Ms. Kim Adkins, Chair July 26, 2018 Overview of Progress to Date for the Committee on Evidence-Based Policymaking Ms. Kim Adkins, Chair July 26, 2018

November 24, 2017 – Board Meeting The Board of Education approved the formation of the special committee with the initial charge to review research and evidence-based practices, specifically focusing on the priorities highlighted in the Comprehensive Plan: 2018-2023, such as equity and teacher shortages.

January 24, 2018 – Committee Meeting The Committee confirmed the definition of equity in comparison to the definition of equality. The Committee agreed to explore the following two focus areas: Teacher quality and development Students’ access to high quality teachers The Committee agreed to use this exploration process to either reaffirm or recommend the board’s practices in policy development. Students receive the resources they need to be successful Students receive the same resources

April 2, 2018 – Committee Meeting The Committee reviewed and agreed to use Education Trust’s guidelines to access to strong teachers. From the Education Trust’s executive summary: Of the many inequities in our education system, gaps in access to strong teaching have proven to be among the most stubborn. Research shows an indisputable and widespread pattern in schools and districts across the U.S.: Low-income children and children of color do not have the same access to strong, consistent teaching as their white and higher-income peers. State education officials have a critical role in addressing disparities in teaching quality.

April 2, 2018 – Committee Meeting (continued) To overturn inequities in access to strong teachers, the Education Trust’s guidelines say that state leaders must: Be transparent about which student get which teachers. Set clear improvement expectations for leaders at all levels and make meeting those expectations matter. Target resources to the districts and schools struggling most with this issue. Develop networks of district leaders to problem-solve together. Break down silos between efforts to increase access to strong teaching and school improvement work. The Committee reviewed the Board’s levers of action, which are: Issue guidance Amend or create regulations Request changes to the Code of Virginia Request funding Convene stakeholders and create alliances and partnerships

May 22, 2018 – Committee Meeting After hearing presentations on Teacher Quality by School Division and two panel discussions on (1) Challenges in Attracting and Retaining Qualified Teachers and (2) Equity Best Practices, the committee discussed the following: The importance of teacher recruitment, retention, and distribution. The process of reviewing and revising the Standards of Quality for additional targeted resources and other advocacy-related policies. Accompanying revisions to the Standards of Quality, developing strategies for the Board’s consideration to be more engaged in educating legislators on the changing demographics of our local school divisions and the necessity of additional, targeted resources.

Summary of the Committee’s Work Committee’s focus: Teacher quality and development Students’ access to high-quality teachers Definition of Equity – Students receive the resources they need to be successful Use the Education Trust’s Framework to advance the committee’s charge Be transparent Set clear improvement expectations Target resources Develop networks Break down silos Utilize the Board’s five levers of action Issue guidance Amend or create regulations Request changes to the Code of Virginia Request funding to issue grants Convene: conferences, training, alliances

Committee’s immediate next steps for consideration Share research on the importance of teacher recruitment, retention, and distribution and best practices in these areas Review and revise the Standards of Quality, through the SOQ committee, for additional target resources and other advocacy-related policies Develop strategies for the Board’s consideration to be more engaged in educating legislators on the changing demographics in our local school divisions and the necessity of additional, targeted resources