Transcript Document

Virginia' s Policies and Paths to
Graduation
Renewed efforts to improve support
for all students
Dr. Deborah L. Jonas
Executive Director for Research and Strategic Planning
Virginia Department of Education
Dr. Vivian Stith-Williams
Student Services Specialist
Virginia Department of Education
1
March 17, 2009
Overview
• Updating state policies
– Standards of Accreditation
– Legislation
– Consistent and more comprehensive data
reporting
• State support for school improvement focused
on increasing graduation rates.
• Technical assistance to support LEAs improve
local policies and practices.
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March 17, 2009
Updating state policies
School Accreditation
School Accountability for
Graduation Rates
• Since 1998, to be fully accredited all Virginia high
schools have had to meet a pass-rate benchmark on
state end-of-course exams in:
– Mathematics (Algebra I, Geometry, Algebra II);
– English reading and writing (Grade 11 English and Grade 11 Writing);
– Science (Earth Science, Biology, Chemistry); and
– History and Social Sciences (U.S. and Virginia History, World History,
Geography).
• State level support is provided to schools that fail to
meet minimum requirements.
• The Board of Education and lawmakers spent several
years developing data and policies to increase
graduation rates.
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March 17, 2009
2009 Accreditation Updates
• To be fully accredited, schools with a
graduating class would be required to meet:
– The current end-of-course pass-rate benchmarks;
and
– A minimum percentage on a weighted graduation
and completion index.
• The proposed Graduation and Completion
Index (GCI) is a weighted percent of the
students who graduate, complete, or stay in
school each year.
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March 17, 2009
Context for Including the GCI in
the SOA
• June 2005
– The Nation’s governors, including Virginia’s Governor Warner
signed the NGA Compact on high school graduation rates.
– Commits to reporting a graduation rate formula that is
consistent across states.
• General Assembly 2006:
– House Bill 16 required the Board of Education to ensure a
uniform assessment of high school graduation rates and
prescribe the formula to calculate graduation rates.
• July 2006:
– Board President formed a committee to research and
recommend policies to reduce the number of students who
drop out of high school and to improve graduation rates,
especially among minority students.
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March 17, 2009
Legislative and Regulatory
Context for Change (cont’d)
• November 2006:
– BOE defined a cohort graduation rate for Virginia, known as
the Virginia On-Time Graduation Rate, consistent with NGA
Compact.
– Report to the General Assembly stated that the cohort
graduation rate would be reported for the first time in the fall
of 2008.
• General Assembly 2007:
– SJR 329 required further study of graduation and dropout
rates, with a focus on dropout rates
– In November 2007, BOE recommended that cohort dropout
rates be published in the context of other information, such as
graduation and completion rates, as well as the “stay in
school” rate.
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March 17, 2009
Virginia BOE Policy Changes
(GCI related)
• January 2008
– Board proposed changes to the SOA that included a
weighted graduation and completion index (GCI).
– Schools that have a 12th grade class would be required to
meet a minimum bar on the index AND pass rate standards
to earn full accreditation from the state.
• February 2009:
– The Board adopted final changes to regulations for
accrediting public schools in Virginia.
– Regulations require schools to meet a minimum benchmark
on the GCI and pass rate standards.
– Requires all students, beginning in middle school, to have an
Academic and Career Plan.
• Regulatory process will be completed in the next few
months.
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March 17, 2009
Graduation and Completion
Index
• The index calculation results in a weighted
percentage of graduates and completers for each
school.
• The calculation uses an adjusted cohort formula to
account for all high school students.
• Students who remain in school longer than their
expected graduation year are included in the index
for multiple years.
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March 17, 2009
Weights in the BOE approved
GCI
Outcome
Diploma in four years
Diploma in more than
four years
GED certificate
Points
Notes
100
100
In the graduation year
75
Remain in school
beyond four years
70
Certificate of Program
Completion
25
Points awarded each year
the student remains in
school without earning a
credential
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March 17, 2009
Implementation of Proposed
Index
• Implementation:
– Accreditation will rely on the GCI using data from
the academic year 2010-2011.
– School accreditation ratings apply in the ratings
determined in the fall of 2011-2012.
• Schools that fail to meet the minimum index
standard are subject to state intervention
consistent with current practice.
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March 17, 2009
Considerations and Potential
Impact of Index
• Adds a minimum bar for schools with a graduating
class.
• Provides incentives for schools to:
– Help all students to earn meaningful credentials.
– Continue to support students who require more than four
years to graduate.
• Ensures accountability for all students by tracking
students from the first time they enter 9th grade.
• Incorporates incentives for schools.
• Schools are equally accountable for academic
achievement standards AND graduating students.
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March 17, 2009
The Academic and Career Plan
• Required for all 7th grade students and is to be completed by fall
of grade 8. Each plan shall:
– Include the student’s program of study for high school graduation
and a postsecondary pathway;
– Be based on the student’s academic and career interests; and
– Be reviewed and updated if necessary before the student enters the
ninth and eleventh grades.
• The plan encourages:
– Middle and high school students to reflect on potential career paths;
– Student exploration of requirements to successfully pursue their
goals and options for postsecondary education and training.
– Student engagement in plans for their future and more effective
transition to high school.
• The plan provides an opportunity to discuss:
– Personal Interest and Talents
– Academic and Career Preparation
– College and Career Preparation
– Character Building
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March 17, 2009
General Assembly legislation
• 2009 General Assembly legislation permits juvenile
justice courts to suspend the driver’s license of
students with 10 or more consecutive unexcused
absences.
• Schools are authorized to notify district court judges of
situations in which students have 10 or more
unexcused absences.
• For details see: http://leg1.state.va.us/cgibin/legp504.exe?091+ful+CHAP0439+pdf.
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March 17, 2009
Consistent and more
comprehensive reporting
The Cohort Report and information
available regarding students progress
through high school
Results from Virginia’s Cohort Report
% Graduated
On-Time
%
Completed
school on
time
%
Dropout
%
Longterm
leave
%
Unconfirmed
status
% Still
Enrolled
All Students
82.1%
86.3%
2.6%
8.7%
0.4%
2.0%
Female
85.0%
88.4%
2.1%
7.4%
0.4%
1.7%
Male
79.2%
84.3%
3.1%
9.9%
0.4%
2.2%
Black
73.9%
78.0%
4.8%
12.6%
0.7%
3.9%
Hispanic
71.5%
75.2%
2.9%
19.9%
0.3%
1.6%
White
85.9%
90.4%
1.7%
6.3%
0.3%
1.3%
Asian
93.4%
94.5%
1.3%
3.6%
0.1%
0.5%
American Indian
75.7%
79.3%
5.0%
13.9%
0.0%
1.8%
Native Hawaiian
85.2%
89.8%
3.4%
4.6%
0.0%
2.3%
Other
90.5%
92.4%
1.8%
4.7%
0.1%
0.9%
Students with Disabilities
81.8%
86.4%
n/a
13.5%
0.0%
0.2%
Identified as
Disadvantaged
70.6%
77.5%
4.7%
13.5%
0.7%
3.6%
0.0%
0.7%
3.5%
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3.6%
Subgroup
Data for the state, school divisions, and schools can be downloaded at:
Limited
English Proficient
69.2%
72.0%
n/a
27.0%
http://www.doe.virginia.gov/VDOE/src/ontime_grad_rate.shtml
Identified as Migrant
75.4%
80.7%
0.0%
15.8%
0.0%
Homeless
60.2%
65.1%
10.6%
18.7%
2.0%
March 17, 2009
More from the Cohort Report
Special
Diploma
General
Achievement
Diploma
Subgroup
Cohort
Advanced
Studies
Diploma
All Students
96152
41894
33264
1827
1938
17
82.1
Students with
Disabilities
10796
871
4194
1827
1938
<
81.8
Students
Identified as
Disadvantaged
21251
4376
8920
749
958
<
70.6
Limited
English
Proficient
Students
3140
838
1234
69
33
0
69.2
Students
Identified as
Migrant
57
23
19
0
<
0
75.4
Homeless
502
59
202
16
25
0
60.2
Extract from the Virginia Cohort Report
Standard
Diploma
Modified
Standard
Diploma
Virginia
On-Time
Graduation
Rate
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March 17, 2009
Resources from VDOE
• EIMS “Watch List” Report
– A K-12 resource to help schools and divisions identify
students who are at-risk of not persisting to graduation.
– Factors include:
 Attendance
 State assessment results
 Overage for grade
 Participation in mathematics
assessments.
 Retention status
• Statewide at-risk identification tool for rising ninth
grade students
– State is piloting a tool with four school divisions.
– Refinements expected over the next year.
– Final tool-kit will include a “how-to” guide for understanding
your data and resources to improve student support.
• School improvement planning templates and tools
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March 17, 2009
Technical assistance
Improved collaboration at the
VDOE to improve support to
school divisions
Where did we begin
• Superintendent directed staff to document past and current
state efforts around improving graduation rates
• Prepared a template to provide visual framework
• Identified VDOE’s initiatives related to student achievement
and graduation
• Matched each division to their specific initiatives and funding
source
• Indicated primary area of impact and targeted audience
• Aligned initiatives with primary areas of impact
• Various department members met and shared findings
• Met with Superintendent and Dr. Bost to analyze findings and
determine next steps
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March 17, 2009
Systemic Approach to Student Graduation
Please use the following template to document information for each division effort conducted in the recent past,
currently, or that is planned for the future to address dropout prevention and persistence to graduation.
Title of effort: _________________________________________
Timing of work:
___ Recently completed
___ Currently happening
___ Planned for the future
Primary Impact Factor (check
one)
___ Appropriate Social Behavior
___ Sufficient Academic Success
___ Effective Transition Services
___ School Engagement (student
and parent)
___ Accountability, Research, Data
Responsible DOE Division (check one)
___ Office of the Superintendent
___ Finance
___ Instruction
___ Special Education and Student Services
___ Policy and Communications
___ Student Assessment and School Improvement
___ Teacher Education and Licensure
___ Technology and Career Education
Responsible Office: _______________________
Title of work
Purpose
Approach
Audience
What do we know? (Data)
What do we need? (Data)
State controlled factors versus locally controlled factors
Primary funding source
Perceived gaps in state efforts that impact high school completion
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March 17, 2009
Practices Related to Increasing
Graduation & Preventing
Dropouts
Predictor/Risk Factor
Student/
Division
Parent
Initiatives
Audience
Early warning
toolkit
LEAs,
researchers,
policymakers,
program
managers
Student
Assistance
Programming
Students,
parents, all
faculty and
community
stakeholders
Engagement
Data
Appropriate
Social
Behavior
Sufficient
Academic
Success
Effective
Transition
Services
Accountability
Research
X
X
X
X
X
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March 17, 2009
Internal Framework to Support the
Increase of Graduation Rates in
Virginia
• Vision statement of VDOE serves as our foundation.
• Mission statement clearly focuses on an integrated
approach to support school divisions and schools with
emphasis on primary impact factors.
• Specific objectives to align work and target resources in
identified critical areas to prevent school dropout and
promote school graduation.
• Provide technical assistance to school divisions to help
them assess, align and integrate resources to promote
successful high school graduation for all students.
• Defined underlying assumptions.
• Outlined specific actions for VDOE staff.
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March 17, 2009
Practical Application
• Internal collaborative partnerships across the VDOE:
–
–
–
–
Instruction
Student Services
School Improvement
CTE
–
–
–
–
Research
Policy
Special Education
Federal Programs
• Ongoing collaborative planning at all levels.
• External collaborative partnerships:
– National Dropout
Prevention Centers
– National High School
Center
– Center for Innovation and
Improvement
– ARCC
– REL
– America’s Promise Alliance
– National Post-School
Outcomes Center
– Virginia Commission on
Youth
• “Vision to Practice” Summer Institute: Seven Million
Minutes from Pre-Kindergarten to Graduation.
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March 17, 2009
Support to School Divisions
Six focus areas to assess policy and practice that
affect student performance:
– Instruction
– Discipline
– Support Services
– Attendance
– Student Activities
– School/Community Relations
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March 17, 2009
Instruction: Policy and Practice
How does your school division provide multiple layers of
support to academic success for students?
•
•
•
•
•
•
•
•
•
Teaching styles and learning styles
Variety of teaching strategies/learning strategies
Alternative education plan for all at-risk students
Retention/promotion criteria
Credit attainment
Transition programs for all students
Grading Systems
Graduation requirements
Flexible scheduling
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March 17, 2009
Discipline:
Policy and Practice
In what ways are multi-tiered prevention and intervention
systems in place to provide support?
•
•
•
•
•
•
School based discipline and consequences
Consistent classroom rules for discipline/behavior
Counseling and support services
Student code of conduct
Suspension and expulsion criteria
Clarity with written communication on rules and discipline for all
students
• Due process options for all students
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March 17, 2009
Attendance:
Policy and Practice
How are students identified who are “fade outs” and
“push outs”?
•
•
•
•
•
•
Truancy definitions and consequences
Parent notification system for absences and tardiness
Designated staff for attendance/truancy concerns
Criteria for unexcused absences vs. excused absences
Number of absences any student may have for any reason
Decisions to enforce court/legal mandates for attendance in
school
• Out-of-school suspensions
• Application of rules by all staff for all students
• Student record transfer restrictions
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March 17, 2009
Support Services:
Policies and Practice
What resources are available to adequately enhance
learning and student engagement?
•
•
•
•
•
•
Tutorial and remedial assistance at every grade level
Fees for materials, tools, or equipment for classes
Computerized scheduling
Options for at-risk students
Special education referrals and placements
Class-to-class scheduling of students with different teachers and
students
• Resources for students’ with substance use/abuse needs
• Day care services/options for teen parents
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March 17, 2009
Student Activities:
Policy and Practice
How inclusive are available student activities?
• Dress code that acknowledge social changes, cultural diversity
or religious backgrounds
• Enrollment in extra-curricular activities
• Participation fees and participation rules
• Transportation options/schedules
• Service learning and volunteer avenues
• Criteria for student recognition programs
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March 17, 2009
School & Community Relations:
Policy and Practice
Has your school promoted partnerships with the
community services/agencies?
• Parent involvement in school programs
• Formal plans linking schools/division with community agencies
• Cultural competence and/or cultural responsiveness in school
routines and procedures
• Diversity of role models in teaching staff and leadership positions
• Communication channel between student, parent and school
staff
• Publication of current events and activities
• Business partnerships and collaborations
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March 17, 2009
Resources
• Dr. Loujeania Williams Bost, Director,
NDPC-D
• Iowa Department of Education
• Virginia Department of Education staff
• Virginia Commission on Youth
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March 17, 2009
Questions?
Deborah Jonas,Ph.D.
Executive Director for Research and Strategic Planning
Virginia Department of Education
[email protected]
804-225-2067
Vivian Stith-Williams, Ph.D.
Student Services Specialist
Virginia Department of Education
[email protected]
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March 17, 2009