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James F. Lane, Ed.D.Superintendent of Public Instruction
House Appropriations Committee September 17, 2018
The Future of Education in Virginia• Major priorities• Early Childhood• Pipeline to work through the Profile of a Virginia Graduate• The revised SOA: Modernizing the accreditation system• The Superintendent’s first 180 days • Resources reflective of current needs 2
Every Virginia Student Ready for College, Work, and Life• Improve the quality of early childhood (0-5) learning environments and
expanding access for at-risk children• Provide high-quality, effective learning environments for all students • Improve accountability and quality in all schools• Enhance opportunities for Deeper Learning through the Profile of a
Virginia Graduate Competencies • Implement High School Innovation• Build meaningful pathways from classrooms to the workplace• Advance policies to support the recruitment, development, and retention
of skilled educators
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Early Childhood GoalDesign and implement a long-term vision and strategic plan to unify the early childhood care and education system and prepare all Virginia children for kindergarten
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Selected Early Childhood Initiatives• Implement statewide kindergarten readiness assessment to better
support early learners and use data to strengthen early childhood programs
• Develop plan to ensure high-quality instruction in Virginia Preschool Initiative classrooms, including: Recurring assessment of VPI classrooms Ensure implementation of evidence-based curricula Individualized professional development Identification of resource needs
• Interagency workgroup to identify strategies for developing an Integrated Early Childhood fund
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Role of the Chief School Readiness OfficerUnify activities around setting standards, measuring quality, monitoring health and safety, supporting improvement, rewarding performance and sharing information with families in early childhood
Work across agencies and with stakeholders in the field to brainstorm, plan and execute in a collaborative, dynamic and outcomes-oriented manner
Reposition state government to better support communities to unify their local early childhood efforts to develop the innovative solutions that best meet the needs of their leaders, teachers, families and children
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Preparing Life-Ready GraduatesIncreased Career Exposure, Exploration, and Planning
Elementary • Identify personal interests and abilities• Provide information about career cluster areas• Develop an academic and career plan portfolio
Middle • Course information and planning for education or training after high school
• Career Investigation Course or equivalent to aid academic and career planning
• Academic and Career Plan completed by 8th grade
High • Emphasis on workplace skills for ALL students• Opportunities for internships and work-based
learning, and service learning7
Profile of a Virginia GraduateIn Virginia, the Life-Ready Individual will, during his or her K-12 experience:
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Employers are Demanding 21st Century Skills and Competencies:
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Deeper Learning In the Classroom and High School Redesignfor 21st Century Skills Development
Critical Thinking ♦ CollaborationCommunication ♦ Creative Thinking ♦ Citizenship
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School Quality: Beyond Test Scores Modernizing School Accreditation in Virginia
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Where We Were: Virginia’s Previous System of School Accreditation
Source: VDOE Staff Analysis
Previous Accreditation Indicators
0102030405060708090
100
English Math Science SocialStudies
GraduationCompletion Index
(high school)
Pass
Rat
es o
n SO
L As
sess
men
ts
= State Benchmark12
Mathematics Pass Rate: All Students
Source: VDOE Staff Analysis 13
Mathematics Pass Rate: White Students
Source: VDOE Staff Analysis 14
Mathematics Pass Rate: Black Students
Source: VDOE Staff Analysis 15
Mathematics Pass Rate: Hispanic Students
Source: VDOE Staff Analysis 16
Mathematics Pass Rate: Disabled Students
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Intense Support For Schools Was Not Provided Until Accreditation Was Denied
0
10
20
30
40
50
60
70
80
90
100
Year 1 Year 2 Year 3 Year 4 Year 5
= State Benchmark
Three Years: Partial Accreditation
Pass
Rat
es o
n SO
L As
sess
men
ts
FullyAccredited
Partially Accredited
Partially Accredited
Partially Accredited Denied
Fourth Year:Comprehensive
Interventions
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Why Change the Accountability System?
To provide a more comprehensive picture of school quality
To drive continuous improvement
To address the needs of every student
To provide tailored, timely, effective support to schools
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Where We Are: Driving Continuous Improvement for ALL Schools
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School Quality Indicators
• Continues to measure the degree of students completing high school
Graduation & Completion Index
• Measures rate of students that leave high school permanently
Dropout Rate
• Measures high school student engagement in advanced coursework, career and tech education, and work- and service-based learning
• Not measured until 2021-22
College, Career, and Civic Readiness
• Pass rates and year-to-year student growth (Combined Rate)
Student Achievement
• Student achievement for each major racial/ethnic group, students w/disabilities, English learners, economically disadvantaged students
Achievement Gaps
• Percent of students missing ten percent or more of the school year
Chronic Absenteeism
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Performance LevelsAssigned for each School Quality Indicator
Meeting or exceeding the state standard or making adequate improvementLevel 1
Near the state standard or making adequate improvementLevel 2
Below the state standardLevel 3
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Revised Accreditation Ratings
All LEVEL 1 or LEVEL 2 School Quality IndicatorsAccredited
One or more LEVEL 3 School Quality IndicatorsAccredited
with Conditions
One or more LEVEL 3 School Quality Indicators, and failure to adopt or implement corrective actions with fidelity
Accreditation Denied
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Sample High School
Level 1Dropout Rate
Level 1Graduation & Completion Index
Level 1English Level 2Chronic Absenteeism
Level 1Mathematics
Level 1Science
Level 3Achievement Gaps: Mathematics
Level 2Achievement Gaps:English
OVERALL:Accredited
with Conditions
IF CORRECTIVE ACTIONSNOT TAKEN:
Accreditation Denied
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School Improvement ActionsRequired for each school quality indicator
Monitor and continue planning for improvementLevel 1
School division to develop and implement a school improvement planLevel 2
State intervention, including corrective action plans and possibly, a memorandum of understandingLevel 3
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Revised Accreditation SystemMoving from a hammer to a flashlight…
Continues to measureAcademic achievement for all studentsGraduation and Completion
More comprehensive picture of school quality – now will measureAcademic achievement gapsChronic absenteeismDropout ratesCollege, career, and civic readiness
New combined rate emphasizes continuous improvementRecognizes student growth and reductions in achievement gaps
More rigorous way of holding schools accountableFlashlight shown on areas needing improvementMore schools required to take actions to improve
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Previous Accreditation System
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Revised Accreditation System
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SOL Test Pass Rates
60
65
70
75
80
85
90
95
2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
Pass
Rat
es
English:Reading English:Writing History and Social Science Mathematics Science
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Science History/Social Science
Writing
Mathematics
Reading
- New Test
Reading and Literacy Development
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Direct Aid Programs • Prevention, Intervention and
Remediation funds• At-Risk Add-On funds• Early Reading Specialists Initiative• Early Reading Intervention funds• K-3 Class Size Reduction funds• Virginia Preschool Initiative
Agency Initiatives• New Standards for early literacy
skills• Targeted professional development
and technical assistance: Using data to drive literacy
instruction Integration of reading, writing,
communication and research Model instructional units for K-5 Six regional SOL English
Institutes to improve early literacy and comprehension
Superintendent’s 180 Day Plan
• Engage with education stakeholders
• Engage with government and policy stakeholders
• Begin to tour local school divisions –visit all divisions within two years
• Structure agency leadership, strategy, and budget
• Assess opportunities to enhance and modernize VDOE
• Establish agency priorities – Virginia is for All Learners Advisory Committee
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VDOE: Organization Development and Alignment to Achieve Goals
Robins Foundation has facilitated:
• Consideration of enhanced planning, collaboration, and communication by leadership
• Open exchange of ideas and discussions about grouping of organizational functions
• Potential reorganization for efficiency and alignment of work • Review of alternatives in Fall 2018
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Virginia is for Learners Advisory Committee• Purpose - Identify strategies for:
College & Career Pathways Curriculum & Instruction Early Childhood Learning Equity Talent Pipeline
• Supported by Education Commission of the States (ECS) Hunt Institute to facilitate
• Comprised of education stakeholders• Present recommendations on agency priorities by year end
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VDOE: Critical Issues Identified• Internal and Fiscal Controls• Data Security Risks
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Internal and Fiscal ControlsIssue:• VDOE is required to maintain dual accounting systems (internal
Oracle system and Virginia’s Cardinal system)• VDOE’s online grant management system (OMEGA) is at end of its
functional life• Insufficient staff resources to perform processes and implement
controls, including agency risk management procedures (ARMICS)
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Internal and Fiscal ControlsSolution:• Replace online grant management system• Provide additional staffing
Resources Needed:• Internal position to administer interface between internal Oracle system and
Virginia’s Cardinal system• Funding to replace online grant management system• Internal staff or consultants to continue improvements to ARMICS risk
management and to conduct continuous testing• Internal position to develop and maintain fiscal and budgetary processes,
controls, and documentation
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Data Security RisksProblem:• School divisions required to protect sensitive personal information
with limited capacity Code of Virginia § 22.1-20.2 requires guidance and support to be provided by
VDOE staff
• Current VDOE security program is at high risk of a sensitive data breach and is noncompliant with legal and regulatory requirements
• Program under-resourced – staffed and budgeted at rate of less than one-fifth of similar organizations
• Independent assessment of VDOE’s security program controls scored 57 of 100 possible points
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Data Security RisksSolution:• Establish a data security program to address VDOE and local school
division data security risks
Resources Needed:• Year 1 – FY 2019: Consulting assistance to establish • Year 2 – FY 2020: Consulting assistance and five new FTEs • Year 3 – FY 2021 and beyond: Ongoing support for resources and
protection of educational data
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