Sustaining and building on the excellence of LCPS October 2016

Agenda Benchmarking: past performance  federal and state accountability   Opportunities for Improvement & Progress Made to Date Next Steps

Empowering all students to make meaningful contributions to the world Mission Empowering all students to make meaningful contributions to the world

Strategic Goals Develop knowledgeable critical thinkers, communicators, collaborators, creators, and contributors Cultivate a high-performing team of professionals focused on our mission and goals Deliver effective and efficient support for student success

Benchmarking Past Performance

Benchmarking Past Performance

Benchmarking Past Performance

Benchmarking Past Performance

Benchmarking Against Other Divisions How do we measure up in VA?

Benchmarking Against Other Divisions

Benchmarking Against Other Divisions

Benchmarking Against Other Divisions

Benchmarking Against Other Divisions

Benchmarking Against Other Divisions

Benchmarking Against Other Divisions

Benchmarking Against Other Divisions

Benchmarking-Graduation The Virginia On-Time Graduation Rate: The percentage of students in a cohort who earned a Board of Education-approved diploma within four years of entering ninth grade for the first time

Benchmarking Against Other Divisions Graduation

National Benchmarking How do we perform in national comparisons?

National Benchmarking

National Benchmarking

National Benchmarking Minimum score required for students to have a high probability of success in college courses (English Composition, Social Sciences courses, College Algebra, or Biology) English: 18+ Algebra: 22+ Social Science: 22+ Biology: 23+

Federal Accountability Changes in Virginia Standards of Learning Students were tested on the more rigorous content standards, adopted by the Board of Education, as follows: Social Science in the 2010-2011 school year Mathematics in the 2011-2012 school year English in the 2012-2013 school year Science in the 2012-2013 school year

Standards of Accreditation Virginia Board of Education Regulations Establishing Standards for Accrediting Public Schools in Virginia are designed to ensure that an effective educational program is established and maintained in Virginia's public schools. Subject Benchmark English 75% Mathematics 70% History Science Graduation Index 85%

LCPS Accountability Status State Accountability 2013-14 2014-15 2015-16 2016-17 Schools Partially Accredited 7 4 2 1 Sugarland is in their second year of Partially Accredited: Warned School status for Science.  Sugarland did not make the accreditation standard in English last year with a 74% pass rate (Sugarland did make 11 percentage point gains in English from 2015 to 2016). Sugarland will be required to conduct an Academic Review of their instructional practices and develop a three-year improvement plan. In addition, Sugarland ES will have mandatory meetings with division staff and an assigned VDOE contractor.

Summary of Results Strengths High-performing division Increases in Reading and Math Significant gains in Reading and Math for ELLs, matching or outperforming the state average Opportunities for Improvement Achievement gaps for IEP and ELL Increases in pass advanced rates

DOI Work Underway One to the World PBL Personalized Learning Assessment Framework Division-Level Data Team On-Time Graduation Analysis Strategic Planning Work Reorganization of DOI Facilitators Positions Supervisors focusing on High School Supervisor for Cs Technology Work with DOI BYOT Division-Level Professional Learning Plan Academies of Loudoun Program Review Recommendations Library Media CTE Gifted Gen Ed & SpEd Collaborative Efforts Mathematics Overage ELL Instructional Model Textbooks Digitized Asset Tracking Beginning Conversion to Digital Resources Pathways Delivery Model Revision Full Day Kindergarten Revisions to School Surveys

Next Steps Provide intensive supports to Sugarland ES Further develop and refine the LCPS assessment framework Implement division-level data teams Conference with each principal on “State of the School” status Launch of small-scale implementation of locally-selected growth assessment Establishment of professional learning communities in DOI

Next Steps Leverage the instructional facilitators to provide ongoing supports to elementary and middle school Transition the role of the content-area supervisors to provide ongoing supports to high schools Provide ongoing updates to the LCPS School Board Develop teacher capacity to create extended performance tasks to measure significant content and competencies

Questions