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STRATEGIC PLAN REPORT:

STUDENT SUCCESS

We commit to reach, challenge,

and prepare every student for

success in school and life.

May 2019

FAIRFAX COUNTY PUBLIC SCHOOLS

Scott Brabrand, Ed.D.

Division Superintendent

Marty K. Smith Chief Operating Officer

Frances W. Ivey, Ph.D. Deputy Superintendent

GOAL CHAMPION

Sloan Presidio, Ed.D., J.D. Assistant Superintendent, Instructional Services

RESEARCH AND STRATEGIC IMPROVEMENT

Lidi Hruda, M.S.Ed., Director

2

Contents

Introduction.......................................................................................................................... 3

Report Organization ............................................................................................................. 3

Performance Reporting........................................................................................................ 4

Return on Investment .......................................................................................................... 5

Elimination of Gaps ............................................................................................................. 6

Overview .............................................................................................................................. 6

Detail .................................................................................................................................... 8

Reading and Mathematics ............................................................................................... 8

College-Career Readiness............................................................................................. 17

Digital Access ............................................................................................................... 21

Advanced Academic Programs ...................................................................................... 24

Advanced Coursework .................................................................................................. 30

Future Considerations ....................................................................................................... 39

Early Education .................................................................................................................. 40

Overview ............................................................................................................................ 40

Detail .................................................................................................................................. 40


Portrait of a Graduate ........................................................................................................ 45

Overview ............................................................................................................................ 45

Detail .................................................................................................................................. 45


Data Appendix.................................................................................................................... 50

Elimination of Gaps: Supplemental Data ........................................................................... 50

Overview ...................................................................................................................... 50

Reading and Mathematics ............................................................................................. 53

College-Career Readiness............................................................................................. 56

Advanced Coursework .................................................................................................. 60

Early Education: Supplemental Data ................................................................................. 61

3

Introduction

This Student Success Goal Report is the first to be completed since the School Board’s adoption of the Strategic Plan Focus for school years (SY) 2017-18 through 2019-20 on March 7, 2019. Report enhancements include streamlined desired outcomes along with clear metrics and targets to demonstrate progress toward these identified outcomes. This Student Success Goal Report describes the division’s outcomes and actions from SY 2017-18, all of which transpired prior to approval of the Strategic Plan Focus and metrics. Therefore, although SY 2017-18 actions were not intentionally aligned to the metrics approved in March 2019, this report reflects the extent to which these actions furthered the approved metrics. Future reports will describe actions undertaken with intentional alignment to the Strategic Plan Focus, developed and implemented specifically to help the division reach its desired outcomes.

Report Organization

Following this introduction, reporting on each desired outcome comprises the following sections. Overview states the “What” and “How” identified in the School Board’s Strategic Plan and offers a snapshot of SY 2017-18 performance for each metric, including progress toward the SY 2019-20 targets. Detail offers a narrative explanation of the outcomes, actions, return on investment, and

conclusions for each focus area related to the aspirations.

Outcomes narrative outlines SY 2017-18 performance and progress in relation to the outcome, aligned to metrics adopted in March 2019.

Actions narrative highlights specific efforts within each focus area related to the aspirations. Entries describe the quality of implementation and intended impact of each program, service, project, and initiative. The efforts listed in this section reflect actual activities undertaken for SY 2017-18, with alignment after the fact to the aspirations and metrics.

Return on Investment (ROI) narrative provides evidence of the relation between funds expended on activities and the strategic benefits. ROI can also support decisions on whether to continue, modify, or end activities. In this first year of reporting on the new metrics, ROI analysis should not be used for this latter purpose, as SY 2017-18 activities were not specifically designed to support the new metrics.

Data Analysis and Conclusions narrative gives an analysis of the effectiveness of efforts taken in SY 2017-18 within the focus areas for each aspiration. Entries summarize conclusions about whether programs, services, projects, and initiatives will be abandoned, adjusted, or adopted for continued implementation in SY 2018-19.

Future Considerations contains implications for policy and funding, as well as potential strategic concerns.

Finally, a data appendix presents supplemental data tables that provide context, further detail, or additional reference for reported metric outcomes.

4

Performance Reporting

For this report, determinations of metric progress are made by comparing SY 2017-18 performance to a baseline calculation. The baseline calculation is derived from the average performance across the three prior years (SY 2014-15, SY 2015-16, and SY 2017-18), unless otherwise noted. Determinations of progress in this report are interim assessments toward the SY 2019-20 target and, therefore, any improvement since baseline was judged as having progressed toward the target. In this report, each metric is assigned a color code representing overall progress toward SY 2019-20 performance targets. Color codes are also used for reporting student growth performance.

Overall Metric Performance Color Codes

Dark teal indicates that SY 2017-18 overall performance met or exceeded the SY 2019-20 target. For metrics reporting on student groups, all student groups must have made progress toward the SY 2019-20 target for the overall metric performance to be color-coded dark teal.

Light teal indicates that SY 2017-18 overall performance improved toward the SY 2019-20 target. For metrics reporting on student groups, all but one of the student groups must have made progress toward the SY 2019-20 target for the overall metric performance to be color-coded light teal.

Yellow indicates that SY 2017-18 overall performance did not make progress toward the SY 2019-20 target. For metrics reporting on student groups, two or more student groups must have shown no progress for the overall metric performance to be color-coded yellow.

Student Group Performance Color Codes

Dark teal indicates that SY 2017-18 student group performance met or exceeded the SY 2019-20 target. So long as the SY 2017-18 student group performance level for the student group meets or exceeds the SY 2019-20 target, dark teal color coding is assigned regardless of whether the student group increased, maintained, or declined compared to the baseline.

Light teal indicates that SY 2017-18 student group performance progressed toward the SY 2019-20 target. So long as the SY 2017-18 performance level for the student group remains below the SY 2019-20 target, light teal color coding is assigned any time the student group improved by one or more percentage points from the baseline.

Yellow indicates that SY 2017-18 student group performance did not make progress toward the SY 2019-20 target. So long as the SY 2017-18 performance level for the student group remains below the SY 2019-20 target, yellow color coding is assigned any time the student group maintained or declined compared the baseline.

The graphs and data tables throughout this report use standard abbreviations to represent data elements and student groups.

n = number of students meeting the metric criteria (e.g., number passing tests; number

participating in programs)

% = percentage of students meeting the metric criteria (e.g., percent passing tests; percent

participating in programs)

Econ. Dis. = Economically Disadvantaged, students eligible for free or reduced-price meals

EL = English Learner, students eligible for English for Speakers of Other Languages (ESOL) services with a current English Language Proficiency (ELP) level of 1-5, unless otherwise noted

SWD = Students with Disabilities, students with an individualized education program (IEP),

unless otherwise noted

5

Return on Investment

This is the first time ROI information is being included in Fairfax County Public Schools (FCPS) annual Strategic Plan reporting. In this first year, ROI calculations are based on funds that could be directly tied to new or enhanced actions associated with the approved metrics. It is anticipated that future reports will allow for more complex ROI analyses, as FCPS aligns its programs, services, projects, and initiatives to the Strategic Plan Focus and its metrics and targets. FCPS uses a continuum of approaches for evaluating the link between expenditures and benefits to analyze ROI (see graphic below). As approaches increase along this continuum, so do the time, data, and expertise required for execution. Less complex approaches are more descriptive than evaluative, describing outcomes observed after related funds are spent. More complex approaches become increasingly evaluative and, in some cases, can definitively link specific expenditures to their related benefits. The five approaches that FCPS uses to assess the return on investment are as follows.

• Cost-per-pupil describes expenditures in relation to the number of participants in a program or project, or the number of recipients of services provided by a service or initiative.

• Cost description identifies observed benefits or outcomes associated with a specific program, service, project, or initiative that has been funded, such as improvements to student achievement, operational efficiency, or teacher retention.

• Monetary ROI evaluates whether a monetary investment resulted in a monetary gain larger than the initial investment amount (e.g., cost savings or cost avoidance).

• Academic ROI shows non-monetary outcomes, such as student achievement, associated with expenditures in a school division.

• Social ROI evaluates a combination of monetary, academic, and community outcomes1 to assess the full impact of funds spent.

Continuum of ROI Analyses

1 Monetary outcomes include benefits in cost savings or cost avoidance, such as the benefit of early childhood expenditures on reducing special education costs. Academic outcomes include those non-monetary benefits to the school division, such as increasing high school graduation rates or operational efficiencies. Community outcomes include those benefits to others outside the school division, such as a decreasing welfare dependence.

Elimination of Gaps

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Elimination of Gaps

Overview

What

FCPS will eliminate gaps in opportunity, access, and achievement for all students.

How

Transform current practices to ensure all students achieve academic excellence through staff use of the Closing the Achievement Gap Framework.

SY 2017-18 Performance

Reading and Mathematics

Aspiration: All students will be successful in reading and mathematics. Metrics:

• Pass rates on reading Standards of Learning (SOLs) [Achievement]

No Progress During

This Reporting

Period

• Pass rates on mathematics SOLs [Achievement]

No Progress During

This Reporting

Period

• Percent of Grade 3 students who read at or above grade level (based on progress reports) [Achievement]

Progressed Toward

Target

• Percent of EL students who become English proficient in five years [Achievement]

Metric Under

Development

College-Career Readiness

Aspiration: All students will graduate on time, college or career ready. Metrics:

• Percent of students who either pass a college-level exam or earn an industry certification before graduation [Achievement]

No Progress During

This Reporting

Period

• Virginia on-time graduation rates [Achievement] Progressed Toward

Target

• Percent of students with plans for college or career on the Senior Survey [Achievement]

Progressed Toward

Target

Digital Access

Aspiration: Through the FCPSOn initiative, all students will have access to an FCPS provided individual computer or tablet consistent with One Fairfax’s policy of digital access for all residents. Metric:

• Percent and number of high school students with access to an FCPS provided individual computer or tablet [Access]

Progressed Toward

Target

https://www.fcps.edu/node/32799

Elimination of Gaps

7

Advanced Academic Programs

Aspiration: Participation and performance rates will be similarly high across student groups in Advanced Academic Programs (AAP). Metrics:

• Number of schools offering the Young Scholars model [Opportunity]

No Progress During

This Reporting

Period

• Number of schools offering Local Level IV instruction [Opportunity] Progressed Toward

Target

• Percent of classrooms where students receive instructional experiences using AAP curriculum [Opportunity]

Metric Under

Development

• Percent of students participating in AAP (Grades 3-8) [Access] Progressed Toward

Target

• Percent of AAP students demonstrating advanced performance in Reading or Mathematics on SOL tests (Grades 3-8) [Achievement]

No Progress During

This Reporting

Period

Advanced Coursework

Aspiration: Participation and performance rates will be similarly high across student groups in advanced coursework. Metrics:

• Percent of students who participate in Algebra 1 by eighth grade [Access]

No Progress During

This Reporting

Period

• Percent of students who demonstrate proficiency (pass course and Algebra 1 SOL) in Algebra 1 by eighth grade [Achievement]

No Progress During

This Reporting

Period

• Percent of students who participate in Honors courses (Grades 7 to 12) [Access]

Progressed Toward

Target

• Percent of students who demonstrate proficiency (pass course) in one or more Honors courses (Grades 7 to 12) [Achievement]

No Progress During

This Reporting

Period

• Percent of students who participate in Advanced Placement (AP) or International Baccalaureate (IB) courses by the end of high school [Access]

Progressed Toward

Target

• Percent of students who demonstrate proficiency (pass course) in at least one AP or IB course by the end of high school [Achievement]

No Progress During

This Reporting

Period

• Percent of students who earn a passing score on one or more AP or IB exams by the end of high school [Achievement]

Metric Under

Development

Elimination of Gaps

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Detail

Reporting on the Elimination of Gaps outcome is divided into five sections: Reading and Mathematics, College-Career Readiness, Digital Access, Advanced Academic Programs, and Advanced Coursework. In general, considering that metrics for the Strategic Plan Focus were only adopted in March 2019, establishing specific metrics as part of the divisionwide strategic focus at that time, it is not surprising that many metrics demonstrated limited progress in achieving this strategic outcome for FCPS students during SY 2017-18. Nonetheless, it is clear that gaps in opportunity, access, and achievement exist across student groups in FCPS. The Strategic Plan Focus aims to close gaps and promote equity. Thus, FCPS will continue to direct resources to make additional strides towards closing these gaps.


Aspiration: All students will be successful in reading and mathematics.

Associated Metrics:

• Pass rates on reading SOLs

• Pass rates on mathematics SOLs

• Percent of Grade 3 students who read at or above grade level

• Percent of EL students who become English proficient in five years

SY 2017-18 Outcomes (Reading and Mathematics)

Summary: Achievement gaps are still prevalent in standardized testing for reading and mathematics.

Metric: Achievement

• Pass rates on reading SOLs

No Progress During

This Reporting

Period

Metric: Achievement

• Pass rates on mathematics SOLs

No Progress During

This Reporting

Period

During SY 2017-18, FCPS did not make progress in eliminating gaps on reading and mathematics SOLs according to the newly adopted metrics, with only the Black student group maintaining performance in reading and only the Asian student group maintained performance in mathematics. While reading and mathematics declines can be explained to some extent to changes in the assessment formats and assessment types available between the baseline years and SY 2017-18, FCPS needs to continue efforts to address achievement gaps in reading and mathematics in order to meet the SY 2019-20 targets. The most significant declines for SY 2017-18 were in reading performance for the Hispanic, Economically Disadvantaged, and English Learner student groups, where the state’s removal of the Virginia Grade Level Alternative (VGLA) assessment in SY 2017-18 may have impacted performance. For example, in SY 2016-17, a total of 2,130 ELs leveraged the VGLA portfolio

Elimination of Gaps

9

assessment format to demonstrate their reading content knowledge and skills. Of these ELs, 74 percent were part of the Hispanic student group and 84 percent were in the Economically Disadvantaged student group. With the removal of the VGLA portfolio option for ELs, these students transitioned to the SOL reading test for the first time in SY 2017-18. Additional impacts for reading outcomes may have indirectly resulted from implementation of new high school ESOL programming, which placed ELs in SOL-associated courses at earlier stages in their English language development than would have been seen in prior years. Finally, increased usage of state-approved substitute tests (e.g., AP exams, ACT WorkKeys tests) to earn verified credits needed to graduate, meant high school students took fewer total SOL tests and may have indirectly affected SOL performance across student groups, particularly in reading. It is worth noting that, whereas ELs saw an eight percentage point decline in SOL reading performance (with 35 percent passing the SOL reading test in SY 2017-18 compared to 43 percent in the baseline years) and saw a two percentage point decline in SOL mathematics performance (with 47 percent passing the SOL mathematics test in SY 2017-18 compared to 49 percent in the baseline years), former ELs in their first four years of monitoring saw gains in both subjects and performed higher than most other student groups. Specifically, former ELs saw a two percentage point increase for SOL reading pass rates (with 86 percent passing the SOL reading test in SY 2017-18 compared to 84 percent in the baseline years) and saw a one percentage point increase for SOL mathematics performance (with 84 percent passing the SOL mathematics test in SY 2017-18 compared to 83 percent in the baseline years). In both content areas, only the Asian and White student groups outperformed former ELs. These findings reinforce that, when given sufficient time to develop English language proficiency, FCPS ELs perform competitively relative to their peers on state assessments.

Elimination of Gaps

10

Summary: FCPS made progress in preparing students to read on grade level, as reported on end-of-year progress reports.

Metric: Achievement

• Percent of Grade 3 students who read at or above grade level (based on progress reports)

Progressed Toward

Target

In SY 2017-18, some progress was observed in closing achievement gaps for third grade reading, as measured by the difficulty level of texts that teachers reported using to assess students’ reading performance. Based on progress report notations, the percentage of third grade students identified by their teachers as being assessed using on-grade-level or above-grade-level texts increased across all student groups compared to the three-year baseline. It is important to keep in mind that students’ actual reading performance when assessed with texts at these levels is not reported. Additionally, students’ performance on the state’s formal reading measure—the Grade 3 SOL test—shows notable differences in SY 2017-18 when compared to the progress report outcomes. While Asian and White student groups performed an average of only four percentage points higher on progress reports compared to the reading SOL test (86 and 89 percent compared to 83 and 84 percent respectively); Black, Hispanic, Economically Disadvantaged, and English Learner student groups performed an average of 13 percentage points higher on progress reports compared to the reading SOL test (75, 63, 61, and 55 percent compared to 63, 49, 48, and 42 percent respectively). Furthermore, the Students with Disabilities student group actually performed higher on the reading SOL test (50 percent) than on progress reports (47 percent). These discrepancies suggest that, while FCPS showed improvement toward the SY 2019-20 performance target, continued efforts are needed to ensure all students have the appropriate instructional supports to reach grade-level reading expectations.

Elimination of Gaps

11

Summary: FCPS has not yet measured progress for ELs toward English language proficiency.

Metric: Achievement

• Percent of EL students who become English proficient in five years

Metric Under

Development

The metric approved by the School Board for measuring the percent of ELs who become English proficient within five years will be modeled on a new calculation currently under development by the Virginia Department of Education (VDOE). As this metric has not yet been fully defined, data have not yet been collected. Nonetheless, annual progress for ELs is currently measured and reported under federal Every Student Succeeds Act (ESSA) monitoring. This federal measure reflects whether individual students make adequate growth in their annual English language proficiency assessment across two consecutive years, as measured by the overall composite score on the World-Class Instructional Design and Assessment (WIDA) Consortium’s Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELLs 2.0) assessment. As part of Virginia’s ESSA plan approved by the U.S. Education Department, the VDOE set annual targets for schools and divisions tied to this new state measure. For SY 2017-18, FCPS showed 60 percent of ELs meeting benchmarks toward English language proficiency, which was well above the state-established target of 46 percent.

http://www.doe.virginia.gov/statistics_reports/accreditation_federal_reports/federal_accountability/index.shtml

http://www.doe.virginia.gov/statistics_reports/accreditation_federal_reports/federal_accountability/index.shtml

Elimination of Gaps

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SY 2017-18 Actions (Reading and Mathematics)

Summary: In SY 2017-18, staff built on the successes of two established initiatives (Project Momentum and content coaching) to broaden and deepen their potential for supporting academic improvements within schools. Expand Project Momentum

• SY 2017-18, Project Momentum focused on five key drivers to provide systematic supports for schools demonstrating challenges with English (reading and writing) and mathematics academic indicators for state accreditation. The initiative offered direct professional development and support for 46 schools identified with academic needs and indirect support to 20 additional schools and was monitored based on the number of schools moving out of Accredited with Warning, Focus School, or Priority School status into full Accredited status. Project Momentum was most closely aligned to the Academic Support driver within the Closing the Achievement Gap framework.

• The charge of Project Momentum is to ensure all FCPS schools are fully accredited under the Virginia Standards of Accreditation (SOAs). By applying comprehensive, systematic supports for schools identified with accreditation challenges, FCPS can expect these schools to make notable academic gains toward accreditation targets and not to persist in Accredited with Warning, Focus School, or Priority School status. This emphasis for the initiative included academic supports not only for English (reading and writing) and mathematics, but also for science.

Extend Content Coaching Approach

• The shift in the instructional coaching delivery model to content coaching began in SY 2016-17 with a focus on mathematics content coaching. In SY 2017-18, this content coaching shift was extended with a literacy coaching focus. The quality of this extension to literacy coaching was monitored through: 1) goal setting and progress documentation by individual coaches, and 2) observations of literacy coaching implementation jointly by

Elimination of Gaps

13

principals and central staff. The initiative was most closely aligned to the Academic Support driver within the Closing the Achievement Gap framework.

• The content coaching model is intended to provide teachers with tangible feedback and support in their efforts to strengthen classroom instruction in the core content areas of mathematics and literacy. In this model, interactions between the coach and teacher are tied to enhancing instructional delivery of specific curricular objectives. By supporting classroom teachers in deepening content knowledge and developing instructional strategies, FCPS can expect to see higher quality classroom learning experiences for students and improved student learning outcomes.

Summary: Department staff undertook three programs aimed at systematic improvements to reading and mathematics through curriculum (mathematics planning and pacing guides), assessments (universal screener), and professional development (literacy leader PD). Expand Literacy Leader Professional Development

• In SY 2017-18, region leaders, department staff, and school literacy experts collaborated to expand the breadth and depth of literacy leader professional learning experiences delivered to schools. Experiences included enhanced summer training for elementary and secondary teachers, as well as, training attended jointly by principals and their school literacy teams throughout the school year. Monitoring of participant feedback and attendance rates allowed department staff to refine and extend content and process supports throughout the year. The professional development program was most closely aligned to the Academic Support and Access to Rigor drivers within the Closing the Achievement Gap framework.

• Professional development for literacy leaders builds the capacity of those who are supporting and monitoring implementation of the literacy program of studies within schools. By developing literacy leaders’ understandings and skills in applying best instructional practices for literacy, FCPS can expect classroom teachers to be supported in developing and applying these same understandings and skills. In turn, through stronger and more consistent classroom literacy instruction, FCPS can expect to see improvements in student reading performance over time.

Deploy Elementary Universal Screener Assessment Divisionwide

• Through cross-departmental collaboration, the iReady universal screener for reading and mathematics was deployed across all FCPS elementary schools in Grades K-6. Professional development was provided to school leaders and teachers throughout the year to assist them in recognizing the assessment’s purpose and how student results could inform their decisions about steps to support intervention planning, including additional diagnostic testing, as needed. Monitoring school usage and collecting feedback from school teams allowed department staff to offer customized support for schools experiencing implementation challenges. The assessment program was most closely aligned to the Academic Support driver within the Closing the Achievement Gap framework.

• The universal screener assessment is intended to identify students with potential gaps in foundational reading or mathematics skills and to monitor the progress of those identified students. By applying a systematic screening process at regular intervals throughout the school year, FCPS can expect to catch students with academic needs earlier, often before they manifest in daily learning, which will enable teachers to better respond in order to effectively support skill gaps in reading and mathematics.

Elimination of Gaps

14

Revise Mathematics Planning and Pacing Guides • Department staff collaborated with teacher leaders in summer 2017 to develop addenda

to the K-12 mathematics planning and pacing guides reflecting the new state board-approved 2016 Mathematics Standards of Learning and embedding best instructional practices aligned to the FCPS Learning Model. Department staff provided direct and indirect professional development and support for applying these updated planning and pacing guides. Usage data from the electronic Curriculum Assessment Resource Tool (eCART) provided department staff information on how the new resources were accessed across schools. This curriculum program was most closely aligned to the Academic Support and Access to Rigor drivers within the Closing the Achievement Gap framework.

• Planning and pacing guides are the primary curriculum resource for teachers when planning mathematics instruction. By ensuring the planning and pacing guides align to the current state standards and reflect the best instructional practices framed in the FCPS Learning Model, FCPS provides a robust written curriculum for school staff. With professional learning and supports aimed at ensuring teachers and school leaders know and understand this written curriculum, FCPS can expect improved quality and consistency in the curriculum that is taught to all students. In turn, through stronger and more consistent classroom instruction, FCPS can expect to see improvements in student mathematics performance over time.

Summary: Department staff implemented a professional development project that introduced new standards for FCPS ESOL programs within schools. Implement EL Innovation Cohort for New ESOL Program Standards

• In SY 2017-18, 34 school leadership teams participated in professional development through the EL Innovation cohort to explore and implement the new FCPS Language Instruction Educational Program (LIEP) and standards. Participating school teams developed specific strategies and best practices for instruction and assessment of ELs. School and department staff collaborated to reflect on the current and desired state of EL programming at each school and create an innovation plan to advance EL programming at the school sites. The project was most closely aligned to the Academic Support and Ready to Learn drivers within the Closing the Achievement Gap framework.

• The FCPS Language Instruction Educational Program and standards reflect evidence-based practices in how ELs acquire English language and how instructional programs can best scaffold and support ELs’ learning process. By using a professional development cohort to implement the new program and standards, department staff were able to engage in deep learning alongside school staff in how these instructional models may be effectively delivered across all schools. Through consistent implementation of the new program model, FCPS can expect to see higher rates of ELs meeting state-established annual progress targets toward English language proficiency and attaining English proficiency within five years.

SY 2017-18 Return on Investment (Reading and Mathematics)

Cost Description: Project Momentum cost $4.3 million in FY2018, which supported improved reading and mathematics SOL performance by student groups at schools receiving intensive or targeted support.


Elimination of Gaps

15

FCPS invested $4.3 million in Project Momentum during FY2018 in an effort to move schools from Accredited with Warning into full Accredited status. This calculates to an average investment of approximately $172,000 in each of the 25 schools identified for intensive or targeted support from Project Momentum during SY 2017-18. While not specifically intended to eliminate gaps, state reported accreditation data show the Project Momentum initiative played a meaningful role supporting improved performance across student groups at the 25 schools receiving intensive or targeted supports. Overall in SY 2017-18, an average of four student groups per school improved their performance over the three-year baseline in English (reading and writing), and an average of four student groups per school improved their mathematics performance. Among the observed performance improvements, the Economically Disadvantaged and Hispanic student groups improved most frequently over baseline performance levels. Supporting the performance improvements of student groups translated into a cost of approximately $20,000 per student group for each content area measured within the Strategic Plan. This means that, in addition to being successful in its primary goal of ensuring FCPS schools meet accreditation standards, Project Momentum was also successful in supporting improved SOL performance in reading and mathematics across student groups. However, increases in SOL pass rates at the 25 schools receiving intensive and targeted services from Project Momentum were not sufficient to support the entire division in meeting the higher pass rates it has set as SY 2019-20 targets. Cost Description: FCPS invested $693,337 for literacy leader professional development, which coincided with a six (6) point gain in the percentage of Grade 3 students reading on or above grade level (approximately $113,000 per point increase). As part of a larger effort to build Tier 1 teacher instructional practice, the majority of $693,337 funding in FY2018 was spent to support the elementary and secondary literacy symposiums and associated staffing. Focusing on improving instruction that would impact all students may have contributed to the increases in the percent of students at Grade 3 who read at or above grade level. Black, Hispanic, English Learner, and Economically Disadvantaged students particularly benefited, with increases of at least seven percentage points in those student groups. The Asian and White student groups, which have historically outperformed other student groups, saw more modest gains in pass rates of one percentage point over baseline, which meant some gaps closed. Improvements for all student groups taken together translate into an average cost of approximately $113,000 per percentage point increase in reading on grade level (six percentage points) for all student groups. Furthermore, in comparison to baseline, almost 2,300 more Grade 3 students were reading on grade level in the reporting year, with the biggest increase of 1,547 students among the Hispanic student group, at a cost of approximately $300 per student. However, progress was not observed in the pass rates for reading SOLs. It is possible that cumulative effects of better reading instruction will build over time to higher achievement in future years.

SY 2017-18 Data Analysis and Conclusions (Reading and Mathematics)

Summary: The Project Momentum initiative was impactful in improving performance toward state standards in reading and mathematics, as measured by the SOAs. Expand Project Momentum: Analysis of outcomes toward Project Momentum’s defined performance measure—school accreditation—shows that SY 2017-18 impact was marked, as reported in the Project Momentum annual update to the School Board in November 2018. At the same time, changes to the SOAs, which will be fully in place for the first time in SY 2018-19, are

https://go.boarddocs.com/vsba/fairfax/Board.nsf/files/B65E6S38F21D/$file/SchAccountabilityProjMomenUpdates_SBWS_103118Final.FINAL%20(002).pdf

Elimination of Gaps

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expected to introduce new areas of school need. Therefore, staff will adjust the Project Momentum model in SY 2018-19 and beyond to expand school supports in English (reading and writing), mathematics, and science, with additional targeted staff supports for special education students, ELs, and multi-tiered systems of support (MTSS). Further, staff will adjust the model in future years to introduce targeted staff supports for non-academic indicators incorporated in the revised SOAs: on-time graduation and completion, dropout prevention, and chronic absenteeism intervention. Summary: The universal screener assessment program had mixed results toward improvements in reading and mathematics performance.

Deploy Elementary Universal Screener Assessment Divisionwide: Analysis of metric performance shows mixed results for the impact of the elementary iReady universal screener in its first year of implementation divisionwide. Results were best for reading, where increased student monitoring by teachers may have contributed to increases in students identified as being assessed on or above grade level on their end-of-year progress report. While universal screener performance was shown in an internal a project evaluation to have a strong correlation to performance on SOL tests for both reading and mathematics, screening alone was insufficient to improve a student’s SOL performance. In SY 2018-19 and beyond, department staff will adjust communication, training, and resources on the screener’s role within a balanced assessment framework and on using MTSS to better respond to students’ identified gaps in reading and mathematics. Additionally, based on project evaluation data and feedback from school teachers and administrators, staff will adjust testing expectations in SY 2018-19 to more clearly communicate students eligible for EL deferrals and to reduce the number of required assessments for Grade 3-6 students who perform well above benchmark on the iReady tests.

Summary: The literacy leader professional development program and content coaching initiative supported some improvements in reading outcomes.

Expand Literacy Leader Professional Development: Analysis of metric performance shows mixed results for the impact of the expanded literacy leader professional development. Professional development at the elementary level may have contributed to increases in third grade progress report outcomes; but overall, professional development was insufficient to improve SOL reading performance in one year across all levels. Recognizing that substantial changes to state and local reading assessment practices in SY 2017-18 may have adversely influenced overall SOL reading outcomes, staff will maintain and further refine literacy leader professional development practices in SY 2018-19. Professional development for principals and school teams at the secondary level will adjust practices by discontinuing use of outside consulting services and will instead leverage networked improvement communities of schools within FCPS to extend leaders’ literacy learning. Extend Content Coaching Approach: Analysis of metric performance shows mixed results for the impact of shifting to a literacy coaching approach. Improved teacher efficacy in recognizing and supporting students’ literacy development derived from literacy coaching may have contributed to increases in third grade progress report outcomes. However, any such changes in teacher practice were insufficient to improve SOL reading performance in one year. Recognizing that changes in instructional practice and improvements in student performance take time to realize, staff will maintain implementation of literacy coaching efforts in SY 2018-19.

Elimination of Gaps

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Summary: The mathematics planning and pacing guide program did not show meaningful impact on mathematics performance in its first year.

Revise Mathematics Planning and Pacing Guides: Reflection on the metric outcome shows that revising the planning and pacing guides was insufficient to raise student performance on SOL tests in the first year. While SY 2017-18 was a crosswalk year, with teachers delivering instruction for both the old and new state mathematics standards, the SOL tests still assessed only the old standards. Based on patterns observed with historical transitions to new assessed standards, it can be expected that SOL mathematics performance will decline for student groups in SY 2018-19 when the state transitions to new SOL mathematics tests for all students. Staff will adjust efforts in SY 2018-19 to deploy new electronic mathematics curriculum resources, providing a range of professional development and coaching opportunities to assist teachers in preparing all students for success with the new state standards and the new SOL tests. Summary: Impact for the EL Innovation cohort professional development project could not yet be measured under the approved metric but showed positive impact on state targets for a related English language development indicator.

Implement EL Innovation Cohort for New ESOL Program Standards: Progress toward the metric for English learner proficiency within five years is not yet measured, as this metric is still in development from the VDOE. Nonetheless, analysis of available data showing FCPS ELs exceeding the state’s annual progress targets leads to the conclusion that ELs in FCPS are receiving appropriate instructional scaffolds to advance their English language development. Positive process measures from the SY 2017-18 EL Innovation cohort professional development project for the new FCPS ESOL program and standards suggest that these frameworks will further enhance the quality and consistency of instruction for ELs across schools and levels. Based on this analysis, staff will extend the Language Instruction Educational Program and standards to implement in all schools during SY 2018-19 and will work with the School Board to adjust the ESOL staffing model for SY 2019-20 and beyond to ensure schools have adequate access to qualified teachers necessary for implementation.


Aspiration: All students will graduate on time, college or career ready. Associated Metrics:

• Percent of students who either pass a college-level exam or earn an industry certification before graduation

• Virginia on-time graduation rates

• Percent of students with plans for college or career on the Senior Survey

SY 2017-18 Outcomes (College-Career Readiness)

Summary: During this reporting period, FCPS did not make progress in closing achievement gaps for advanced level exams and certifications.

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Metric: Achievement

• Percent of students who either pass a college-level exam or earn an industry certification before graduation

No Progress During

This Reporting

Period

Progress in eliminating gaps for student performance on college-level exams or industry certifications was inconsistent for SY 2017-18. Although performance improved for most student groups, it declined for Hispanic students and remained steady for Economically Disadvantaged students. FCPS will need to focus on closing student performance gaps on college and career assessments to meet the SY 2019-20 performance target. Given the push from the new SOAs and FCPS’ aspiration for all students to be successful in these areas, FCPS will continue to place efforts to close achievement gaps, while promoting increased performance for all students. It is important to note that only industry certifications that are considered career-ready, or “resume ready,” were used to calculate this metric. This means Workplace Readiness Skills (WRS) and Working in Support of Education (W!SE) Financial Literacy credentials, which have the highest participation and success rates across the division, were excluded from metric reporting.

Summary: FCPS made progress in preparing students to graduate on time and develop postsecondary plans.

Metric: Achievement

• Virginia on-time graduation rates

Progressed Toward

Target

Metric: Achievement

• Percent of students with plans for college or career on the Senior Survey

Progressed Toward

Target

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Overall, in SY 2017-18 FCPS made progress in closing achievement gaps for on-time graduation and seniors with plans for college or career after graduation. Compared to the baseline, in SY 2017-18, more students not only graduated but had postsecondary plans. Specifically, all student groups increased Virginia On-time Graduation Rates, with the exception of Hispanic students whose graduation rates decreased (74 percent in SY 2017-18 compared to 77 percent in baseline years). Furthermore, in SY 2017-18, over 90 percent of seniors in each of the student groups indicated that they had plans for college or career.

http://www.doe.virginia.gov/statistics_reports/graduation_completion/cohort_reports/calculating.pdf

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SY 2017-18 Actions (College-Career Readiness)

Summary: Department staff launched a new support service in SY 2017-18 to address graduation rates.

Support Targeted Schools to Improve On-time Graduation Rates • Based on changes to the treatment of graduation outcomes within the revised SOAs,

department staff developed enhanced supports for nine high schools identified with new accreditation needs. Staff developed resources and led professional development for the targeted high schools, providing hands-on experience with specific tools and strategies to facilitate both proactive and responsive interventions for students at-risk of dropping out or not graduating on-time. Department staff collected qualitative data on school-level changes to graduation monitoring practices that were implemented in SY 2017-18. The service was most closely aligned to the College and Career Readiness and Ready to Learn drivers within the Closing the Achievement Gap framework.

• The revised SOAs have brought increased visibility and accountability to schools’ graduation outcomes. By increasing the capacity of school teams in targeted schools to identify student risk, develop and carry out customized intervention plans that address specific student needs, and monitor ongoing progress toward school graduation and dropout prevention goals, FCPS can expect to see improved graduation rates as a division over time.

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SY 2017-18 Return on Investment (College-Career Readiness)

Summary: No ROI information was available for FY2018 actions in support of college-career readiness.

SY 2017-18 Data Analysis and Conclusions (College-Career Readiness)

Summary: Targeted school support services were impactful in addressing on-time graduate metrics. Support Targeted Schools to Improve On-time Graduation Rates: Analysis of metric outcomes demonstrates that efforts to improve school-level strategies for intervening with students at risk of not graduating on time were successful in improving graduation rates. However, graduation rates still show unacceptable discrepancies for the Hispanic and English Learner student groups. Staff will maintain and extend efforts in the coming years to continue progress toward high graduation rates for all students in SY 2018-19 and beyond.

Digital Access

Aspiration: Through the FCPSOn initiative, all students will have access to an FCPS provided individual computer or tablet consistent with One Fairfax’s policy of digital access for all residents.

Associated Metric:

• Percent and number of high school students with access to an FCPS provided individual computer or tablet

SY 2017-18 Outcomes (Digital Access)

Summary: FCPS was successful at reducing the access gap in technology for high school students.

Metric: Access

• Percent and number of high school students with access to an FCPS provided individual computer or tablet

Progressed Toward

Target

In SY 2017-18, FCPS increased access to individual computers or tablets for high school students. In particular, the expansion of FCPSOn to fully support schools previously participating in the eLearning Backpack grant program led to increases of access to individual, FCPS-provided devices within all student groups. FCPS is on track with progress toward universal access to FCPS-provided one-to-one devices for all high school students by the end of SY 2019-20.

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SY 2017-18 Actions (Digital Access)

Summary: In SY 2017-18, staff built on the prior success of the FCPSOn initiative to enhance technology access and professional development. Fully Implement FCPSOn in Phase 1 Schools

• During SY 2017-18, staff sustained and enhanced a year-long professional development approach and support model for the seven high schools participating in Phase 1 of FCPSOn implementation: Annandale, Chantilly, Falls Church, Fairfax County Adult, Justice, Lee, and Mount Vernon. While no new schools were added to FCPSOn in SY 2017-18, additional electronic devices were purchased and distributed to students in the high schools that had previously received state eLearning Backpack grant funding for devices at certain grade levels. The extension of FCPSOn ensured that all participating high schools had enough electronic devices for access by all students at all grade levels. This initiative was most closely aligned to the Ready to Learn and Access to Rigor drivers within the Closing the Achievement Gap framework.

• Through partnership with Johns Hopkins University, FCPS engaged in continued study and evaluation of the initiative. Evaluation findings for SY 2017-18 indicated: 1) equitable access to technology at Phase 1 schools; 2) notable impact on teacher practices and increased classroom access to technology; 3) positive impact on student engagement, with the potential for improving content area knowledge and Portrait of a Graduate attributes; and 4) positive perceptions and support for the initiative from all stakeholder groups. By continuing to expand access to students in more FCPS high schools, teachers will have consistent resources to extend student access to a learner-centered environment within classrooms, and students will have greater opportunities for active engagement and development of Portrait of a Graduate attributes before they leave high school.

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SY 2017-18 Return on Investment (Digital Access)

Cost Description: An investment of $527,042 from FY2018 FCPS operational funds increased the number of high school students who had an FCPS provided device, with all student groups showing meaningful access gains. In FY2018, FCPS spent a total of $527,042 to expand FCPSOn to full implementation at all Phase 1 high schools. This investment supported an average increase of 19 points across each of the seven student groups in the percentage of high school students with an FCPS provided device. Because Phase 1 included several schools specifically targeted because of their high socio-economic need, SY 2017-18 saw especially large increases over baseline for the Hispanic (from 13 percent to 37 percent, or 24 percentage points), Economically Disadvantaged (from 11 percent to 38 percent, or 27 percentage points), and English Learner (from 16 percent to 40 percent, or 24 percentage points) student groups. The average of $75,292 per student group supported purchasing the technology and providing professional development (including central office staffing that supported it), as well as evaluation of the FCPSOn project’s second year. In total, during this reporting year, an additional 15,979 high school students over baseline gained access to an individual device at a cost to FCPS of approximately $33 per student. These investments from the FCPS operational fund helped move the division closer to the SY 2019-20 target of 100 percent access in all student groups but still left a majority of high school students (more than 50 percent) within each student group without an individual computer or tablet. Over the next several years, phasing in FCPSOn at all other FCPS high schools should allow the division to meet the SY 2019-20 target.

A majority of the funding for the FCPSOn devices came from grants. More specifically, only 20 percent of the cost for the FCPSOn devices was provided by FCPS, while the other 80 percent was grant funded ($848,352). Furthermore, while access to technology is a necessary action toward closing gaps in access to devices, it is only a first-step toward the larger goal of ensuring every student uses technology as part of their learning. As the FCPSOn initiative moves forward, the division may wish to continue to monitor equity in the use of the technology by teachers and students, as well as how educational outcomes are impacted as a result of

increased access to devices.

SY 2017-18 Data Analysis and Conclusions (Digital Access)

Summary: The FCPSOn Phase 1 initiative was impactful in improving student access to technology. Fully Implement FCPSOn in Phase 1 Schools (Initiative): Analysis of metric progress indicates that efforts to fully support FCPSOn in Phase 1 schools was impactful in increasing access to FCPS-sponsored devices for high school students. Staff will maintain ongoing implementation support for current FCPSOn schools in SY 2018-19 and will adapt and scale up joint planning and professional development to ensure successful deployment of FCPSOn to all high schools during SY 2019-20, as approved by the School Board.

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Advanced Academic Programs

Aspiration: Participation and performance rates will be similarly high across student groups in AAP.

Associated Metrics:

• Number of schools offering the Young Scholars model

• Number of schools offering Local Level IV instruction

• Percent of classrooms where students receive instructional experiences using AAP curriculum

• Percent of students participating in AAP (Grades 3-8)

• Percent of AAP students demonstrating advanced performance in Reading or Mathematics on SOL tests (Grades 3-8)

SY 2017-18 Outcomes (Advanced Academic Programs)

Summary: FCPS made progress in opportunity gaps for AAP Local Level IV programs but has

continued need to expand the Young Scholars model.

Metric: Opportunity

• Number of schools offering the Young Scholars model

No Progress During

This Reporting

Period

Metric: Opportunity

• Number of schools offering Local Level IV instruction

Progressed Toward

Target

Metric: Opportunity

• Percent of classrooms where students receive instructional experiences using AAP curriculum

Metric Under

Development

The Strategic Plan Focus includes eliminating opportunity gaps in AAP through models (i.e., Young Scholars) and curricula (i.e., Local Level IV instruction and Tier 1 instruction using AAP curriculum). In SY 2017-18, FCPS demonstrated progress in providing advanced opportunities for students on one of the three metrics assessing this aspiration. FCPS made progress in increasing the number of schools that offer Local Level IV instruction but did not make progress in increasing opportunities for the Young Scholars model. Specifically, Local Level IV instruction expanded (to 60 schools) in SY 2017-18 compared to base line years; however, the Young Scholars models remained steady (88 schools) in SY 2017-18 compared to SY 2016-17. (Note that SY 2016-17 is the only year of baseline performance available for this metric.) FCPS did not collect information on the percent of classrooms where students receive instructional experiences using AAP curriculum in SY 2017-18 or prior, as this was metric was not monitored at that time.

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26

Summary: FCPS made progress in reducing access gaps for advanced academic curricula.

Metric: Access

• Percent of students participating in AAP (Grades 3-8)

Progressed Toward

Target

In SY 2017-18, FCPS made progress toward increasing participation in AAP Level IV services. All student groups showed participation increases for AAP Level IV services, and participation rates in SY 2017-18 meet or exceed the SY 2019-20 participation target for the Asian, Black, and White student groups. Despite gains, participation rates remain below the SY 2019-20 participation target for all other student groups.

Summary: Achievement gaps are present for advanced performance among students receiving AAP Level IV services.

Metric: Achievement

• Percent of AAP students demonstrating advanced performance in Reading or Mathematics on SOL tests (Grades 3-8)

No Progress During

This Reporting

Period

The percentage of AAP Level IV students who scored at the pass advanced range (scaled score of 500-600) on their reading and/or mathematics SOL tests declined for most student groups compared to the baseline. AAP students in the English Learner and Students with

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Disabilities groups were the two exceptions, with both these student groups showing improvements in pass advanced SOL performance.

SY 2017-18 Actions (Advanced Academic Programs)

Summary: Department staff worked to expand and enhance availability of existing advanced academic services through Local Level IV programs and the Young Scholars model. Expand Local Level IV Programs

• Department staff supported six schools in adding Local Level IV AAP services during SY 2017-18 through joint planning for implementation, including teacher support models leveraging expertise of the school-level Advanced Academics Resource Teacher (AART). Ongoing communication and feedback from school administrators, staff, and the impacted communities allowed department staff to customize resources and engagement to ensure a supportive and successful implementation process. The initiative was most closely aligned to the Access to Rigor driver within the Closing the Achievement Gap framework.

• Data from existing Local Level IV programs demonstrates that highly trained teachers in local programs are successful in generating the same high performance among participating students as is found in center programs. By expanding Local Level IV programs, more students will have the opportunity to participate in AAP Level IV services while staying within their community support network at their base school.

Enhance Young Scholars Model Implementation • During SY 2017-18, staff supported two elementary schools (Saratoga and Mason

Crest) in preparations to add the Young Scholars model in the following school year and worked to continue improvements in the quality of implementation for existing Young

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Scholars models. Course evaluations and feedback from participants in additional Young Scholars Academy professional development courses allowed department staff to refine their outreach and planning for future program expansion. The initiative was most closely aligned to the Access to Rigor and Relationships drivers within the Closing the Achievement Gap framework.

• The Young Scholars model provides early scaffolds and academic supports for student groups traditionally underrepresented in advanced academic courses, programs, and services. Data reported by the AAP office show that students participating in Young Scholars are more likely to later access AAP services, Honors courses, and AP/IB courses than their peers who did not receive Young Scholars supports. By further expanding opportunities for students to access Young Scholars and promoting fidelity of implementation, FCPS can anticipate a long-term impact on access and achievement gap measures related to advanced academic programing.

Summary: Department staff launched a new AAP Institute professional development project to address access to AAP curriculum.

Implement New AAP Institutes for K-10 Teachers

• In SY 2017-18, new AAP institutes were made available for all classroom and resource teachers in grades K-10, aimed at building teachers’ capacity to ensure all students have access to rigorous learning experiences. Institutes were offered three times during the year and served approximately 1,000 classroom and resource teachers. Participant feedback from fall and winter institutes allowed department staff to refine planning and recruitment for the summer institute. The professional development project was most closely aligned to the Access to Rigor driver within the Closing the Achievement Gap framework.

• Providing high quality, rigorous learning experiences for all students every day is a fundamental expectation built into the FCPS Learning Model’s concept-based curriculum domain. By expanding teachers’ capacity to routinely incorporate rigorous learning experiences into classroom instruction, FCPS can expect strong participation across student groups accessing AAP Level IV services over time.

Summary: In SY 2017-18, department staff enhanced professional development services supporting instruction and academic outcomes in AAP classrooms.

Increase Available Professional Learning for AAP Teachers • Staff provided multiple robust professional learning opportunities for AAP teachers to

develop knowledge and skills in applying the AAP curriculum. Feedback from participants and communication with their school administrators allowed department staff to respond to professional learning needs throughout the year. The service was most closely aligned to the Access to Rigor driver within the Closing the Achievement Gap framework.

• By strengthening teachers’ content knowledge and pedagogical skills related to the AAP curriculum, FCPS can expect stronger and more consistent implementation of AAP curriculum within classrooms. In turn, through stronger and more consistent classroom instruction, FCPS can expect increased rates of advanced performance across student groups, for students receiving AAP services.

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SY 2017-18 Return on Investment (Advanced Academic Programs)

Cost Description: FCPS expended $22,297 ($3,716 per school) in FY2018 to expand Local Level IV programs in six additional elementary schools.

During FY2018, Local Level IV expansion added six schools for a total cost of $22,297, or $3,716 per school. These figures include materials costs ($1,500 per school) and professional development costs to send the Local Level IV teacher at each school for five days of professional development ($560 per school), along with central office staff support (0.1 FTE for a specialist). Cost figures do not include potential additional expenditures that may have been incurred to ensure increased resource staffing in support of Local Level IV services at each school. The total identified funding of $22,297, which supported an increase to 60 non-AAP center elementary schools offering Local Level IV services, allowed FCPS to move approximately one-third of the way from the baseline (52 schools) to the SY 2019-20 target of 72 schools offering Local Level IV service.

Cost Description: FCPS spent $296,058 in FY2018 to increase the participation of students in advanced learning opportunities, which was associated with an average increase of 1.3 percentage points in student participation per student group. The division’s investment of $296,058 to increase participation of students in advanced opportunities allowed implementation of new AAP Institutes for 1,882 teachers of Grades K-10 at a cost of $157 per participant. The objective of these institutes was to increase teachers’ capacity to provide rigorous learning experiences to all students. The investment was associated with an average increase in participation across student groups for elementary advanced academic program, Algebra I in middle school, and Honors courses in the middle and high school grades (not including student groups already meeting the SY 2019-20 target level at baseline). As more teachers experience this professional development and work with more students, it is expected a greater number of students will receive heightened academic rigor that will prepare them for participation in advanced opportunities. Because this action is intended to have a longer-term impact, it is expected the student participation metrics associated with these AAP Institutes will show increased participation in future years.

SY 2017-18 Data Analysis and Conclusions (Advanced Academic Programs)

Summary: Initiatives for Local Level IV expansion and Young Scholars model enhancements showed some impact in increasing student opportunities for advanced academic services. Expand Local Level IV Programs: Analysis of metric progress indicates that efforts to expand Local Level IV programs were successful in SY 2017-18; however, implementation of new Local Level IV programs is a multi-year process. Department staff are not satisfied with the results of their current passive approach to program expansion, which supported an average of 3.75 new Local Level IV schools each year for the past four years. Staff will adjust efforts to more proactively engage region and school leadership in the coming years to invite and promote schools to initiate the implementation process in order to meet the SY 2019-20 target. Enhance Young Scholars Model Implementation: Reflection on the metric outcome shows that efforts to enhance Young Scholars implementation had some indirect impact on increasing the number of schools offering the Young Scholars model, as evidenced by two additional schools in SY 2018-19 and known plans for two more schools in SY 2019-20. Department staff

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will adjust efforts in coming years to more directly address this new metric by actively promoting additional schools to adopt the model and by using the implementation rubric to monitor quality of existing school models. Summary: The AAP Institute project was impactful in increasing student access to the advanced academics curriculum. Implement New AAP Institutes for K-10 Teachers: Analysis of progress toward the AAP Level IV participation metric suggests that efforts related to new AAP institutes were impactful. The professional development experiences provided for over 1,000 teachers through these new AAP institutes positively contributed to more equitable AAP service rates across student groups. However, department staff are not satisfied with the current student participation levels and will adjust efforts to further grow student access to AAP Level IV services in SY 2018-19 and beyond. For instance, in SY 2018-19, department staff will collaborate with school administrators and staff to improve the Level IV central selection structures, tools, and processes to assist in identifying talent within traditionally underrepresented student groups. Additionally, staff will embark on an external study of FCPS Advanced Academic Programs and will work to apply recommendations from this study under the guidance of the School Board and leadership team in coming years. Summary: Professional learning services for AAP teachers did not have measurable impact in improving academic performance in AAP Level IV classrooms in SY 2017-18. Increase Available Professional Learning for AAP Teachers: Reflection on the metric outcome shows that increased professional learning for AAP teachers was insufficient to address gaps in advanced SOL performance for AAP Level IV students across groups. Department staff will adjust efforts in coming years to ensure appropriate scaffolds are in place to support traditionally underrepresented AAP level IV students to achieve at high levels in reading and mathematics, as reflected through a variety of measures.

Advanced Coursework

Aspiration: Participation and performance rates will be similarly high across student groups in advanced coursework.

Associated Metrics:

• Percent of students who participate in Algebra 1 by eighth grade

• Percent of students who demonstrate proficiency (pass course and Algebra 1 SOL) in Algebra 1 by eighth grade

• Percent of students who participate in Honors courses (Grades 7 to 12)

• Percent of students who demonstrate proficiency (pass course) in one or more Honors courses (Grades 7 to 12)

• Percent of students who participate in AP or IB courses by the end of high school

• Percent of students who earn a passing score on one or more AP or IB exams by the end of high school

• Percent of students who demonstrate proficiency (pass course) in at least one AP or IB course by the end of high school

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SY 2017-18 Outcomes (Advanced Coursework)

Summary: FCPS made progress in reducing access gaps for advanced curricula at the secondary level.

Metric: Access

• Percent of students who participate in Honors courses (Grades 7 to 12)

Progressed Toward

Target

Metric: Access

• Percent of students who participate in AP or IB courses by the end of high school

Progressed Toward

Target

In SY 2017-18, FCPS made progress on both access metrics for increasing participation in secondary advanced coursework. All but one student group showed participation increases for Honors and AP/IB courses. Honors course participation for the English Learner student group declined (from 8 percent in baseline years to 7 percent in SY 2017-18); and AP/IB course participation rates for the Hispanic student group remained static from the baseline years.

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Summary: Gaps in Algebra 1 participation by eighth grade persist across student groups.

Metric: Access

• Percent of students who participate in Algebra 1 by eighth grade

No Progress During

This Reporting

Period

While FCPS saw some progress in Algebra 1 participation by eighth grade, this progress was not consistent across student groups. Specifically, the Hispanic, White, and English Learner student groups had somewhat lower participation rates in SY 2017-18 compared to the baseline years, while all other student groups saw only small increases in participation.

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Summary: Achievement gaps are present for all metrics focused on performance in secondary advanced courses.

Metric: Achievement

• Percent of students who demonstrate proficiency (pass course and Algebra 1 SOL) in Algebra 1 by eighth grade

No Progress During

This Reporting

Period

Metric: Achievement

• Percent of students who demonstrate proficiency (pass course) in one or more Honors courses (Grades 7 to 12)

No Progress During

This Reporting

Period

Metric: Achievement

• Percent of students who demonstrate proficiency (pass course) in at least one AP or IB course by the end of high school

No Progress During

This Reporting

Period

Metric: Achievement

• Percent of students who earn a passing score on one or more AP or IB exams by the end of high school

Metric Under

Development

In each of the advanced coursework areas measured for performance (Algebra 1, Honors, and AP/IB), FCPS made little progress in closing achievement gaps. For two of these metrics—students passing at least one AP/IB course by the end of high school and students who both pass Algebra 1 or a higher mathematics course and also pass the Algebra 1 SOL test by the end of eighth grade—SY 2017-18 performance held steady or increased compared to the baseline for most student groups but decreased for the Black, English Learner, and Students with Disabilities student groups. The percentage of students passing at least one Honors course held steady for three reporting groups but declined for the Black, Hispanic, English Learner, and

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Students with Disabilities student groups. The percentage of students earning a qualifying score on at least one AP/IB exam by the end of high school increased in SY 2017-18 compared to the baseline for the Students with Disabilities group; performance toward this metric held steady for the Black and White student groups but declined for each of the remaining student groups.

It is important to note that performance for students participating in Algebra 1 by eighth grade, Honors courses, and AP/IB courses is already very high, which makes it more challenging to decrease gaps between student groups. Additionally, as levels of interest and participation in dual enrollment courses continue to rise, it may be increasingly important to consider enrollment and success in these courses as well. Nonetheless, with additional students in all student groups accessing advanced coursework, it is imperative that FCPS continues to focus on achievement gaps in these areas to find ways to meet the SY 2019-20 target of comparable performance among all student groups.

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36

SY 2017-18 Actions (Advanced Coursework)

Summary: Department staff implemented two services in SY 2017-18 aimed at improving existing school-based service models: assisting schools in identifying and addressing gaps in advanced coursework and supporting schools in communicating the value of Algebra 1 by eighth grade. Help Schools Identify and Address Gaps in Enrollment in Advanced Coursework

• In SY 2017-18, staff provided new and enhanced professional learning and coaching for school teams tied to student access to advanced courses, to include AP, IB, and Honors. These experiences focused on building teams’ knowledge and skills in using available data sources (e.g., AP Potential) to analyze school enrollment trends in advanced courses, identify gaps in the rates of access to advanced coursework across student groups, and develop school-level plans to address access gaps. Administrator and participant feedback allowed department staff to refine session content and offer customized coaching and support between and after sessions. The service was most closely aligned to the Access to Rigor and Academic Support drivers within the Closing the Achievement Gap framework.

• Advanced coursework efforts in data analysis and goal setting serve a dual objective: first, they uncover and remedy specific concerns in access within individual schools or programs; second, they foster a culture and expectation of enabling access to advanced programs among traditionally underrepresented student groups. Through continued capacity-building with school staff in setting and monitoring participation goals, FCPS can anticipate a reduction in existing access gaps across the division over time.

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Support Schools in Communicating the Value of Algebra 1 by Grade 8

• During SY 2017-18, department staff generated enhanced resources to support schools in effectively communicating with parents as one of many strategies to promote student enrollment in Algebra 1 and higher mathematics courses during middle school. Staff provided presentations, handouts, and webpages showcasing Algebra 1 and Algebra 1 Honors opportunities, which middle school staff leveraged within their curriculum nights for families. Department staff systematically communicated with middle school administrators to reinforce structures and supports they can apply to assist students and families in accessing Algebra content. The service was most closely aligned to the Access to Rigor and Relationships drivers within the Closing the Achievement Gap framework.

• Department and school staff recognize that perceptions of readiness for Algebra content can, at times, deter teachers, students, and families from aggressively pursuing Algebra 1 enrollment in middle school. In recognition of this challenge, department staff have engaged in systematic efforts over recent years to expand consistent opportunities in elementary grades for students to participate in advanced mathematics curricula. Though not required for access to Algebra 1 in middle school, early access to advanced mathematics content, provided with appropriate scaffolds and supports for student success, fosters readiness for Algebra 1 enrollment. Paired with a broader, long-range program improvement effort, the SY 2017-18 focus on improved parent communication is expected to generate stronger interest and enrollment in Algebra 1 and Algebra 1 Honors courses in middle school. By engaging in proactive, positive communication about course sequencing and college-career pathways, while expanding perceptions of students’ academic potential, schools will continue to see greater levels of access to Algebra coursework among traditionally underrepresented student groups.

Summary: Department staff facilitated the Student Achievement Grant initiative in SY 2017-18. Implement Student Achievement Grants

• Student Achievement Grants were awarded to 19 high schools—with an average award of $6,500 per school—to provide financial support for summer institutes and academies along with ongoing mentoring programs and academic supports offered throughout the school-year. Grant programs targeted students from traditionally underrepresented student groups. Summer institutes and academies focused on student preparation for AP and IB courses, and school-year programs and supports focused on success strategies for high school students enrolled in AP, IB, and Honors courses. Implementation was centrally supported through specialist visits to grant programs during summer and within the school year. The initiative was most closely aligned to the Access to Rigor and Academic Support drivers within the Closing the Achievement Gap framework.

• When students successfully complete AP/IB courses and earn qualifying scores on AP/IB exams, they are not only better prepared for the rigor of college coursework but, in many cases, they gain credits toward a college degree. The Student Achievement Grant institutes and academies front-load concepts and skills that will set students up for success in AP/IB courses; ongoing mentoring and supports during the year scaffold and reinforce strategies for academic success in these courses. By continuing to extend the availability of Student Achievement Grants, FCPS can anticipate improved performance for traditionally underrepresented students and reduction in achievement gaps across student groups.

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SY 2017-18 Return on Investment (Advanced Coursework)

Cost Description: In FY2018, FCPS spent $139,337 to fund grants to individual schools that supported preparing students for success in AP and IB with no change in student proficiency in advanced courses. Student achievement grants, awarded to 19 high schools, provided student summer academies and school year mentoring programs to boost student preparation for advanced coursework, focusing especially on students from underrepresented populations. AP and IB course pass rates are already so high that it may be challenging to move this metric. In future years, additional ROIs will be calculated for the other programs, services, projects, and initiatives designed to examine the strategic actions taken to improve equity in performance in advanced curriculum.

SY 2017-18 Data Analysis and Conclusions (Advanced Coursework)

Summary: FCPS saw success from SY 2017-18 services tied to reducing access gaps in Honors and AP/IB course enrollment. Help Schools Identify and Address Gaps in Enrollment in Advanced Coursework: Analysis of metric progress indicates that efforts to support school teams in recognizing and correcting enrollment gaps were successful in beginning to cultivate more equitable access to Honors courses and AP/IB courses across student groups. However, current participation rates for these courses are still well below the SY 2019-20 targets, most notably for the Hispanic and English Learners student groups. Department staff will adjust efforts to explicitly connect the rigorous student learning expectations within the new ESOL Language Instruction Educational Program, with opportunities to appropriately scaffold advanced course instruction to promote access among English learners. Additionally, staff will review rates of advanced coursework access among secondary students identified as Young Scholars and will collaborate with school leaders to enhance secondary Young Scholars model implementation.

Summary: Support services focused on communication promoting Algebra 1 enrollment had little impact during SY 2017-18. Support Schools in Communicating the Value of Algebra 1 by Grade 8: Reflection on the metric outcome shows that communication efforts related to Algebra 1 access were insufficient to address gaps across student groups. Department staff will adjust efforts in coming years to apply a multi-pronged approach for addressing this new metric through attention to programmatic, curricular, and outreach efforts.

Summary: Overall, the Student Achievement Grants initiative did not have measurable impact in raising performance outcomes in advanced courses.

Implement Student Achievement Grants: Analysis of metric progress indicates that Student Achievement Grants did not numerically improve equity in performance across student groups for those enrolled in Honors courses and AP/IB courses. However, process measures related to this effort—including program monitoring and teacher/student feedback—suggest that the supports provided through these grants are important for sustaining the current rates of performance among traditionally underrepresented student groups. As such, staff will maintain implementation of this effort in SY 2018-19.

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Future Considerations

Summary: In light of the Strategic Plan Focus on eliminating gaps, FCPS has substantial opportunities to grow resources and refine division policies to enable systemic changes aligned to the Closing the Achievement Gap Framework.

Budget

• Allocate 1.0 FTE AART in all elementary and middle schools

• Allocate 1.0 FTE on-time graduation coach in all high schools to assist students and staff with graduation, academic, and career goals

• Allocate additional ESOL teacher FTE at elementary, middle, and high school to ensure sufficient time in English language development instruction for all ELs in grades K-12

• Expand high school Academy staffing for greater Career and Technical Education (CTE) course/credential offerings

• Contract with an external consultant to facilitate a study of FCPS Advanced Academic Programs

Policy

• Adopt policy revisions to reinforce equitable educational opportunities and to promote equitable access and achievement across student groups

Strategic Concerns

• Adopt new language arts basal curriculum resources

• Expand and coordinate county resources to enhance wrap-around supports for students and families with socio-economic need


Early Education

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Early Education

Overview

What

All future FCPS families will access high-quality early learning experiences.

How

Enhance FCPS partnership with families and the county government to ensure young children are ready for kindergarten using the Fairfax County Equitable School Readiness Strategic Plan.


Aspiration: All future FCPS students will enter kindergarten with the essential skills needed for school success. Metric:

• Percent of students with executive functioning skills at kindergarten entry

Metric Under

Development

Detail

The Strategic Plan desired outcome for all future FCPS families to access high quality early learning experiences ensures that students enter kindergarten with the essential skills needed to succeed in school. The division commitment to ensuring all FCPS families have access to high-quality early learning experiences is strengthened by the new aspiration and metrics. The focus on school readiness within the Student Success goal is intended to promote and develop self-regulatory skills for all prekindergarten children through high quality early learning experiences across all Fairfax County early childhood programs. Aspiration: All future FCPS students will enter kindergarten with the essential skills needed for school success. Associated Metric:


SY 2017-18 Outcomes

Summary: Specific overall performance baselines and targets are under development for executive functioning skills.

Metric:


Metric Under

Development

https://www.fairfaxcounty.gov/familyservices/sites/familyservices/files/assets/officeforchildren/school-readiness/pdfs/fairfax-county-equitable-school-readiness-strategic-plan.pdf

Early Education

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Since the metric adopted by the School Board in March 2019 relies on data from a new state assessment (the Child Behavior Rating Scale), which will be implemented for the first time in SY 2019-20, there is no formal progress measure available at this time. In prior years, reading proficiency was reported as a general proxy for kindergarten readiness. For example, in fall 2017, 66 percent of entering kindergarten students overall performed at or above the iReady reading benchmark. However, evidence suggests that self-regulation and social-emotional development—which is comprised of executive function skills—represents more universal attributes that students need for school success and academic performance across different content areas. For this reason, the School Board adopted the new measure of self-regulation and social emotional development, aligning with statewide implementation of the Child Behavior Rating Scale. Beginning in SY 2019-20, FCPS kindergarten teachers will complete rating scales in the fall and spring for all students to: 1) identify areas of self-regulation and social-emotional need at the outset of each school year; and 2) capture student growth in these areas across the year.

SY 2017-18 Actions

Summary: In SY 2017-18, department staff provided professional development services for prekindergarten teachers.

Provide Professional Learning for Self-Regulation Skill Development • Department staff provided initial training on curriculum featuring game-based

development of self-regulation skills in young children, known as Circle Games, with over 200 prekindergarten teachers and instructional assistants. Department staff instituted a structured coaching model throughout the school year to support classroom implementation of this curriculum by both newly and previously trained staff. What had formerly been an extensive face-to-face training model was modified to a hybrid model consisting of face-to-face and online content followed by coaching sessions. Observations and feedback collected during coaching visits allowed staff to customize

Early Education

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the various professional learning experiences to more fully meet the needs of teaching teams.

• The Circle Games self-regulation curriculum consists of activities that increase in complexity to explicitly teach self-regulation skills to young children. Research shows that strengthening the self-regulation skills of young children provides them with strategies that promote success in school and throughout life. However, these skills must be intentionally and explicitly taught. Children with strong self-regulation skills are better able to make decisions, think flexibly, and manage their thoughts and emotions; these students can often make large social-emotional and academic gains in a relatively short period of time. With all prekindergarten teachers now trained in the curriculum, FCPS can predict ongoing training and coaching supports to foster implementation of self-regulation curriculum with fidelity across teaching teams. In turn, FCPS can predict strong and consistent implementation of the self-regulation curriculum in prekindergarten to lead to more students demonstrating executive functioning skills as they enter kindergarten.

Summary: Building on successes from previous years, department staff implemented the Bridge to K program. Implement Bridge to K

• Staff supported the implementation of Bridge to K in 25 schools for a total of 87 classrooms during summer 2017. The program involved implementation of self-regulation curriculum, activities to build school routines and behaviors, literacy and numeracy learning experiences, and family engagement. Monitoring of student behaviors throughout the three-week summer program and ongoing family communication allowed teachers to adapt supports to address students’ and families’ school-readiness needs.

• Bridge to K is designed to provide a summer jump start to school readiness for incoming kindergarteners who have no prior formal preschool experience. A sample of students participating in Bridge to K was assessed on the first day and last day of the three-week program to measure their gains in self-regulation skills. Analysis of these pre- and post-assessment outcomes from SY 2017-18, conducted by Oregon State University partners, indicated significant and substantial growth for students both in self-regulation and academic achievement. Through access to transitional supports, FCPS can predict lessening of school readiness gaps between students with formal preschool and those without.

Summary: Department staff extended collaborative partnerships with early childhood educators in the county and community. Build Early Childhood Partnership with Community Educators

• During SY 2017-18, staff provided professional development to 98 community early childhood educators. These educators were provided additional access to professional learning opportunities through the Fairfax Early Childhood Partnership website. Survey feedback following each professional development opportunity allowed staff to craft meaningful topics and delivery models for future experiences to address partners’ interests and needs.

• By expanding professional learning opportunities for community early childhood teachers, more early childhood educators will develop knowledge and skills in best

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practices for school readiness. Through this expanded professional development, FCPS can predict higher quality early learning experiences for prekindergarten children in Fairfax County. In turn, FCPS can expect more children to enter FCPS kindergarten with essential skills needed for school success.

SY 2017-18 Return on Investment

Cost Description: FY2018 outcome data were not available for calculation of ROI information for Early Education.

SY 2017-18 Data Analysis and Conclusions

Summary: Overall, the programs, services, projects, and initiatives implemented in support of early education were impactful based on program measures.

Provide Professional Learning for Self-Regulation Skill Development: Although progress toward the new School Board metric is not yet measured, analysis of process measures for this effort indicates that the professional development was impactful in improving teachers’ knowledge and skills with the self-regulation curriculum and in improving fidelity of implementation across classrooms. Staff will maintain and enhance these professional development efforts in SY 2018-19. Implement Bridge to K: Analysis of student pre- and post-assessment data carried out by Oregon State University partners led to the conclusion that the Bridge to K program was impactful in increasing students’ self-regulation skills and academic performance. Staff will maintain and expand Bridge to K classrooms in SY 2018-19 and beyond, provided funding is available. Build Early Childhood Partnership with Community Educators: Reflection on survey responses suggests that efforts to develop professional knowledge and skills among community educators were successful in increasing their capacity for applying best instructional practices for high quality early education experiences. Staff will maintain and extend these efforts in SY 2018-19.


Summary: In light of the Strategic Plan Focus on early education, FCPS has substantial opportunities to grow resources and expand coordination to enable systemic changes aligned to the Fairfax County Equitable School Readiness Strategic Plan.

Budget

• Allocate funding to increase the number of preschool classrooms in schools and community sites and other early childhood offerings, such as Home Instruction for Parents of Preschool Youngsters (HIPPY), Early Literacy, and Playgroups

• Allocate funding to increase the number of schools offering Bridge to K • Lower prekindergarten class sizes to improve social-emotional supports of students who

demonstrate need

https://www.fairfaxcounty.gov/familyservices/sites/familyservices/files/assets/officeforchildren/school-readiness/pdfs/fairfax-county-equitable-school-readiness-strategic-plan.pdf

Early Education

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• Allocate 1.0 FTE School Readiness Specialist to support the community professional learning and partnerships with community and professional organizations, such as the National Association for the Education of Young Children (NAEYC)

• Allocate 1.0 FTE Behavioral Support Specialist to address the behavior needs in prekindergarten classrooms divisionwide

Policy

Strategic Concerns

• Expand coordination with county and community preschool providers for increased services

Portrait of a Graduate

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Overview

What

All FCPS PreK-12 students will continuously progress in their development of Portrait of a

Graduate (POG) attributes.

How

Increase student opportunities to apply Portrait of a Graduate skills to real-world problems through teacher use of the Learning Model.


Aspiration: 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 (including Capstone experiences). Metric:

• Percent of students who demonstrate proficiency (matrix rating of “proficient” or higher) on their end-of-year POG Presentations of Learning.

Metric Under

Development

Detail The Strategic Plan desired outcome for all FCPS students to attain POG attributes ensures that students will not only build academic content learning but will also develop skills and qualities to promote lifelong success. The new aspirational statement and metrics strengthen an existing division commitment to ensuring all FCPS students have access to learning experiences that lead to POG outcomes. The focus on POG as a desired outcome within the Strategic Plan Student Success goal is intended to promote and develop students’ opportunities to meaningfully engage with and respond to real-world problems. Aspiration: 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 (including Capstone experiences). Associated Metric:





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SY 2017-18 Outcomes

Summary: Specific overall performance baselines and targets are under development for Portrait of a Graduate Presentations of Learning.

Metric:


Metric Under

Development

The metric adopted by the School Board in March 2019 relies on data from new end-of-year POG Presentations of Learning and a new common rubric, or matrix, which has not yet been implemented in schools. As a result, no formal progress measure is available at this time. Though formal data cannot be articulated for this new measure, reflecting on the evolution of FCPS’ POG focus over time illustrates the foundation that has been laid for construction of student POG Presentations of Learning participation and performance in the coming years. FCPS first adopted POG in 2014, sparked by input from a broad range of community stakeholders. Since the time, departments and schools have worked to understand how students demonstrate POG attributes and what shifts in instructional and assessment practices are needed to foster and reflect these overarching life skills. At the same time, the value of performance-based assessment has been reinforced by state policy changes replacing certain SOL tests with locally approved performance-based assessments.


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SY 2017-18 Actions

Summary: Through a partnership with school-based practitioners, department staff undertook a project for POG resource and strategy development. Develop Resources to Support Student Attainment of POG Outcomes

• In SY 2017-18, department staff intentionally partnered with teachers and teams across 60 schools from all five regions to co-develop, field test, and refine instructional practices and resources aligned to POG-integrated instruction. Strategies and resources were focused both on explicit instruction of POG attributes and on integration of POG attributes across the curriculum. Collaboration with teachers and teams across regions and schools opened opportunities to test strategies and resources in school settings. These practical experiences allowed department staff to further develop and refine the strategies and resources to be more accessible and applicable for teachers and teams across the division.

• Embedding POG resources into content area curriculum guides serves as a way to increase teacher access to and context for the POG curriculum. This integration of resources supports teachers as they seek to plan, teach, and assess both academic content and POG outcomes in seamless ways.

Summary: Department staff engaged in an initiative with teachers and school leaders to develop a divisionwide model for measuring student growth in attaining POG outcomes. Deepen Assessment Practices that Measure Academic Content and POG Outcomes

• In SY 2017-18, department staff supported school teams in refining and applying assessment practices that foster POG attributes. Principals from all FCPS elementary and middle schools serving Grades 3-7 certified that their teacher teams implemented at least one division-approved Performance Based Assessment (PBA). Additionally, 21 teams from 17 elementary, middle, and high schools participated in a pilot for Capstone experiences, with the aim of further defining a scalable POG assessment model. Additional professional development opportunities allowed teacher teams to deepen their understanding of how to assess POG attributes. Feedback from participating school teams provided critical input for department staff for refining the POG Presentation of Learning structure.

• Partnerships between school and department staff produce higher quality, more teacher-friendly models, which will lead to more successful implementation as the Presentation of Learning assessment process is scaled across the division.

Summary: In SY 2017-18, department staff provided POG professional development services for school leaders. Provide Professional Learning for School Leaders

• In SY 2017-18, department staff offered a variety of POG-related professional development opportunities for school staff focused on building understanding how students demonstrate POG attributes and what shifts in instructional and assessment practices are needed to foster and reflect these overarching life skills. Department staff created a Compass Course to support school leaders in crafting School Innovation and Improvement Plan (SIIP) goals aligned to the FCPS Learning Model and POG student outcomes. In SY 2017-18, leaders from 69 schools took part in this new POG/SIIP


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course. The POG/SIIP Compass Course gave school leaders a forum to network and leverage the experiences of peers from other schools to inform their writing of POG-focused goals for SIIP. Additionally, approximately 2,500 teachers participated in professional development on project-based learning during SY 2017-18.

• As more schools meaningfully embody POG as a priority within the SIIP and classroom instruction, FCPS can expect to see more teachers, teams, and schools engaged in thoughtful action and internal accountability for implementing POG. In turn, when more schools are implementing POG with fidelity, FCPS can expect to see more students demonstrating proficiency with POG attributes in Presentations of Learning.

SY 2017-18 Return on Investment

Cost Description: FY2018 outcome data were not available for calculation of ROI information for Portrait of a Graduate.

SY 2017-18 Data Analysis and Conclusions

Summary: Based on program measures, the services, projects, and initiatives implemented for Portrait of a Graduate successfully lay a foundation for advancement of the School Board’s desired outcome. Develop Resources to Support Student Attainment of POG Outcomes: Progress toward the POG Presentations of Learning metric is not yet measured, as the metric is still under development. Nonetheless, reflection on process outcomes show that the intentional collaborative experiences fostered by this initiative led to creation of tangible POG resources. Likewise, feedback from school staff shows that partnership with central office in this work fostered clearer articulation of high impact strategies. Feedback further indicates that these enhanced resources supported teachers, teams, and schools to better integrate opportunities for all students to develop POG attributes as part of classroom instruction and school culture. Engagement from school partners demonstrated that students in the 60 participating schools had opportunities to access integrated POG instruction, in some cases for the first time. Additionally, the SY 2017-18 participating schools increased the capacity of their teacher-leaders and other school leaders to continue to build upon POG exemplars at their sites. In SY 2018-19, department staff will continue and expand school-based collaborations to develop and publish additional resources aligned to POG grade level bands at prekindergarten, Grades K-2, Grades 3-5, Grades 6-8, and Grades 9-12. Additionally, department staff will adjust communication and outreach regarding the availability and purpose of POG resources in an effort to increase direct use by school staff. Deepen Assessment Practices that Measure Academic Content and POG Outcomes: Based on feedback from SY 2017-18 experiences, department staff will continue and expand ongoing school partnerships during SY 2018-19 to support a pilot of the new POG Presentations of Learning. Through the POG Presentations of Learning pilot, department staff will refine the common rubric, or matrix, which will capture student growth over time and will measure student grade-level proficiency for formal monitoring of the School Board metric. Provide Professional Learning for School Leaders: Although progress toward the POG Presentations of Learning metric is not yet measured, analysis of the improved numbers of


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schools including POG within their SIIP suggests the positive impact of these professional development services and the networked orientation they foster among schools. Specifically, at the start of SY 2017-18, 68 schools had represented POG within their SIIP goals, strategies, and/or actions; and as a result of school leader engagement in the POG/SIIP Compass Courses, at least nine additional schools chose to represent POG in their SIIP at the beginning of SY 2018-19. In SY 2018-19, department staff will adjust practices to grow beyond the leadership-facing Compass Course to introduce a wide range of teacher-facing POG professional learning opportunities, offering teacher innovators direct access to resources and supports for practical improvement strategies at the classroom and team levels. These opportunities will better position school staff for implementation of POG Presentations of Learning.


Summary: In light of the Strategic Plan Focus on developing Portrait of a Graduate attributes for all students, FCPS has substantial opportunities to grow resources and confront strategic concerns aligned to the Learning Model.

Budget

• Allocate funding to establish a data tool to capture student data related to POG Presentations of Learning matrix performance and to assist staff in monitoring student growth and progress toward POG attributes.

• Allocate additional 5.0 FTE in central staffing to serve as regional school support in implementing POG instructional and assessment practices and to lead professional learning and curriculum/resource development

• Allocate funding for teacher planning, scoring, and reflection on POG Presentations of Learning

• Allocate funding for professional development and coaching of school teams

Policy

Strategic Concerns

• Designate a POG lead in each school • Prioritize alternative assessments for internal accountability • Build time into the academic calendar for student reflections and Presentations of

Learning


Data Appendix

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Data Appendix

This section offers supplemental data tables, which provide context or further disaggregation of student outcomes related to the Student Success Goal Report.

Elimination of Gaps: Supplemental Data

Overview

Summary: The following table provides information on the distribution of Grade K-12

Economically Disadvantaged students across the other student groups, as of September 2018.

Summary of Group Overlap for K-12 FCPS Students • Of all K-12 English Learners, 72 percent are Economically Disadvantaged (25,757 out of 35,908)

• Of all K-12 Students with Disabilities, 40 percent are Economically Disadvantaged (10,058 out of 25,193)

• Of all K-12 students in the Asian student group, 22 percent are Economically Disadvantaged (8,103 out of 36,479)

• Of all K-12 students in the Black student group, 50 percent are Economically Disadvantaged (9,248 out of 18,514) • Of all K-12 students in the Hispanic student group, 68 percent are Economically Disadvantaged (32,125 out of 47,423)

• Of all K-12 students in the White student group, 9 percent are Economically Disadvantaged (6,723 out of 70,853)

• Of all K-12 Economically Disadvantaged students, 45 percent are English Learners (25,757 out of 57,525)

• Of all K-12 Economically Disadvantaged students, 17 percent are Students with Disabilities (10,058 out of 57,525) • Of all K-12 Economically Disadvantaged students, 14 percent are in the Asian student group (8,103 out of 57,525)

• Of all K-12 Economically Disadvantaged students, 16 percent are in the Black student group (9,248 out of 57,525)

• Of all K-12 Economically Disadvantaged students, 56 percent are in the Hispanic student group (32,125 out of 57,525)

• Of all K-12 Economically Disadvantaged students, 12 percent are in the White student group (6,723 out of 57,525)

Data Appendix

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Summary: The following table provides overall division outcomes (All Students group) for each metric within the Elimination of Gaps Strategic Plan desired outcome. These overall results, which are presented for both the three-year baseline and SY 2017-18 performance, may be referenced alongside student group outcomes, which are displayed in graphs and data tables within the body of this report.

Data Appendix

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Summary: The following table provides a comparison of SY 2017-18 statewide and divisionwide outcomes for SOL and four-year on-time graduation rates, as published on VDOE webpages (SOL Test Pass Rates and Other Results and Virginia Cohort Reports). The SOL comparisons below reflect VDOE-generated calculations, which include some adjustments. For instance, VDOE calculations remove failing SOL scores for English learners enrolled in U.S. schools less than 12 months. Additionally, if a former EL in their first four years of monitoring passes the SOL test, VDOE calculations count the student as part of the English Learner student group, which elevates VDOE-reported English Learner results. Since the Strategic Plan metrics use unadjusted data, outcomes for some student groups in the VDOE-published pass rates differ from those reported within Strategic Plan metrics. Nonetheless, these comparative data offer a sense of how FCPS performs in relation to the state as a whole.

http://www.doe.virginia.gov/statistics_reports/sol-pass-rates/index.shtml

http://www.doe.virginia.gov/statistics_reports/graduation_completion/cohort_reports/index.shtml

Data Appendix

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Summary: The following table provides disaggregated SY 2017-18 SOL results for the Students with Disabilities student group; reading and mathematics performance is broken out by students’ primary disability types.

Data Appendix

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Summary: The following table provides disaggregated SY 2017-18 SOL results for the English Learners student group; reading and mathematics performance is broken out by students’ ELP levels. Only students eligible for ESOL services (ELP levels 1-5) are reported as English Learners for FCPS Strategic Plan metrics. However, the table below gives additional reference outcomes for former English learners (FELs) in their first four years of monitoring (ELP levels 6a-6d).

Data Appendix

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Summary: The following table provides SY 2017-18 SOL reading and mathematics results for students who fall into two reporting groups (e.g., students who are both Economically Disadvantaged and English Learners). Bullets below the data table summarize the demographic overlap for test takers.

Summary of Group Overlap for Students Taking SOL Tests:

• Of all test takers in the Black student group, 49 percent are Economically Disadvantaged (4,987 out of 10,115)

• Of all test takers in the Hispanic student group, 68 percent are Economically Disadvantaged (16,604 out of 24,485) • Of all test takers in the Hispanic student group, 40 percent are English Learners (9,747 out of 24,485)

• Of all test takers in the Hispanic student group, 60 percent are not English Learners (14,738 out of 24,485)

• Of all English Learner test takers, 64 percent are in the Hispanic student group (9,747 out of 15,224)

• Of all English Learner test takers, 76 percent are Economically Disadvantaged (11,574 out of 15,224) • Of all Economically Disadvantaged test takers, 39 percent are English Learners (11,574 out of 29,747)

• Of all Economically Disadvantaged test takers, 17 percent are in the Black student group (4,987 out of 29,747 • Of all Economically Disadvantaged test takers, 56 percent are in the Hispanic student group (16,604 out of 29,747)

Data Appendix

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Summary: The following table provides SY 2017-18 four-, five-, and six-year on-time graduation outcomes for the division overall and for each state reporting group. While official VDOE reporting for on-time graduation rate uses a four-year analysis, the state also provides divisions with information on five- and six-year graduation rates. This table presents these outcomes, showing improved rates as students have additional time to graduate. Four-year outcomes are available at the close of each initial cohort class. Five-year outcomes become available the following year, and six-year outcomes are available two years after the initial cohort reporting.

Data Appendix

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Summary: The following table provides SY 2017-18 disaggregated four-year on-time graduation results for the Students with Disabilities student group student group; graduation outcomes are broken out by students’ primary disability types.

Data Appendix

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Summary: The following table provides SY 2017-18 disaggregated four-year on-time graduation results for the English Learners student group; graduation outcomes are broken out by students’ ELP levels. When comparing English learner outcomes across the state, the Virginia on-time graduation rate reports a combined group of current ELs eligible for ESOL services (ELP levels 1-5) together with former ELs in their first four years of monitoring (ELP levels 6a-6d). As such, this combined VDOE calculation is presented for context along with locally calculated subtotals for current ELs (ELP levels 1-5) and FELs (ELP levels 6a-6d).

Data Appendix

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Summary: The following table provides SY 2017-18 four-year on-time graduation results for students who fall into two reporting groups (e.g., students who are both Economically Disadvantaged and English Learners). Bullets below the data table summarize the demographic overlap for students in the cohort for the Class of 2018.

Summary of Group Overlap for Students in the Class of 2018 Cohort:

• Of all Black cohort members, 45 percent are Economically Disadvantaged (665 out of 1,489)

• Of all Hispanic cohort members, 51 percent are Economically Disadvantaged (1,794 out of 3,546)

• Of all Hispanic cohort members, 29 percent are English Learners (1,044 out of 3,546) • Of all Hispanic cohort members, 71 percent are not English Learners (2,502 out of 3,546)

• Of all English Learner cohort members, 79 percent are in the Hispanic student group (1,044 out of 1,325)

• Of all English Learner cohort members, 50 percent are Economically Disadvantaged (660 out of 1,325)

• Of all Economically Disadvantaged cohort members, 18 percent are English Learners (660 out of 3,732) • Of all Economically Disadvantaged cohort members, 18 percent are in the Black student group (665 out of 3,732)

• Of all Economically Disadvantaged cohort members, 48 percent are in the Hispanic student group (1,794 out of 3,732)

Data Appendix

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Advanced Coursework

Summary: The following tables provide three-year baseline and SY 2017-18 student group performance reported separately for AP and IB exams. These data are based on the same calculations as are used for the Strategic Plan metric for AP/IB exam performance, representing success on these exams at any time by the end of high school. However, these tables provide more specific information on outcomes for students taking AP exams and for students taking IB exams.

Data Appendix

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Early Education: Supplemental Data

Summary: The following table provides student group outcomes for the kindergarten iReady reading test from fall 2017. In the absence of a common measure of kindergarteners’ executive functioning skills in SY 2017-18, early literacy proficiency was used as a general proxy to assess kindergarten readiness. The state’s new Child Behavior Rating Scale, which will provide executive functioning data for entering kindergarteners, will be implemented beginning in SY 2019-20.

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