VIRGINIA DEPARTMENT OF EDUCATION DESIGNATION: SCHOOL DIVISION OF INNOVATION - FAIRFAX COUNTY PUBLIC SCHOOLS APPLICATION
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VIRGINIA DEPARTMENT OF EDUCATION DESIGNATION:
SCHOOL DIVISION OF INNOVATION
FAIRFAX COUNTY PUBLIC SCHOOLS APPLICATION
APRIL 20212 Contents Abstract…………………………………………………………………………………………… 3 Rationale for Change…………………………………………………………………………… 4 Description of Innovations……………………………………………………………………… 7 Goals and Performance Measurement………………………………………………………. 10 Requests for Flexibility…………………………………………………………………………. 12 Training and Support…………………………………………………………………………… 13 Collaboration and Strategic Partnerships……………………………………………………. 17 Communication…………………………………………………………………………………. 19 Evaluation and Reflection……………………………………………………………………… 22 Timeline and Plan for Sustainability………………………………………………………….. 26 References……………………………………………………………………………………… 30
3
Abstract
This application seeks a Virginia Department of Education (VDOE) Designation as a School
Division of Innovation for Fairfax County Public Schools (FCPS) for the expansion of balanced
assessment practices aligned to the FCPS Portrait of a Graduate and the VDOE Profile of a
Graduate. Workforce and educational research emphasize the need for education to evolve to
support students in being ‘life ready’ upon graduation; assessment innovation is needed to
ensure these outcomes for all students. FCPS goals leverage assessment as the guarantor of
access, opportunity, and outcomes for students as “we inspect what we expect” (Dr, James
Lane, March 2021). Specifically, FCPS prioritizes the assessment of student growth in Portrait
of a Graduate attributes through a student-led portfolio defense process and through the use of
divisionwide performance assessments. Assessment innovation goals:
• Expand the FCPS Portrait of a Graduate Presentations of Learning (POG-POL) pilot as
defined within the FCPS Strategic Plan Student Success Goal 1: All students will meet
grade-level expectations for Portrait of a Graduate outcomes as measured by their
performance on end-of-year POG Presentations of Learning by 2025.
• Extend the use of performance assessments as part of a collection of evidence in lieu of
Standards of Learning (SOL) tests to locally awarded verified credit for History and
Social Science courses.
• Extend the use of local alternative assessments including performance-based
assessment in lieu of SOL tests for Grade 4 Virginia Studies, Grade 8 Civics and
Economics, and Grade 8 Writing.
The action plan includes implementation and outcome metrics to ensure goal actualization so
that students are “life ready” upon graduation.4 Rationale for Change “We inspect what we expect.,” (Dr. James Lane, VaLIN Convening March 25, 2021). In essence, this is another way to say that assessment drives student outcomes and access to experiences to foster those outcomes through instruction. Understanding this, FCPS’s innovation focus is the extension and expansion of divisionwide balanced assessment practices, specifically performance assessment aligned to our Portrait of a Graduate and VDOE’s Profile of a Graduate. Performance assessment requires students to engage in application of knowledge and skills to perform a task or create a unique product or response and is scored using a rubric or set of criteria (Virginia Department of Education). Students engage in complex thinking and problem-solving throughout this process. This assessment approach is connected to shifts in teacher practice to prioritize learner collaboration and a focus on real-world problem-solving, while diminishing rote learning (Stanford School of Redesign, 2008). Most innovations are not the creation of something wholly new, but rather represent an iteration of something previously in existence. Such is the case with authentic/performance assessment within FCPS. Past actions connected to proposed innovations within FCPS include: 2014: Adoption of FCPS Portrait of a Graduate in collaboration with community and educational stakeholders as the attributes that support student success in school and in life. 2014-15: Implementation of local alternative assessments, to include performance-based assessments in lieu of removed SOL tests within Grade 3 Social Studies and Science, Grade 5 Writing, Grade 6 US History I, Grade 7 US History II. 2015: Project-based learning identified within the Ignite Strategic Plan (2015) as an instructional approach that supports rigorous and relevant learning experiences requiring student application of knowledge and skills, to include Portrait of a Graduate skills.
5
• Project-based learning (PBL) professional development opportunities have the highest
rate of educator participation in FCPS history and have been accessed by over 5,000
teachers.
2016: Adoption of FCPS Learning Model as the best practices framework for teaching and
learning. Purposeful assessment is defined by two big ideas: a balanced assessment approach
that measures content and skills and student-led assessment.
2019: Adoption of Portrait of a Graduate Presentations of Learning (POG POL) within the
FCPS Strategic Plan Student Success Goal 1 to support division-wide equity in access,
opportunity, and outcomes for all students in continuous growth in POG attributes and skills.
2019-2020 School Year:
• 88 schools identify POG focused goals aligned to the division strategic plan as part of
their school improvement and innovation plan.
• 31 schools with over 400 educators participated in the POG POL field test in SY2019-20.
Student-led cumulative POG presentations of learning were disrupted in spring 2020 due
to school closures.
• 87.2% of surveyed POG POL field test educators reported that provided professional
learning and opportunities for educator collaboration led to shifts in instruction with
students, despite a mid-year half to the implementation of the field test (March 2020).
Fall 2020: Adoption and implementation of a division assessment program that prioritizes
relevant, balanced assessment experiences for meaningful feedback on student performance.
January 2021: Adoption of state waivers and flexibility to implement performance
assessments, as part of a collection of evidence for locally awarded verified credit in high school
History and Social Science courses and as part of local alternative assessments in lieu of SOL
tests for Grade 4 Virginia Studies, Grade 8 Civics and Economics, and Grade 8 Writing.6 Our innovation goals and metrics named below seek to ensure POG as an outcome for all students through assessment as a driver of student growth and meaningful learning experiences for students. We seek the designation of School Division of Innovation to deepen and encourage this focus on innovative assessment practices within and beyond FCPS.
7
Description of Innovations
A division of over 220 schools, FCPS strives to support equity in access, opportunity, and
outcomes for all students. Policy supports equity in that it can drive what all schools do, rather
than ‘pockets of excellence.’ As such, FCPS adopted a POG goal and metric in 2019 as part of
the FCPS Strategic Plan Student Success. Goal 1 states that All students will meet grade-level
expectations for Portrait of a Graduate outcomes as measured by their performance on end-of-
year POG Presentations of Learning (POG POL). POG POLs require that students:
• Curate evidence of learning and growth in POG attributes over time in a portfolio
• Reflect on Portrait of a Graduate growth over time
• Engage in feedback processes
• Share learning experiences and goals with an authentic audience (e.g., teachers,
families, peers, community members)
Students present evidence of growth to authentic audiences at specific grade levels across K-
12. A common POG POL rubric is used for scoring and student feedback. Examples of aligned
research in support of this student-engaged assessment approach include:
• Students who believe they have a voice in school are 7 times more likely to be
academically motivated (Quaglia Institute Student Voice Report, 2015).
• Engagement is linked to achievement. A top strategy for engaging students is making
connections to students’ lives; connecting background knowledge and life experiences to
learning (Irvin, Melzer, & Dukes, 2007).
• When students are engaged in the assessment process, they report being more
motivated, and can understand and predict their progress more accurately (Brennan,
2018).
• The average effect size of feedback on learning is 0.79. This far exceeds the average
effect size of typical educational interventions of 0.29 (Marzano & Heflebower, 2012).8
To further support growth towards POG attributes and balanced assessment practices aligned
to these outcomes, FCPS has adopted and implemented local authentic/performance
assessment in place of SOL tests when flexibility is provided by the Virginia Department of
Education. Performance assessment is inherently aligned with POG skills as it requires complex
thinking and problem solving in the creation of a unique response or solution by applying
knowledge and skills. Adopted local authentic assessment, to include prioritizing performance
assessments in SY2020-21 included:
• Adoption and implementation of performance assessments as part of a collection of
evidence in lieu of SOL tests for locally awarded verified credit in History and Social
Science courses, as outlined in the 2020-21 Emergency Guidelines for Locally Awarded
Verified Credit (LAVC).
• Adoption and implementation of local alternative assessments including performance-
based assessment in lieu of SOL tests for Grade 4 Social Studies, Grade 8 Civics and
Economics, and Grade 8 Writing, as outlined in the 2020-21 State-Level Waivers and
Relief Measures.
The decision to leverage the flexibility provided by the state was a collaborative process in
which division leaders, school-based administrators, teacher organizations, and leaders
provided input. A continuation of these assessment practices based on the implementation in
SY2020-21 would support continuity in messaging and encourage the implementation of
balanced assessment practices aligned to POG outcomes. This extension in the use of
performance assessments promotes continuity for students in accessing these experiences
across grades 3 through 8 and within a variety of disciplines.
Significant evidence and research support this innovation focus of performance assessment.
Example findings include:9
• Performance assessment is inextricably connected to differentiated instruction as it
provides learners with creative ways to demonstrate learning; this is especially important
for learners with diverse needs (Fisher & Frey, 2007).
• The use of performance assessment positively impacts instructional practice for
educators (Stanford School Redesign Network, 2008).
• How student learning is assessed impacts overall student learning (Stanford School
Redesign Network, 2008).
• Research indicates that performance assessment is an approach that is aligned with
how learners learn and is better aligned with workforce needs than standardized tests
(Stanford School Redesign Network, 2008).
• Educators with experience implementing performance assessment report that this
approach positively impacts instructional practice and provides information about student
learning that supports responsive instruction (Stanford School Redesign Network, 2008).
The extension in use of local authentic assessments/performance assessments builds on what
educators are currently doing and provides future opportunities to reflect, share, and
iterate/improve assessment practices. Educators will have past experience with local
authentic/performance assessment based on expectations from SY2020-21 and previous years.
Teams and schools have the opportunity to continue to build upon past experiences within their
collaborative team and at the school level. Division-wide curriculum and professional learning
support the implementation of these innovative assessment practices. See the Training and
Support Section for more details.10
Goals and Performance
Our innovation focus encompasses three goals for continued innovation within authentic
assessment.
• Goal 1: Expand the FCPS Portrait of a Graduate Presentations of Learning (POG-POL)
pilot as a guarantor of equitable access, opportunity, and outcomes for authentic Portrait
of a Graduate attributes and skills, as defined within the FCPS Strategic Plan Student
Success Goal 1: All students will meet grade-level expectations for Portrait of a
Graduate outcomes as measured by their performance on end-of-year POG
Presentations of Learning by 2025.
• Goal 2: Extend the use of performance assessments as part of a collection of evidence
for locally awarded verified credit in high school History and Social Science courses.
• Goal 3: Extend the use of local alternative assessments including performance-based
assessment in lieu of SOL tests for Grade 4 Virginia Studies, Grade 8 Civics and
Economics, and Grade 8 Writing.
FCPS’s Portrait of a Graduate is aligned to VDOE’s Profile of a Graduate, similarly emphasizing
the 5 C’s and prioritization of life-ready skills. While POG POL is an assessment as defined
within the Innovation Descriptions Section, it is also a driver of instruction. Goal-setting and
reflection, a student-selected and curated collection of learning as evidence of POG growth,
sharing and engaging in feedback for improvement - these are not events, but rather processes
that are facilitated with students as a part of everyday instruction that support student success
in culminating POG POLs. The POG POL assessment process is an enabler of communication,
relationship-building, and students having ownership in their learning (product and process).
This is especially important as we consider SY2020-21. The importance of POG skills and
student-centered instruction was amplified in distance/concurrent instruction. SY2021-22 is an
opportunity to resume the field test as one way to support putting students at the center of their11 learning. Aligned to the FCPS Strategic Plan, all schools will implement POG POLs by 2025; all students within designated benchmark years receive a rating of proficiency or higher on their end of year POG POL. Within innovation #2 and 3, FCPS seeks to continue and extend use of local authentic assessment, to include performance assessment, across the division for the three-year duration of the innovation timeline (ending SY2023-24). Focus in these areas will reinforce and enhance division use of portfolio and rubric-based assessment practices beyond POG POL. (See also Requests for Flexibility section below.) This ensures all students across grades 3 through 8 will have continuous access to performance assessments within identified disciplines at designated years and continue to emphasize the use of balanced assessment practices within the division assessment program.
12
Requests for Flexibility
As permitted under Virginia Code (8VAC20-760-30), with its approval for SDI designation,
FCPS seeks exemption from selected regulatory provisions for SY2021-22 through SY2023-24.
Specifically, FCPS requests exemption from:
• Annual SOL testing in Grade 4 Virginia Studies, Grade 8 Civics and Economics, and
Grade 8 Writing
• Requirement that students attempt the SOL end-of-course test before they may earn
locally awarded verified credit in enrolled History and Social Science courses
In applying this requested flexibility for students enrolled during SY2021-22 through SY2023-24,
FCPS proposes to abide by the provisions outlined in the following Virginia Board of Education
guidance documents for SY2020-21:
• Emergency Guidelines for the Use of Local Alternative Assessments in Lieu of the
Virginia Studies, Civics and Economics, and Grade 8 Writing Standards of Learning
Tests (see Agenda Item K, Attachment A); In lieu of these SOL tests in grades 4 and 8,
FCPS will locally certify that students were provided instruction and given alternative
assessments for grade level content and participated in at least one performance-based
assessment evaluated using the Virginia Quality Criteria Tool and scored using the
state-developed rubrics.
• Emergency Guidelines for Locally Awarded Verified Credits (see Agenda Item C,
Attachment B, Students Impacted by Ongoing Pandemic Conditions, OPTION TWO); In
lieu of the SOL test, FCPS will consider student eligibility for locally awarded verified
credit in enrolled History and Social Science courses based on panel certification that
students passed the high school course and demonstrated mastery in course standards,
competencies, and objectives through a collection of evidence, including response to at
least one performance assessment task scored with the state-developed rubric.13
Training and Support
Ongoing training and support currently exist for these assessment innovations through a multi-
pronged approach that includes curriculum resources and a menu of professional learning
opportunities. Offerings can be continued, refined, and expanded based on participant feedback
and application of these innovations within schools. Data tools are another support to consider
for sustainability and allowing for analysis/data dialogues to support student growth and
achievement over time.
Curriculum-based Supports
Identified Support Status
Division curriculum integrates POG In progress; opportunity for continued growth
attributes/skills and instructional guidance for consistency across contents/programs
within curriculum resources across
contents/disciplines/programs.
Centralized access to POG POL resources is Currently exists and continues to be
available to all staff; provides teacher and improved/updated based on
student-facing resources to support the implementation/experience
implementation of POG POLs
Division curriculum includes balanced Currently exists; an opportunity for continued
assessment practices and guidance, to growth
include performance assessments, as part of
the program of studies aligned
curriculum/planning and pacing guides.
Centralized access to Division Assessment Currently exists and continues to be
Program information is available to all staff; improved/updated based on new guidance
includes division assessment expectations and/or available resources
and resources inclusive of balanced
assessment practices and performance
assessment.
The Division Assessment Program and Currently exists as organized by role:
aligned resources provide guidance on the • Teachers/Teams14
implementation of local authentic • Administrators/School Leaders
assessments aligned to VDOE regulations; • General Guidance
includes a menu of options for performance A potential area for growth is to ensure
assessments aligned to the state rubric and equitable access to choice for teams in
guidance on team participation in calibration LAA/PBA menu options
activities for performance assessments.
Examples/anchors of student work Does not currently exist; an area of growth
Professional Learning
Identified Support Status
FCPS Academy Courses to support balanced 8 courses currently exist targeting POG, PBL,
assessment practices. POLs, and balanced assessment as part of
the FCPS Academy Course offerings
divisionwide.
4 of these courses were modified to be
delivered in a hybrid model for SY2020-21;
an opportunity for continued growth.
Compass Courses for Instructional Leaders - Prior to SY2020-21, tiered offerings were
courses designed to support leaders in available to leaders to support PBL, POG
implementing instructional innovations at the POL, and Assessment for POG within SIIP to
school level. instructional leaders. These courses were
paused in SY2020-21 and are to be
reinstated in SY2021-22. The number of
sections is TBD.
Collaborative Cohorts Prior to SY2020-21, face-to-face collaborative
cohorts were offered as a professional
learning opportunity for teachers and schools
to promote collaboration through innovation.
Cohorts included:
• POG POL Cohorts (7 in SY2019-20)
• Concept-based Curriculum and POG
(2 in SY 2019-2020)15
• Introduction to PBL Cohorts (2 in
SY2019-20)
• Deepening PBL Practices (1 in
SY2019-20)
• PBL School Leads Cohort (1 in
SY2019-20)
While the ‘content’ for these cohorts exist, the
modality may need to be reimagined for
SY2021-22 to rely on a hybrid and/or
asynchronous model to effectively deliver
professional learning and facilitate
collaboration while limiting the amount of time
instructional staff are away from students.
Asynchronous Sessions aligned to POG and Several sessions were made available to all
balanced assessment practices instructional staff in SY2020-21 to support the
transition to virtual/concurrent instruction and
promote best practices in instructions and
assessment; also an opportunity for
continued growth and will be a focus for
professional learning in SY2021-22.
Personalized support to schools at all levels Currently exists and is a priority for central
(collaborative teams, administrator staff supporting this work to meet the needs
collaboration, whole staff professional of individual teams, schools, and leaders.
learning)
Data Tools
Identified Support Status
POG POL Data Tool to collect and analyze In process; the IT Needs Assessment and
POG growth for students across grades K-12 Approval Process has been completed within
FCPS. The tool is slated to have a ‘minimum
viable product’ for data collection (phase 1) to
be ready for teacher/school use by March
2022.16
Data Tool to collect and analyze division Currently exists within SIS system and
locally awarded verified credit in History and correlated grade book; data can be culled
Social Science courses across the division by the Office of
Assessment and Reporting.
Data Tool to collect and analyze This was not implemented in SY2020-21,
performance-based assessments as part of however, current SIS system and correlated
local authentic assessment utilized in lieu of grade books have this capability. This can be
SOL tests for Grade 8 Civics and Economics utilized in future years.
and Writing
Data Tool to collect and analyze Does not currently exist within the capability
performance-based assessments as part of of elementary SIS system; is a consideration
local authentic assessment utilized in lieu of for future needs.
SOL tests for Grade 4 Virginia Studies17 Collaboration and Strategic Partnerships At the division level, George Mason University (GMU) has been a long-standing and productive partner. For nearly 10 years, FCPS and GMU have been engaging in joint research and improvement efforts pertaining to educational issues. University and division leaders agree to direct their ongoing partnership in support of the FCPS School Divisions of Innovation (SDI) focus on innovative assessment practices. For students, the assessment innovations in this application provide preparatory experiences for the ‘real world’ – in providing access to career exploration and in engaging in processes that support post-secondary success. The performance assessments named in this application assess individual student achievement/knowledge/skills. Leveraging assessment is a driver for instruction, these performance assessments require that students access learning experiences that similarly require the application of knowledge and skills for generating unique solutions, such as project- based learning (PBL). PBL is an instructional approach that can be utilized as a formative assessment process for learning. PBL facilitates the exploration of career pathways as well as the collaboration of community members through feedback processes and the showcasing of learning to an authentic audience. Students often gain access to experts in the field connected to their learning; this “real life” lens provides relevance to the learning and supports students in considering post-secondary options. POG POLs similarly engage community members as authentic audience members for culminating POLs. Notably the POG skills that students are developing are the sought-after attributes by employers, to include: leadership, collaboration, community, problem-solving, initiative-taking, analytical skills (McTighe, 2018). Secondary students previously participating in POG POLs reflected that the portfolio itself can be utilized to support post-secondary opportunities, to include college applications and in applying for jobs. The POL event itself
18 mirrors some of the elements of a job interview, to include interacting with community members as stakeholders, and can support students in preparing for future interviews.
19
Communication
Early stakeholder engagement and communication has been integral to since 2014 as FCPS
builds upon past actions to promote continuous improvement; reference the Rationale for
Change Section of this application for highlights of stakeholder engagement since 2014.
As we look ahead to imminent actions related to the expansion of POG POL and the extension
of local authentic assessments/performance assessments, communication that will support
success includes:
Stakeholder Action Status
School Board FCPS’ SDI innovation application is to be reviewed and * Application
approved by the FCPS School Board at April 8 and deadline May 3
April 22 School Board Meetings.
*Ongoing collaboration with the School Board is a
priority.
Community/ Ongoing communication through formal avenues: Ongoing/
families • School Board meetings in process
• FCPS public web
• Communication to the families about
assessments through the Office of Assessment
and Reporting
• Additional community facing resources, such as
videos highlighting these student experiences
School-based communication to families
• Centrally provided resources and guidance are
available to schools to support personalized
communication by schools to the community
and continuity in messaging across schools
Leadership FCPS Leadership engaged a team of divisionwide Ongoing
representatives across departments and offices to
inform a divisionwide plan to support the
implementation of POG POLs. This team’s20
recommendation was finalized in January of 2020 and
submitted to the FCPS Leadership Team. The
recommendations of this team are a foundation to many
of the ideas in this plan for POG POL.
FCPS’s Superintendent (Dr. Scott Brabrand) and Chief
Academic Officer (Dr. Sloan Presidio) are advocates for
this work and this application and continue to support
the communication and refinement of innovation ideas.
School-based Administrator Associations, i.e., High
School Principals Association, Middle School Principals
Association, Fairfax Association of Elementary School
Principals) engaged as stakeholders for input and
feedback.
Educators See the Training and Support Section; educator Ongoing
feedback is sought within all professional learning to
support improvements aligned to educator needs.
Instructional Leaders’ groups (PBL Country Support
Teachers, Instructional Coaches, Assessment
Coaches, Resource Teachers, and POG County
Support Teachers) provide leadership at schools for the
implementation of innovations. Targeted professional
learning is offered to these groups, wherein feedback is
sought to guide improvements.
Visibility and access for all instructional staff to
information and aligned resources with the divisionwide
Curriculum Hub.
External FCPS is participating in the Virginia is for Learners Ongoing
Communication Innovation Network (March 2020-June 2021). This
network is comprised divisions throughout Virginia
focused on three outcomes:
• Expanding instructional use of Deeper Learning
strategies21
• Increasing Equity so all learners participate in
rich, challenging learning experiences
• Implementing actions to fully and actively
engage all learners through multiple pathways
leading to high school graduation
FCPS intends to apply to be a part of this network
beyond June as offered by the VaLIN leadership.22
Evaluation and Reflection
Implementation measures and outcome measures are utilized to monitor progress and to guide
continuous improvement towards goals.
Implementation measures seek to measure:
• Is this happening? How is it happening? How well it is happening?
Outcome measures seek to measure:
• Did the intended outcome occur?
Implementation Measure: Divisionwide Curriculum Resources Impact
• Published Resources
• Usage Data
Aligned Considerations for
Scale Frequency
Goals Fidelity
1, 2 & 3 PreK-12 Publication Measurement High fidelity for ensuring
Ongoing resources published
Usage Data - (formally) Usage data provides insight
Annually into how many individual
users access a resource, it
does not indicate how
educators use resources
Implementation Measure: Professional Learning Impact
• Educator Participation
• Feedback Data
Aligned Considerations for
Scale Frequency
Goals Fidelity
1, 2 & 3 PreK-12 Ongoing and (formally) High fidelity for ability to data
Annually cull
Learning/ shifts in practice
are self-reported, not
formally observed23
Implementation Measure: Creation and Implementation of Data Tools to
Support Data Collection and Analysis
Aligned Considerations for
Scale Frequency
Goals Fidelity
1, 2 & 3 K-12 at Ongoing for POG POL IT Progress alignment with
tool project plans
specified years
TBD for G4 Social Studies
Rubric Tool
Implementation Measure: Student Participation in High School LAVC for History
and Social Science Courses
Aligned Considerations for
Scale Frequency
Goals Fidelity
2 High school Annually High fidelity for ability to data
students cull
seeking LAVC
for Social
Science
Courses
Implementation Measure: Student Participation in Performance Assessments in
Lieu of SOL Tests
Aligned Considerations for
Scale Frequency
Goals Fidelity
3 All Grade 4 Annually High fidelity for ability to data
and 8 students cull
taught on a
general
curriculum24
Implementation Measure: Participation in POG POL
• Educator, School, and Student Participation
• Feedback Data
Aligned Considerations for
Scale Frequency
Goals Fidelity
1 K-12 at Annually High fidelity for ability to data
benchmark cull and monitor participation
years data
Educator Learning/ shifts in
practice are self-reported
Outcome Measure: Student Achievement Data for POG Growth
o Number of students who meet grade level expectations in POG growth as measured
by their performance on end-of-year POG POL at benchmark years.
Aligned Considerations for
Scale Frequency
Goals Fidelity
1 K-12 at Annually at end-of-year POG Scored using a rubric with
specified years POLs at designated grade criteria
levels
Over time, data can be
analyzed for growth across
grade levels and within
subgroups
Cross calibration
activities with anchors are
intended over time
POG POLs are often filmed;
presents an opportunity for
educator and student
calibration and norming25
Outcome Measure: Student Outcome Data for Locally Awarded Verified Credit
o Percent of students who are deemed eligible for locally awarded verified credit based
on passing the course and mastery of course standards demonstrated through a
collection of evidence, including responses to at least one performance assessment.
Aligned Considerations for
Scale Frequency
Goals Fidelity
2 High school Annually Aligned evidence through
students course performance (i.e.
identified as grades) can be considered
needing
verified credit State-developed rubric
for an enrolled scores are included in
History and collection of evidence
Social Science
course Certification by panel of
educators can be considered
Outcome Measure: Student Performance Outcomes for Local Alternative
Assessments
o Percent of students who meet grade level content expectations for proficiency based
on year-long local alternative assessment outcomes.
Aligned Considerations for
Scale Frequency
Goals Fidelity
3 All Grade 4 Annually for each grade Aligned evidence through
and 8 students level/content. course performance (i.e.
taught on a grades) can be considered
general
curriculum. State-developed rubric
scores are included in
overall performance
evaluation
Cross calibration activities
can be considered26
Timeline and Plan for Sustainability
Building on previous practices is a through line in our suggested assessment innovations. The
POG POL field test has been in place since 2019; the challenge associated with this field test at
this time is educator saturation given our current circumstances. To address this challenge, the
plan below represents a scaled plan over time, where previously participating schools/teams are
invited to resume the field test in SY2021-22. The feedback from these educators within the
SY19-20 field test was overwhelmingly positive, also understanding that POG as a priority
outcome for students and POLs are not ‘new’ to previously participating schools.
To similarly support educators in building on positive practices from past experience, this
application proposes a continuation of the implementation of local authentic assessments, to
include performance assessments, in grade 4 Virginia Studies, Grade 8 Civics and Economics,
and Grade 8 Writing.
An encapsulation of our plan is to establish structures and expectations to ensure all schools
implement balanced assessment and POG POLs by 2025.
The following timeline and tasks support the implementation and sustainability of this action.
Task Timeline Persons Responsible
1A Solidify a shared vision Ongoing: Sloan Presidio, Chief
and clear expectations for Schools/ departments/ offices Academic Officer
balanced assessment and have access to Region Leadership
POG among stakeholders. communication resources to Communication and
effectively communicate the Community Relations - TBD
‘why, what, and how’ of Principal Associations
balanced assessment and Leadership Team
POG outcomes for students School Board
to all stakeholders
1B Facilitate equitable *Consider Shared
expansion across the responsibility for decisions:
Regions in classroom-level27
implementation of balanced * Roll-out - timeline needed
assessment and Portrait of a by region/school/year.
Graduate to enable Expansion of field
implementation of POG POLs test/professional learning is
in all schools by 2024-25. scaled with equity in mind
across all 5 regions:
(See also PD and resources SY21-22 - 31 schools across
for implementation in 1F) all 5 regions
SY22-23 - 55 additional
schools across all 5 regions
SY23-24 - 55 additional
schools across all 5 regions
SY24-25- 55 additional
schools across all 5 regions
1C All schools will include a SY 2022-23 Region Leadership
SIIP goal tied to Portrait of a SY 2023-24
Graduate by SY 2022-23 and
will incorporate a SIIP
strategy/action related to
POG Presentations of
Learning by SY 2023-24
1D Create balanced In progress, finalize a toolkit Bettrys Huffman, Director,
assessment/ POG POL for publication EOY 2022 Assessment and Reporting
assessment toolkit
Andrea Hand, Manager,
* Included: the development
Learning Innovations
and adoption of a division
balanced assessment
plan/framework
1E Create and implement a Development will go through Instructional Technology
digital system for collection, several milestones Office of Assessment &
retention, and analytics of (scoring vs. analytics) Reporting
POG POL data and local28
authentic • SY21-22 - Digital Instructional Services
assessments/performance- system for scoring/data Department
based assessments in lieu of collection utilized by
SOLs as provided by VDOE schools implementing
flexibility/waivers POG POLs; SIS and
gradebook utilized for
high school and middle
school scoring/data
collection for
LAAs/PBAs in lieu of
SOLs as provided by
VDOE flexibility waivers
• SY22-23 and beyond -
Digital system utilized
for scoring/data
collection, retention,
and analytics by
schools implementing
POG POLs
*Grade 4 Virginia Studies
data collection and analysis
TBD
1F Provide professional Teachers/leaders participate Instructional Services
development and resources in professional learning Department
to help school leaders and aligned with the balanced
teachers implement balanced assessment/POG outcomes
Office of Assessment and
assessment practices and for students
Reporting
POG POL
Expansion of field
test/professional learning is
scaled with equity in mind
across all 5 regions (see 1B)29
Budget considerations for sustainability:
Task Potential Resources Needed for Task
1A, 1C, 1D, 1F 5 FTE, Specialists, Learning Innovations; scaling up over time
as school participation increases
1E 1 FTE, Software Engineer
1F TBD based on professional learning model; hybrid and
asynchronous professional learning is being scaled to support a
sustainable and flexible model for professional learning for all
staff.30
References
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PDF. (2008). Stanford: School Redesign Network at Stanford University. Retrieved from:
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Virginia Department of Education. (2021). EMERGENCY Guidelines LAVC. Retrieved April 02,
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policy-waivers.shtmlYou can also read
