1. Virginia Board of Education Diane Atkinson Member, Virginia Board of Education

2.  Opportunity to dig deeper into policies the Board is working on  A-F School Grading System  Local Assessment Guidelines  New Accreditation Ratings and Guidance  Opportunity to have deeper conversation with a Local School Division  Corrective Action Plan-MOU  Conditional Accreditation  Alternative Accreditation Plan Committee on School & Division Accountability

3. Significant Revisions to: Virginia’s School Performance Report Card Regulations Establishing Standards for Accrediting Public Schools in Virginia (SOA) Current Major Projects

4.  Highlight 2013 Focus Group & Survey Results  Launched new/current Survey Tool (available 7/15-8/14)  Highlight ECS Report on States’ Report Cards  Rating States, Grading Schools−What Parents and Experts Say States Should Consider To Make School Accountability Systems Meaningful  Showcase Elements of Other States’ Report Cards  Outline our Proposed Revision Timeline Redesigning Virginia’s School Performance Report Card

5. 2013 Focus Group & Survey Results  Issues Identified  Length of the Report Card  Confusing Data  Limited Comparison Features  Lack of Context  Recommendations  Tabs: Tabs or links to more data.  Comparisons: Compare schools like compare vehicles  Context: Need a fuller context  User Resources: Accessible data dictionary.  Very Important to Parents  Academic Results: 95%  Class size: 81%  Curriculum & Instruction: 75%  Graduation & Dropouts: 73%  Discipline & Safety: 71%  Post-secondary Preparation: 63%  Student Demographics: 49%  Fiscal & Expenditure: 41%

6. 2015 Survey Results  21, 133 responses with highest frequency of responses from parents (66%) & educators (26%)  Three most important components of a report card: student outcomes, information on curriculum and instruction, and teacher quality.  For tools and features: seeing changes in school data over time, accessing detailed data, and comparing schools to a division or state average.  75% of existing or proposed Report Card and “snapshot” elements are similar to the content rated as being of the highest importance.  Next phase of the redesign should incorporate additional curriculum and instruction and teacher quality elements and develop elements to capture parental involvement and school climate

7.  Rating States, Grading Schools−What Parents and Experts Say States Should Consider To Make School Accountability Systems Meaningful http://www.ecs.org/html/educationissues/accountability/stacc_intr o.asp http://www.ecs.org/html/educationissues/accountability/stacc_intr o.asp  Top Three According to Researchers−Based on Criteria of: Findable, Readable, Understandable, Graphics  Arizona−Easy to Understand. Did not like printable PDF version  Illinois−Good use of graphics. Links to data drill down. Inclusion of survey results.  Ohio−Good use of graphics. Data points are explained well. Use of tabs. Noted Data coming.  Eight Above Average in All Four Categories−Arizona, Delaware, Illinois, Kentucky, Louisiana, Massachusetts, Maine, and Ohio ECS Report on States’ Report Cards

8. Tools & Features Arizona 8

9. Tools & Features Illinois 9

10. College & Career Readiness Illinois 10

11. College & Career Readiness Ohio

12. School Climate Illinois 12

13. School Finance Delaware 13

14. Enrollment & Demographics Illinois 14

15. Educators Delaware 15

16. Board’s Proposed Timeline for Revising the Report Card July 23, 2015Accountability Committee: Reach consensus on the preliminary list of additional data reports and elements for inclusion in the redesigned Virginia School Performance Report Card. September 9, 2015Presentation of wireframe for redesigned School Performance Report Card October 22, 2015Board of Education-First Review Summary of Redesign of the School Performance Report Card for submission to chairmen of the House Education Committee and Senate Education and Health Committee

17. November 18, 2015Board of Education: Approval of Summary of the Redesign of the School Performance Report Card for submission to chairmen of the House Education Committee and Senate Education and Health Committee December 1, 2015Deadline for submission of Summary of the Redesign of the School Performance Report Card to Chairmen of House Education Committee and Senate Education and Health Committee June 2016Accountability Committee: Presentation and demonstration of the Redesigned School Performance Report Card Board of Education: Approval of redesigned School Performance Report Card

18. Revising Regulations Establishing Standards for Accrediting Public Schools in Virginia (SOA)

19. Two Revisions Being Addressed Fast Track  Changes required by legislation where Board does not have discretion  Changes required by legislation that have a date certain for implementation Comprehensive  In November 2014, the Board withdrew the Standards of Accreditation from proposed stage of the APA process to start a comprehensive review to address revising the accreditation process and report card.

20.  Add three points to the GCI for each student who earns a diploma and a CTE credential [HB 642/SB 514 (2012)]  Require school boards to adopt and implement policies for the possession and administration of epinephrine in every school [HB 1107/SB 656 (2012)]  Requires school boards to ensure that employees have been trained in the administration of insulin and glucagon in school buildings [SB 889 (1999)]  Require students, beginning with the ninth-grade class of 2016- 2017, to be trained in emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillators to be awarded a Standard or an Advanced Studies Diploma.[HB 2028 and SB 986 (2013)] Revisions on the Fast Track

21.  Requires each school to have a school threat assessment team {HB 2344 (2013)]  Requires at least two lockdown drills every year, one in September and one in January [HB 2346 (2013)]  Replaces references throughout the Code of Virginia to a General Educational Development (GED) program or test with “a high school equivalency examination approved by the Board of Education” or a “high school equivalency preparation program” [HB 1007 (2014)]  Replaces the term “Special Diploma” with the term “Applied Studies Diploma” [SB 1236 (2015)] Revisions on the Fast Track

22.  Directs the Board to establish criteria for awarding a diploma seal of biliteracy [HB 1351/SB 916 (2015)]  Requires the Board to promulgate regulations to provide the same criteria for eligibility for an expedited retake of any Standards of Learning (SOL) test, with the exception of the writing SOL tests, to each student regardless of grade level or course [HB 1490/SB 874 (2015)]  Permits local school divisions to waive the 140 clock hours of instruction requirement to earn a standard unit of credit upon providing the Board with satisfactory proof, based on Board guidelines, that the students for whom such requirements are waived have learned the content and skills included in the relevant SOL [HB 1675/SB 982 (2015)] Revisions on the Fast Track

23.  Requires the Board to amend the Standards of Accreditation by the 2016-2017 school year to establish additional accreditation ratings that recognize the progress of schools and student growth [HB 1873/SB 1320 (2015)] Revisions on the Fast Track

24. 1. Fully Accredited; 2. Conditionally Accredited: New School 3.Partially Accredited according to criteria in one or more of the following categories: a.Approaching Benchmark-within specified margin(s) 1.Graduation and Completion Index 2.Pass Rate b. Improving School-meets criteria for improvement over previous year and/or for student growth 1.Graduation and Completion Index 2.Pass Rate c.Warned School 1.Graduation and Completion Index 2.Pass Rate d.Reconstituted School 4. Accreditation Denied

25. Comprehensive Revision  Background Information through Presentations at the Committee Meetings  April Retreat−Discussion of Issues to Address  June and July− Refinement of Medium Concepts to Address  September−Identify Broader Concepts to Address  October−Definition and framework for the life-long, career-ready individual and return to discussion of medium concepts

26.  Purpose, Philosophy & Goals  Definitions: Class Period; Planning Period; World Language; and Laboratory Science  Graduation Requirements: Laboratory Science; Excellence in Science & Environment Diploma Seal; Define College Readiness by Diploma Type or Readiness by Two or Four- Year Institution; Reduce Number of Verified Credits for Advanced Studies Diploma; Adding Credit Accommodations for English Language Learners; and Expand Availability of Credit Accommodations for Student with Disabilities to the Advanced Studies Diploma  Student Achievement: Require Written Policy for Dropping Courses Concepts to Address (Medium)

27.  School Instructional Program: Expand Locally Awarded Verified Credit to English and Mathematics and Clarify Students with Disabilities Who Are Eligible for Credit Accommodations Are Also Eligible for Expedited Retake  School & Instructional Leadership: Revise Provisions Regarding the Role of Principal to Align with Uniform Performance Standards for Principals Concepts to Address (Medium)

28.  School Accreditation: Using Previous Year’s GCI for Accreditation; Create Option for Schools Without Tested Grades To Be Accredited through Alternative Plan Rather Than Pairing; Three- Year Accreditation Cycle for Fully Accredited School; Provide GCI Bonus Points If Subgroup Graduation Rates Increase Over Previous Year; Add a “Small N” to Reflect a Minimum Number of Students Required for School Accreditation Calculations; Add Appeals Option for Accreditation Decisions; Differentiate Interventions Based on Rating and Length of Time; Require Self Study 1 st Year Not Fully Accredited; and Add Reward to Recognize Achievement in Reducing Drop Out Rate Concepts to Address (Medium)

29.  Align with the definition and framework developed for the life-long, career-ready individual  Consider changing diploma types and graduation requirements  Add “non-academic” indicators to accreditation process  Enhance the Board of Education’s authority and capacity with respect to Memoranda of Understanding (MOUs) with schools denied accreditation  Employ the process of accreditation as a means to drive continuous improvement in all schools regardless of their accreditation rating Concepts to Address (Broader)

30.  Social Emotional Competencies (May 2015) Encouraged the Department to Begin the Work to Look at this Issue to Present in the Future to the Board (Indiana, Illinois, and Iowa)  Competency-Based Education−Looking at What Needs to be Done to Implement Such a Sea Change (New Hampshire)  Local Assessments−Performance Based Assessments and Best Practices  ESEA Waiver−Testing ELL Students-Amendment to Our Waiver (Florida)  ESEA Reauthorization−Look at What Comes Out of Conference and What Passes On the Horizon