Board‐to‐Board August 3, 2011 A monthly report from the Albemarle County School Board to the Albemarle County Board of Supervisors Long-Range Planning Advisory Committee (LRPAC) Recommendations for Capital Improvements – “The Long-Range Planning Advisory Committee informs the School Board and Superintendent in developing comprehensive long-term plans for facilities needs in the most effective and efficient way in support of the Strategic Plan. The LRPAC has recommended a 5 year CIP request for FY2012/13 through FY2016/17 that totals $85,655,000. The recommended actions include: Add School Bus Replacement Program Add Western Elementary School Additions Accelerate Monticello High School Addition Accelerate Western Albemarle High School Accelerate Red Hill Elementary Renovation The Long Range Planning Committee recommendations are based on our current building capacity formula of 20 students per classroom. Staff has recommended studying revising this number to 22. If the Board adopts it, it would reduce the number of classrooms we would need to add and significantly reduce CIP costs. School Board/Superintendent Priorities – The School Board is currently developing Strategies and Key Performance Indicators (KPI’s) for the 2011-12 School Board/Superintendent Priorities. Attachment 1 is a copy of the current Priorities and Strategies. Interim Appointments – In response to the resignation of Assistant Superintendent of Operations and Systems Planning, Dr. Bruce Benson, who is now the Superintendent of Accomack County Public Schools, Dr. Matthew Haas has been named Interim Executive Director and Mr. Josh Davis has been appointed Interim Chief Operating Officer. Mr. Jim Foley was named the Interim Director of Transportation Services, replacing Mr. Josh Davis. National History Day Competition – Monticello High School Junior Patrick Bond won First Place for his Individual Performance at the Kenneth E. Behring National History Day Competition in June. Patrick’s performance was “One War at a Time: the Diplomacy That Saved Democracy,” which told the story of the debate and diplomacy of the Trent Affair, a diplomatic crisis during the Civil War. CATEC Appointment – The CATEC Board appointed Mr. Adam Hastings as the new Director of CATEC, replacing Mr. Darah Bonham who resigned at the end of the school year. Mr. Hastings previously served as Assistant Principal of Charlottesville High School. School Calendar - The School Board expressed interest in exploring the possibility of starting the school year school earlier in 2012-13. A calendar committee represented by County parents, administrators, and stakeholders joined Charlottesville City Schools representatives to consider this possibility. Three draft calendars were developed for community feedback, with three potential start dates: August 8, August 13, and August 22, 2012. Parents, students, employees and community members were asked to review the three draft calendars and provide initial feedback through the school division web page. Information was collected through July 11, 2011 for initial presentation to the Board on July 14, 2011. The Board will discuss the survey information at its next meeting. The Board anticipates a final recommendation from the committee by September 22, 2011. Request for Waiver – The Board is joining with four other school divisions to request a waiver related to the Standards of Learning (SOL) Assessments and Testing Schedules. The Superintendents will appear before the State Board of Education the week of July 25 to ask permission to administer middle school reading and/or math SOL tests at the end of the first semester as the current end of year SOL test administration.
Transcript
Board‐to‐Board August 3, 2011
A monthly report from the Albemarle County School Board to the Albemarle County Board of Supervisors
Long-Range Planning Advisory Committee (LRPAC) Recommendations for Capital Improvements – “The Long-Range Planning Advisory Committee informs the School Board and Superintendent in developing comprehensive long-term plans for facilities needs in the most effective and efficient way in support of the Strategic Plan. The LRPAC has recommended a 5 year CIP request for FY2012/13 through FY2016/17 that totals $85,655,000. The recommended actions include:
Add School Bus Replacement Program Add Western Elementary School Additions Accelerate Monticello High School Addition Accelerate Western Albemarle High School Accelerate Red Hill Elementary Renovation
The Long Range Planning Committee recommendations are based on our current building capacity formula of 20 students per classroom. Staff has recommended studying revising this number to 22. If the Board adopts it, it would reduce the number of classrooms we would need to add and significantly reduce CIP costs.
School Board/Superintendent Priorities – The School Board is currently developing Strategies and Key Performance Indicators (KPI’s) for the 2011-12 School Board/Superintendent Priorities. Attachment 1 is a copy of the current Priorities and Strategies.
Interim Appointments – In response to the resignation of Assistant Superintendent of Operations and Systems Planning, Dr. Bruce Benson, who is now the Superintendent of Accomack County Public Schools, Dr. Matthew Haas has been named Interim Executive Director and Mr. Josh Davis has been appointed Interim Chief Operating Officer. Mr. Jim Foley was named the Interim Director of Transportation Services, replacing Mr. Josh Davis.
National History Day Competition – Monticello High School Junior Patrick Bond won First Place for his Individual Performance at the Kenneth E. Behring National History Day Competition in June. Patrick’s performance was “One War at a Time: the Diplomacy That Saved Democracy,” which told the story of the debate and diplomacy of the Trent Affair, a diplomatic crisis during the Civil War.
CATEC Appointment – The CATEC Board appointed Mr. Adam Hastings as the new Director of CATEC, replacing Mr. Darah Bonham who resigned at the end of the school year. Mr. Hastings previously served as Assistant Principal of Charlottesville High School.
School Calendar - The School Board expressed interest in exploring the possibility of starting the school year school earlier in 2012-13. A calendar committee represented by County parents, administrators, and stakeholders joined Charlottesville City Schools representatives to consider this possibility. Three draft calendars were developed for community feedback, with three potential start dates: August 8, August 13, and August 22, 2012. Parents, students, employees and community members were asked to review the three draft calendars and provide initial feedback through the school division web page. Information was collected through July 11, 2011 for initial presentation to the Board on July 14, 2011. The Board will discuss the survey information at its next meeting. The Board anticipates a final recommendation from the committee by September 22, 2011. Request for Waiver – The Board is joining with four other school divisions to request a waiver related to the Standards of Learning (SOL) Assessments and Testing Schedules. The Superintendents will appear before the State Board of Education the week of July 25 to ask permission to administer middle school reading and/or math SOL tests at the end of the first semester as the current end of year SOL test administration.
Mid-year SOL testing would become a mastery filter and diagnostic tool. Students who demonstrate grade-level mastery at mid-year would be excused from taking the SOL tests at the end of the school year. Students who do not demonstrate mastery of the grade-level standards during mid-year testing would have the opportunity to re-test at the end of the school year. See Attachment 2.
Reconsideration of Learning Resources – At the beginning of May, school division staff received a “Citizen’s Request for Reconsideration of Learning Resources” per School Board Policy INC for Sir Arthur Conan Doyle’s “A Study in Scarlet.” In accordance with the Policy staff reviewed the reconsideration request to see if the issues raised had been covered “in principle” by previous decisions. Dr. Moran and staff determined that this was not the case. Dr. Haun notified the complainant of Dr. Moran’s decision and a reconsideration committee was established. The Committee determined that the learning resources did not meet the selection criteria outlined in School Board Policy HAA and the Committee reached a unanimous decision that the book should not remain on the 6th grade reading list, however, it should remain in the school media centers. Dr. Moran’s recommendation and supporting documentation from the Committee was provided to the Board for discussion and action during the July 14, 2011 meeting. The Board was asked to affirm, reverse or modify the Superintendent’s recommendation regarding “A Study in Scarlet.” The Board discussed Superintendent Moran’s recommendation to remove “A Study in Scarlet” from the 6th grade book list for Language Arts, and asked that it be brought back to the Board at the August meeting for a decision. AT&T Cellular Towers – The Planning Commission approved a monopole cellular tower on the property of Scottsville Elementary School and on private property along Route 20 north of Scottsville Elementary School. In response to parents and community comments regarding the safety of the towers proximity to the school, the Board requested the School Health Advisory Board Committee (SHAB) to discuss the World Health Organization’s recent WHO paper “Carcinogenicity of Radiofrequency Electromagnetic Fields and provide a report to the Board.
The School Health Advisory Board met on July 7 to discuss the WHO paper. SHAB members noted that the paper classified RF-EMF as “possibly carcinogenic to humans.” Other relevant quotes include: “…the general population receives the highest exposure from transmitters close to the body, such as handheld devices like mobile telephones.” “Typical exposures to the brain from rooftop or tower-mounted mobile-phone base stations…are several orders of magnitude lower than those for GSM handsets.”
The SHAB reported that our modern environment has countless sources of health risk, and health professionals are unlikely to declare a technology such as RF-EMF as 100% safe. Given all the other sources of RF-EMF in today’s world (radio, television, pagers, cordless and cellular telephones, microwave ovens, and Wi-Fi), the addition of RF-EMF from monopole or roof-mounted cellular phone transmitters appears to be negligible.
US 29 Bypass – The School Board is concerned about the impact the proposed US 29 Bypass will have upon several of our schools. The planned highway takes some School Board land from our largest campus (Albemarle High, Jouett Middle, and Greer Elementary). It will pass very close to Greer and its athletic field. Additionally, the expansion at Greer will be closer to the proposed highway than the current building. The planned Bypass also passes very close to Jouett’s athletic field.
The School Board provided a letter detailing our concerns to the Board of Supervisors July 21, 2011. The School Board strongly believes that construction of the US 29 Bypass must include sufficient remediation to insulate the Greer Elementary and Jouett Middle school buildings from traffic noise, along with relocation of the Greer athletic field.
www.k12albemarle.org
Goal 1
Strategy 1.11
Improve academic choice for students through increased access to a continuum of high‐quality learning opportunities and through the design and use of contemporary learning spaces as outlined in the TPA and determined in facilities planning.
X% of students will report being given regular opportunities to work on the LLL
2011‐2012 Strategic Goals, Board Priorities, Strategies, and KPIsDraft Language ‐ Planning Document
Prepare all students to succeed as members of a global community and in a global economy
Develop Lifelong‐Learner (LLL) competencies in all students.Priority 1.1
Proposed KPI 1.11aX% of students will report being given regular opportunities to work on the LLL standards.
Proposed KPI 1.11bX% of teachers will report regularly incorporating opportunities for students to work on the LLL standards.
Proposed KPI 1.11cX% of classroom walkthroughs will report evidence of students working on the LLL standards.
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Proposed KPI 1.11d
The % of teachers at the Applies, Integrates, and Innovates level on the Planning, Delivery, and Assessment of Instruction domain of the Teacher Performance Appraisal (TPA) will be reported. (NOTE: Baseline data will be captured in Year 1. Q1 data will be reported by teachers; Q2 data will be reported by principals; No data will be reported in Q3; Q4 data will again be reported by teachers to show the change.)
Proposed KPI 1.11eX% of classroom walkthroughs will report evidence of students being engaged, on‐task, or not engaged in student learning.
Proposed KPI 1.11fThe % of students enrolled in viritual learning courses will be reported. (NOTE: Need to define virtual learning courses)
Proposed KPI 1.11gX% of learning space projects will undergo a contemporary design review prior to project approval.
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Goal 2
Strategy 2.11Develop and implement an assessment model to determine whether students are acquiring the integrated knowledge and skills necessary to graduate workforce/college ready.
Th D t t f I t ti ill di t th d l t d il t t ti
2011‐2012 Strategic Goals, Board Priorities, Strategies, and KPIsDraft Language ‐ Planning Document
Eliminate the Achievement Gap
Priority 2.1 Prepare all students for workforce/college readiness.
Proposed KPI 2.11aThe Department of Instruction will coordinate the development and pilot testing of performance tasks for assessments in 4th & 7th grades.
Strategy 2.12Develop and implement a professional development plan to support teachers and administrators in the integration of a rigorous approach to preparing students for and assessing workforce/college readiness.
Proposed KPI 2.12aA communications plan for raising community awareness about the purpose of using performance tasks to assess students will be developed in 2011‐2012 and implemented in 2012‐2013.
Proposed KPI 2.12bA continuum of professional development opportunities to increase teachers' capacity to create and deliver performance tasks will be provided and monitored.
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Proposed KPI 2.12c The % of teachers using performance tasks for assessments will be monitored.
Strategy 2.13 Build partnerships to enhance workforce/college readiness.
Proposed KPI 2.13a
A process to establish and maintain strategic partnerships to enhance students' workforce/college readiness will be developed. (NOTE: Year 1 will focus on auditing existing partnership and categorizing them for deeper analysis. Future years will focus on analyzing the outcomes and value gained through the partnerships.)
Proposed KPI 2.13bThe % of high school students participating in school‐sponsored internships, co‐ops, and/or independent studies will be monitored.
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Goal 3
Strategy 3.11Develop and implement a comprehensive plan to recruit and retain the highest quality teaching personnel, staff, and administrators
The number of applications from social media recruitment efforts will be monitored. (NOTE: As this is a new initiative Year 1 will focus on establishing a baseline In the
Priority 3.1 Improve the organization's capacity to build and maintain a high‐quality workforce.
2011‐2012 Strategic Goals, Board Priorities, Strategies, and KPIsDraft Language ‐ Planning Document
Recruit, retain, and develop a diverse cadre of the highest quality teaching personnel, staff, and administrators
Proposed KPI 3.11a(NOTE: As this is a new initiative, Year 1 will focus on establishing a baseline. In the future, we will consider reporting the relationship between the number of channels, number of views, number of applicants, and number of resulting hires for each)
Proposed KPI 3.11b The % of highly qualified teachers will be monitored.
Proposed KPI 3.11cThe ratio of minority hires to minority exits for teaching positions will demonstrate progressive trends.
Proposed KPI 3.11dThe ratio of minority hires to minority exits for supervisory/leadership positions will demonstrate progressive trends.
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Proposed KPI 3.11eEmployee climate surveys will be conducted to determine workforce engagement and satisfaction (NOTE: Year 1 will be used to establish a baseline for workforce engagement and job satisfaction.)
Proposed KPI 3.11fExit survey data will be reviewed and action plans will be created to address improvements in key areas using the Plan‐Do‐Study‐Act model.
Strategy 3.12Implement a comprehensive professional development system for classified staff, teachers, and administrators to support strategic Vision, Mission, Goals, and Priorities.
Proposed KPI 3.12aEmployee participation in Division‐funded and/or Local Government staff development programs will be monitored.
Proposed KPI 3.12b Key organizational staff competencies will be identified and reviewed annually.
Content will be developed to monitor and manage staff development for keyProposed KPI 3.12c
Content will be developed to monitor and manage staff development for key organizational competencies.
Proposed KPI 3.12d X% of deadlines outlined in the PD Planner charter will be met on time.
Proposed KPI 3.12e X% of employees will complete a professional development needs assessment.
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Goal 4
Strategy 4.11Develop and implement a plan to increase understanding and ownership of Vision, Mission, and Goals throughout the organization.
Proposed KPI 4.11aA process for expanding the Leadership Team's understanding and ownership of the Vision, Mission, and Goals will be implemented.
2011‐2012 Strategic Goals, Board Priorities, Strategies, and KPIsDraft Language ‐ Planning Document
Priority 4.1 Promote strategic alignment with the Vision, Mission, and Goals throughout the organization.
Achieve recognition as a world‐class educational system
the Vision, Mission, and Goals will be implemented.
Proposed KPI 4.11bA process will be developed for Leadership Team members to use with staff to expand understanding and ownerhsip of the Vision, Mission, and Goals.
Proposed KPI 4.11cEmployees will demonstrate positive trends in their understanding of how their job contributes to the Vision, Mission, and Goals.
Strategy 4.12Establish a process that includes stakeholder involvement in the integration of the Baldrige Criteria for Performance Excellence as the foundation for the Division's continuous improvement model.
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Proposed KPI 4.12aA crosswalk document will be developed that explains how the Baldrige Criteria relate to other Division initiatives. (e.g. TPA, PDSA, and program evaluation)
Strategy 4.13Develop a process to review the validity of the Balanced Scorecard performance indicators and their alignment with strategic planning.
Proposed KPI 4.13aX number of Division metrics will be reported as valid through a process of internal review.
Proposed KPI 4.13bX number of metrics will be reported as aligned to Board goals and priorities through a process of internal review.
Strategy 4 21Develop a process to review, analyze, and improve communications with
Priority 4.2 Expand two‐way communication with and outreach to our stakeholders.
Strategy 4.21Division stakeholders.
Proposed KPI 4.21a Identify, define, and segment the Division's key stakeholder groups.
Proposed KPI 4.21bThe communications plan will be implemented and monitored to address stakeholder feedback.
Proposed KPI 4.21cA standard operating procedure for receiving, organizing, and acknowledging stakeholder input regarding Board initiatives will be developed and adopted by the Board.
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Goal 5
Strategy 5.11Establish a program evaluation system to promote the ongoing review of operational departments, instructional programs, and standard operating procedures.
2011‐2012 Strategic Goals, Board Priorities, Strategies, and KPIsDraft Language ‐ Planning Document
Establish efficient systems for development, allocation, and alignment of resources to support the Division's vision, mission, and goals
Priority 5.1 Identify opportunities for improved efficiencies in operational departments and instructional programs.
Proposed KPI 5.11aX% number of departments/programs will complete an outcome evaluation by the end of the 2012‐13 school year.
Proposed KPI 5.11b DART will complete a technological services audit.
Proposed KPI 5.11cA system will be developed to monitor program evaluation, audits, and valuation indicators of existing programs.
Priority 5.2 Implement the Division's Student Information System (SIS) and Parent Portal.
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Strategy 5.21 SIS charter delivered to the PMOC will be monitored for successful implementation.
Proposed KPI 5.21aX% of deadlines outlined in the SIS charter will be met on time. (NOTE: Future KPIs will reference a charter for the Parent Portal)
Taking the test: Local decisions boost opportunity By HARLEY L. MILES
On May 18, several superintendents and school board members representing a group of five school divisions met with the Virginia Board of Education's Accountability Committee to request a waiver to pilot early Standards of Learning (SOL) testing in the middle-school grades.
Collectively, this group of superintendents leads more than 30 percent of our commonwealth's schoolchildren, and they represent some of the highest-performing school divisions in the state. (Albemarle, Fairfax County, Henrico, Virginia Beach and Roanoke County are the five school divisions.)
The superintendents and respective school boards are concerned that today's students spend too much time focused on a single high-stakes test created by distant state officials and not enough time learning the skills colleges and employers are begging graduates to possess.
The superintendents came before the committee to ask for permission to administer middle school reading and/or mathematics SOL tests at the end of the first semester as well as the current end-of-year SOL test administration.
Mid-year SOL testing would become a mastery filter and diagnostic tool. Students who demonstrate grade-level mastery at mid-year would be excused from taking the SOL tests at the end of the school year. Students who do not demonstrate mastery of the grade-level standards during mid-year testing would have the opportunity to re-test at the end of the school year.
Superintendent of Public Instruction Dr. Patricia Wright expressed much trepidation about such a request and approach. We are at a loss to understand her misgivings.
* * * * *
Imagine the freedom both students and teachers would have if the SOL test could be given mid-year.
Those students who demonstrate proficiency no longer have the specter of the SOL over their heads and are free to experience more rigorous, engaging learning that is tied to other standards — such as those measuring lifelong learning or college/workforce readiness — or to explore topics in depth, free from pacing guides designed to "cover" content in preparation for the SOLs.
Also, imagine the relief that students who do not demonstrate mastery at mid-year will have. Their instruction will be individualized for the students they are — free from repetition of concepts they have already mastered and full of opportunities to improve in those areas where growth is still needed.
They will approach the test with more measures of confidence in their preparation and with the additional opportunity to experience instruction that is more broad, holistic and not merely tied to "covering" a standard.
* * * * *
This waiver request is a basic recognition that we are accountable to and for children, and not merely standards. It understands that children learn at different rates and allows flexibility to ensure each child meets the standard, but through educational opportunities that recognize them as individuals with differing skills and needs.
To hold a student hostage in a classroom continuing to remediate or to remove a struggling student from enriched learning in order to continue test preparation does a disservice to both students.
The Virginia Department of Education (VDOE) will argue that SOLs are a measure of rigor and that engaging instruction can and should be conducted daily, as preparation for the SOLs.
But teachers, parents and students know better. They know SOLs are one kind of assessment, a multiple-choice test, which measures mostly fact recall and some application of information. They are neither engaging nor relevant. To advocate that SOLs are a comprehensive educational experience — or that they demonstrate a level of rigor in instruction, learning or assessment — is disingenuous.
* * * * *
We must ask ourselves why is it so important to the state that all students take the same test on the same day or week at the end of the year?
Being exempt from a course or requirement by showing existing proficiency is a common practice in higher education and the workplace. Businesses and colleges do not feel it is a good use of employee/student time to sit through a class when one already knows what will be taught.
What is the fear that Dr. Wright has in allowing our middle schools to merely do what countless universities and organizations do every day? Why so entrenched in process, in bureaucracy?
The request of these five superintendents and school board members is a threat because early proficiency of students would relegate the state scorecard to a minor hurdle one has to jump over, rather than the focus of instructional conversations across the state.
The role of SOLs and the VDOE would diminish; control of the conversation and the learning would shift. It appears that Dr. Wright and the VDOE are concerned about protecting the bureaucratic structures they have built and are vested in, as opposed to being concerned about the purpose of assessment or the needs of students.
The requested waiver and pilot may present a positive step in the evolution of the state assessment program. We won't know for certain unless we give it a try.
We ask Dr. Wright to reconsider her position of not supporting the waiver. We certainly hope the Board of Education will grant the waiver and monitor the pilot's implementation process and progress. It's been said, "It is better to try than to wonder."
