.virginia.gov/boe/committees_standing/evidence-based-policy/index.shtml

Board Work Session

The Board’s work session included an update on school accreditation ratings under the Board’s revised Standards of Accreditation as well as a discussion of the Board of Education’s 2018 Annual Report on the Condition and Needs of Public Schools in Virginia.

Business Meeting

The Board adopted a Resolution of Recognition for Outstanding Environmental Literacy for Lanier Middle School in Fairfax County.

Amendments to the Regulations Establishing Standards for Accrediting Public Schools in Virginia (8VAC20-131) to Comport with Legislation Passed by the General Assembly under the Fast-Track Provisions of the Administrative Process Act

The Board adopted fast track regulatory actions to address legislation that was approved by the General Assembly during the 2018 Session and 2018 Special Session I.  The following legislation included provisions requiring Board action:

 

• HB 167 (Miyares) requires the Board of Education to establish criteria for awarding a diploma seal for science, technology, engineering, and mathematics (STEM).
• HB 329 (Yancey) permits students to exceed a full course load in order to participate in courses offered by an institution of higher education that lead to a degree, certificate, or credential at the institution.
• HB 1419 (Delaney) and SB 273 (Petersen) permit unstructured recreational time to be included in the calculation of required instructional time for elementary schools, provided that the unstructured recreational time does not exceed 15 percent of total instructional time.  The bill also reduces the minimum required instructional time in elementary schools for English, mathematics, science, and history and social science.
• Item 130.D of the 2018 Appropriation Act prohibits verified credit in history and social studies from being awarded using a performance-based assessment.  This legislation also provides that the only way to earn a verified credit in history and social science is through successfully completing: (i) a Standards of Learning assessment; (ii) a substitute test that incorporates or exceeds the course content; or (iii) a locally awarded verified credit.

 

The following are the proposed amendments to the Standards of Accreditation intended to implement changes from the above listed legislation:

Section	Proposed Change	Bill/Item
8VAC20-131-5 Definitions	Amends the definitions of authentic performance assessment and verified credit by eliminating reference to 8VAC20-131-110(B)(5), which was eliminated after removing reference to the receipt of a verified credit in history and social science through performance assessment. (pages 1 and 4)	Item 130.D
8VAC20-131-5 Definitions	Amends the definitions of recess, instructional day, instructional hours, and standard school day.  These definitions are modified to reflect that recess no longer needs to be excluded from calculation of instructional hours. (pages 2 and 3)	HB 1419 SB 273
8VAC20-131-51 Requirements for graduation (effective with the students who enter the ninth grade in the 2018–2019 school year).	Removes references to the receipt of a verified credit in history and social science through performance assessment. (pages 17 and 21)   Removes provision permitting a verified credit in history and social science to be conferred for a standard diploma when a student completes a career and technical education course sequence and earns more than one career and technical education credential. (pages 18 and 19)	Item 130.D
8VAC20-131-51 Requirements for graduation (effective with the students who enter the ninth grade in the 2018–2019 school year).	Replaces the Board of Education’s Seal of Advanced Mathematics and Technology with the Seal of Science, Technology, Engineering, and Mathematics (page 24 and 25)	HB 167
8VAC20-131-80 Instructional program in elementary schools.	Amends the minimum number of instructional hours that must be given to instruction in English, mathematics, science, and history and social science from 75 percent of 990 hours (742.5 hours) to 680 hours. (pages 32 and 33)	HB 1419 SB 273
8VAC20-131-110 Standard and verified units of credit.	Removes reference to 8VAC20-131-110(B)(5), which was eliminated after removing reference to the receipt of a verified credit in history and social science through performance assessment. (page 37)	Item 130.D
8VAC20-131-140 College and career readiness; career exposure, exploration, and planning; and opportunities for postsecondary credit.	Adds provision stating that students participating in courses offered by an institution of higher education are permitted to exceed a full course load in order to participate in courses that lead to a degree, certificate, or credential at such institution. (page 41)	HB 329
8VAC20-131-150 Standard school year and school day.	Amends the provision regarding the standard school year such that recess may be included in the calculation of instructional hours for elementary school, provided that recess does not exceed 15 percent of the required instructional hours. (page 41)	HB 1419 SB 273

 

Upon Board approval, the proposed regulations will follow the fast-track rulemaking requirements of the Administrative Process Act (APA).  Section 2.2-4012.1 of the Code of Virginia provides that the fast-track rulemaking process may be followed for rules that are expected to be noncontroversial or that are specifically required (with no Board discretion) pursuant to General Assembly action.  The fast-track regulation is submitted for executive branch review, then published in the Virginia Register of Regulations and posted on the Virginia Regulatory Town Hall, along with an agency statement setting out the reasons for using the fast-track rulemaking process.

 

Criteria for Awarding a Diploma Seal for Science, Technology, Engineering, and Mathematics (STEM) to Comport with 2018 Legislation Passed by the General Assembly

The Board waived first review and adopted criteria for awarding a Diploma Seal for Science, Technology, Engineering, and Mathematics (STEM) as required by legislation passed during the 2018 General Assembly Session.  The Board of Education’s STEM Seal shall be awarded to students who earn either a Standard Diploma or an Advanced Studies Diploma and:

 

• satisfy all Math and Science requirements for the Advanced Studies diploma with a “B” average or better in all course work, and
• successfully complete a 50 hour or more work-based learning opportunity in a STEM area, and 
• satisfy all requirements for a Career and Technical Education concentration. A concentration is a coherent sequence of two or more state-approved courses as identified in the course listing within the CTE Administrative Planning Guide, and  
• pass one of the following:
• a Board of Education CTE STEM-H credential examination, or
• an examination approved by the Board that confers a college-level credit in a STEM field

Guidance for the Designation of Level Three Performance in School Quality Indicators Due to Level Two Performance for More Than Four Years

The Board waived first review and adopted guidance regarding the designation of Level Three Performance in School Quality Indicators due to Level Two Performance for more than four years. The Board of Education’s 2017 Regulations Establishing Standards for Accrediting Public Schools in Virginia, or Standards of Accreditation (SOA), provide that a school quality indicator for a school may only be designated Level Two for a maximum of four consecutive years.  If an indicator is designated at Level Two performance for a fifth consecutive year, it would be assigned Level Three for the fifth year.  This guidance clarifies the application of this provision beginning with the 2018-2019 accreditation ratings. 

The guidance provides that school quality indicators that are new with the 2017 SOA revisions, the baseline year for calculating consecutive years of Level Two performance will be 2018-2019, using data from the 2017-2018 school year.  For school quality indicators that were used in the previous accreditation system, the baseline year for calculating consecutive years of Level Two performance will be 2014-2015, using data from the 2013-2014 school year.  This guidance aligns with the Board of Education’s Comprehensive Plan goal to ensure successful implementation of the revised accountability system for school quality.  

Changes to the Board of Education Approved Courses to Satisfy Graduation Requirements for the Standard, Advanced Studies, and Modified Standard Diplomas in Virginia Public Schools for World Languages

The Board waived first review and approved proposed changes to the Board of Education Approved Courses to Satisfy Graduation Requirements for the Standard, Advanced Studies, and Modified Standard Diplomas in Virginia Public Schools for World Languages as required by legislation passed by the General Assembly.

The 2018 General Assembly approved two bills related to world language education.  House Bill 443 (Foy) pertains to the substitution of computer coding credits for world language credits for certain English Learners (EL).  House Bill 84 (D. Bell) requires local school divisions to accept American Sign Language (ASL) transfer credits from approved providers on the same basis as any other world language.

The specific language adopted by the Board to ensure alignment with the General Assembly’s changes is detailed within the agenda item at: http://www.doe.virginia.gov/boe/meetings/2018/10-oct/item-g.docx

Recommendation of the Advisory Board on Teacher Education and Licensure (ABTEL) to Add New Education (Endorsement) Programs at Bluefield College and George Mason University

The Board waived first review and approved recommendations from the Advisory Board on Teacher Education and Licensure to approve new education (endorsement) programs at Bluefield College (Administration and Supervision PreK-12 (graduate)) and at George Mason University (Early Childhood Special Education (undergraduate) Early/Primary Education PreK-3 (undergraduate)).

Amendments to the Regulations Governing the Review and Approval of Education Programs in Virginia to Comport with Legislation Passed by the General Assembly under the Exempt Provisions of the Administrative Process Act

The Board waived first review and approved revisions to the Regulations Governing the Review and Approval of Education Programs in Virginia (exempt action) to align with legislation passed by the 2018 General Assembly.  HB1125 and SB 349 both amended the Code of Virginia to expand the definition of education preparation program as follows:  "Education preparation program" includes four-year bachelor's degree programs in teacher education.  HB 1265 and SB 368 require each education preparation program offered by a public institution of higher education or private institution of higher education that leads to a degree, concentration, or certificate for reading specialists to include a program of coursework or other training in the identification of and the appropriate interventions, accommodations, and teaching techniques for students with dyslexia or a related disorder. The bills require such programs to (i) include coursework in the constructs and pedagogy underlying remediation of reading, spelling, and writing and (ii) require reading specialists to demonstrate mastery of an evidence-based, structured literacy instructional approach that includes explicit, systematic, sequential, and cumulative instruction.  Upon Board approval, the timetable for further action will be governed by the standard rulemaking requirements of the Administrative Process Act (APA).

Notice of Intended Regulation Action (NOIRA) to revise the Licensure Regulations for School Personnel (8VAC20-23) related to alternate routes to licensure and an endorsement in dual language instruction

The Board waived first review and approved the Notice of Intended Regulation Action to revise the Licensure Regulations for School Personnel (8VAC20-23) required by the legislation adopted during the 2018 General Assembly Session. 

• HB1125 requires the inclusion in the Board’s regulations an alternate route to licensure for elementary education preK-6 and an alternate route to licensure for special education general curriculum K-12
• HB1156 requires the establishment of an endorsement in dual language instruction pre-kindergarten through grade six.

The timetable for further action on these items will be governed by the standard rulemaking requirements of the Administrative Process Act (APA).

Procedural Guidelines for Conducting Licensure Hearings

Due to a Board member’s absence, the Board again delayed final consideration of the proposed guidelines – this time to their scheduled November meeting.

2018 Science Standards of Learning

The Board approved the proposed 2018 Science Standards of Learning.  The adopted revised 2018 Science Standards of Learning include revisions since first review in response to public comment which include:   

• Edits to grade level/subject introductory statements to include the engineering design process.  Opportunities for application the engineering design process using both science and mathematics content will be provided in the proposed 2018 Science Curriculum Frameworks.
• Science skills and processes changed to Science and Engineering Practices.
• Edits to provide constancy and parallelism in language vertically in science.
• Edits to provide consistency and parallelism in language common in both science and mathematics.
• Edits to improve the progression of science content which led to changes in selected standards (e.g. revision to 5.9 to reflect solely energy, Bio.5 to include synthetic biology, and revision of grade 4 theme to align with content)
• Grammar and language edits.
• Edits to more clearly articulate or correct science content expectations.
• High school courses list in alphabetical order.

 

The finalized draft as well as the Board’s timeline for implementation are outlined in the Agenda item, found at: http://www.doe.virginia.gov/boe/meetings/2018/10-oct/item-l.docx.

Appeals for a Performance Level Designation for a Specific School Quality Indicator for Schools Accredited with Conditions or Schools with a Specific School Quality Indicator Designation of Level 2 or Level 3

The Board waived first review and denied the Request for Appeal of a Performance Level Designation for a Specific School Quality Indicator from Chesapeake City Public Schools for Rena B. Wright Primary School and Truitt Intermediate School on the rationale that the appeal data for these schools do not represent limited circumstances that warrant special consideration in designating performance levels.

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

The Board waived first review and approved the recommendation from the Advisory Board on Teacher Education and Licensure to accredit the Professional Education Program at Virginia Wesleyan University.

First Review of Recommendation of the Advisory Board on Teacher Education and Licensure to Revise the Fee Schedule for Licensure

The Board received for first review proposed changes to the fee schedule for licensure.  VDOE’s Division of Teacher Education and Licensure is supported by fees for licenses.  The current fee schedule was approved in 1996 and fees have not increased since that date other than the returned check fee that was increased by the Commonwealth.  The 2018 Virginia General Assembly passed House Bill 1125 and Senate Bill 349 that extend the length of renewable licenses from a five-year validity period to ten years.  This change has impacted the fees received in the Division of Teacher Education and Licensure.  To address this loss of revenue and the need for funding to support the office operations, an increase in fees is necessary.

The Advisory Board on Teacher Education and Licensure unanimously voted to recommend to the Board of Education the following fee schedule, effective January 1, 2019 (with current fees shown via strikethrough).  This recommended fee schedule will increase the fees for initial licensure, renewal, and added endorsements; however, the fee for other actions on licenses (duplicates, degree change) will not increase.  The cap on the fees is proposed to be eliminated.  ABTEL further recommended that the fee schedule be reviewed at a minimum of every five years.

INITIAL LICENSE

• In-state: $50 $100
• Out-of-state: $75 $150

SUPERINTENDENT LICENSE

• In-state: $100 $200
• Out-of-state: $150 $300

LICENSE RENEWAL:   $25 $50

ADD/EVALUATE FOR AN ADDITIONAL ENDORSEMENT:   $25 $50

OTHER ACTIONS ON LICENSES:   $25 $25

Add a degree or duplicate/copy a license. Please note that there is no fee for a name change on a license. However, if a name change is the only request, a $25 fee for duplicating the license will be assessed.

First Review of Proposed Amendments to the Licensure Regulations for School Personnel (8 VAC20-23) to Comport with 2018 Legislation Passed by the General Assembly Under the Fast Track Provisions of the Administrative Process Act (Word)

The Board received for first review a fast track regulatory action to address legislation that was approved by the 2018 General Assembly.  The following such legislation affects the Licensure Regulations for School Personnel:

• HB2 and SB 103 require the Board of Education to provide for teacher licensure by reciprocity for any spouse of an active duty member of the Armed Forces of the United States or the Commonwealth who has obtained a valid out-of-state license, with full credentials and without deficiencies, that is in force at the time the application for a Virginia license is received by the Department of Education. The bill provides that no service requirements or licensing assessments shall be required for any such individual.
• HB 80 Requires the Board of Education, in its regulations providing for teacher licensure by reciprocity, to permit applicants to submit third-party employment verification forms.
• HB215 requires the Board to establish an experiential route to licensure, issuing a one-year renewable license.
• HB1125 and SB 349 make several changes to the teacher licensure process, including (i) permitting teachers with a valid out-of-state license, with full credentials and without deficiencies, to receive licensure by reciprocity without passing additional licensing assessments and (ii) permitting a local school board or division superintendent to waive certain licensure requirements for any individual who holds a provisional license and is employed by the local school board.

First Review of the Board of Education’s 2018 Annual Report on the Condition and Needs of Public Schools in Virginia (Word)

The Board received for first review a draft of the 2018 Annual Report on the Condition and Needs of Public Schools in Virginia.  The report provides an overview of the Board’s work, presents the achievement of students and schools, and the priorities and goals of the Board of Education as outlined in the Comprehensive Plan: 2018-2023. Additionally, the Annual Report outlines the condition of public education including:

• Student demographics and enrollment trends;
• Accreditation status;
• Performance on school quality indicators;
• Standards of Learning (SOL) Assessment Performance; 
• Graduation and dropout rates;
• Suspension rates among demographic groups; and
• Education funding as compared to other states.

The Annual Report is required by Article VIII, Section 5 of the Constitution of Virginia and §22.1-18 of the Code of Virginia.  A final draft will be considered by the Board at its November meeting.

Reports

The Board received the following reports:

• Annual Progress Report on Memorandum of Understanding as Required for Divisions under Division-Level Review for Petersburg City Public Schools
• Annual Report from the Virginia Council for Private Education
• Report on the Timeline for Review of the Health Education Standards of Learning for Grades 9 and 10, as required by House Bill 1604 and Senate Bill 953 (2018)