VASSP

1. VASSP June 27, 2016 Report of the Standards of Learning Innovation Committee Stewart D. Roberson, Ed.D.

2. Being an educational leaderis sort of like being a piñata. People keep flailing away at you hoping that something good will fall out.

3. car wash

4. A rock pile ceases to be a rock pile the moment a single man contemplates it, bearing within him the image of a cathedral. Antoine de Saint-Exupery

6. What are we trying to do here?

8. Imagining

9. The Graduating Class of 2032 Projected Retirement 2078

10. Over 80% of all doctor visits will have been replaced by automated exams

11. Over 90% of all restaurants will use some form of a 3D food printer in their meal preparations

12. Highways designated for driverless-vehicle only

13. The space tourism industry will establish regular flights to their space hotel

14. Wireless power will be used to light up invisible light bulbs in the middle of a room

15. A surge of Micro Colleges will spring to life, each requiring less than 6 months of training to switch professions

16. “I skate to where the puck is going to be, not where it’s been.” --Wayne Gretzky

17. Our Current Realities

20. Can You Self-Actualize While Living in Your Mother’s Basement?

21. Numbers of Credentials Awarded in US, 2008 and 2013

23. Overall Takeaways • There are subbaccalaureate credentials of high value. • Technology/Technician training pays: • Know how to fix things • Know how to fix people • Whatyou study is often more important than where you study it

24. x • Fix things • Industrial Production Tech • Millwright • Mechanical Engineering Tech • Quality Control Tech • Plumbing Tech • Fix People • Allied Health • Nursing

25. Other Concluding Thoughts • Labor markets vary across states, but there are some general lessons: • The Bachelor’s degree is a good investment on average—but there’s lots of variation in the payoff to that degree. • Subbaccalaureate credentials are growing in popularity—as they should • CTE can pay off and yield middle class wages (but we need to know what are the “hot jobs” and the “hot skills” in the state’s labor market).

26. Connecting Schools and Workplaces Virginia high school students earned more than 104,800 workplace credentials in 2014 As we expand our view of graduation competencies and accreditation, how does this fit in?

27. The American Dream How many of you believe that where a person starts in life shouldn’t determine where they end up?

29. Framing the Challenge:Inequality & Mobility • Our country has a severe inequality problem when measured in terms of earnings and individual income. • The problem is exacerbated by slowing mobility for people born at the bottom of the income distribution.

30. Complex Landscape, Common Challenge Lack of Mobility: The South Stands Out Source: Equality of Opportunity Project data

31. Economic Mobility in Virginia

32. Affluence and Completion Family Economic Status Influences Educational Attainment Source: New York Times graphic using Department of Education data

33. The Path to Possibility If individual mobilityrests on a combination of personal drive, deliberately supportive institutional practices, community supports, and the eradication of structural barriers, how can we make sure all of those factors are operating in the lives of the young people who start out furthestfrom opportunity?

34. Aligning Acts of Improvement In Hanover County Public Schools Long-Range PlanandDistrict Accreditation Leadership Academy Pay & Classification Study Facilities Study … improvement efforts are integrated and results-oriented Professional Teaching Act Quality Tools CIP School Board Goals Job Fairs Superintendent’s Goals Principal’s Goals Clinical Supervision Project CRISS Long-Range Plan Budget Process School Improvement Goals

35. Board of Education Priorities • Creating an accountability system that promotes continuous improvement, acknowledges progress, and measures quality across a broad spectrum of indicators. • Building capacity in schools and school divisions to support the unique needs of all students, teachers, and administrators. • Fostering positive, safe, and healthy school climates that promote high student achievement and social and emotional development.

36. Factors Impacting theWork of Public SchoolsChanging DemographicsLimited FundingHigher Expectations

37. Changing Demographics Since 2008, the total student population has increased by 4%, while the number of economically disadvantaged students has increased by 40% (representing 40% of the student population)

38. Changing Demographics The number of English language learners has increased by 37% (representing 10% of the student population)

39. Limited Funding

40. Higher Expectations • More rigorous curriculum standards • Challenging new SOL assessments that test students’ problem-solving and critical-thinking skills, as well as their content knowledge • Higher benchmark pass rates required for full accreditation • High schools must meet goals for improving graduation rates

41. Schools Not FullyAccredited2002-2003 until 2014-2015 567 2014-15

42. Actions Taken by the Board of EducationProvide flexibilityAcknowledge progressMore effectively communicate

43. Reviewing the Report of the SOL Innovation Committee

44. SOL Innovation Committee Charge “The Committee, under the direction of the Secretary, shall periodically make recommendations to the Board of Education and the General Assembly on a) the Standards of Learning assessments, b) authentic individual student growth measures, c) alignment between the Standards of Learning and assessments and the School Performance Report Card, and d) ideas on innovation teaching in the classroom.” (HB 930)

45. Committee’s Vision Statement The Standards of Learning Innovation Committee is guided by a commitment to inspire, engage, and personalize learning for every student in the Commonwealth. The Committee’s focus is to ensure Virginia has an accountability system that is fair, balanced, and supportive of this vision as the Commonwealth prepares our students for success beyond their high school years.

46. Year One Recommendations: acknowledge progress of schools toward meeting benchmarks increase flexibility in the frequency of school accreditation determination increase funding for expedited retakes and more CAT formats create the opportunity for high school innovation grants establish alternatives to traditional seat time allow for interdisciplinary SOL tests provide professional development for the development of alternative measures of growth and achievement

47. Year Two Recommendations: Develop a Profile of a Virginia Graduate, identifying the knowledge and skills that students should attain during their public school experience; adjust graduation requirements to conform to these expectations; design high schools so that students move from attaining core knowledge in the early years to one of several alternative paths toward college and career readiness; current SOLs should be updated to reflect a smaller number of deeper, more meaningful standards to support the Profile. Adopt a framework for assessing student learning that recognizes the importance of classroom assessment in improving instruction, emphasizes growth measures, and provides options for students to demonstrate success; partial credit should be awarded for assessment items that require multiple responses; students should be given multiple opportunities to show proficiency.

49. Year Two Recommendations - continued: • Funding should support these recommendations, including for technical support, professional development, a bank of high quality local alternate assessments, computer adaptive formats, and for the personnel required to implement this assessment model. • Create new ratings to differentiate schools that are close to meeting the requirements for full accreditation, or that are making significant progress, from those that are not. • The Governor should encourage further collaboration among higher education institutions, employers, and DOE to ensure coordination in the PK-20 system.

50. Year Two Recommendations- continued: Revise the accountability system to include a variety of school quality indicators, including graduation rate, attendance, and school climate measures; depending on an individual ELL student’s English proficiency, care should be given as to whether his/her score is included in a school’s accreditation; develop multiple pathways to school accreditation leading to a single designation, rather than a ranking system based solely on test results.