Virginia Strategies for Reducing the Need for Remediation After Graduation Education Commission of the States January 7, 2010 - PowerPoint PPT Presentation


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Virginia Strategies for Reducing the Need for Remediation After Graduation Education Commission of the States January 7, 2010


Virginia Strategies for Reducing the Need for Remediation After Graduation Education Commission of the States January 7, 2010 Dr. Patricia I. Wright – PowerPoint PPT presentation

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Title: Virginia Strategies for Reducing the Need for Remediation After Graduation Education Commission of the States January 7, 2010

Virginia Strategies for Reducing the Need for
Remediation After GraduationEducation
Commission of the StatesJanuary 7, 2010
  • Dr. Patricia I. Wright
  • Superintendent of Public Instruction
  • Virginia Department of Education

Virginia Standards-Based Educational
Accountability System 1995-2010
  • Challenging Standards of Learning (SOL) content
    standards that are college- and career-ready and
    require integration of technology in teaching and
  • Assessment of students achievement on the
    standards, allowing the tools used in instruction
  • Accountability for student achievement and
    additional instructional support for students in
  • Support for schools and divisions in need of
  • Recognition of schools and divisions meeting
    excellence goals
  • High quality standards for instructional
    personnel aligned with content standards
  • Annual School Report Card to inform and engage
    parents and public

Discussion of Virginia Strategies
  • Problem statement
  • Increasing the number of students who graduate
    from high school prepared for successful entry
    into postsecondary or work and reducing the need
    for remediation
  • Brief description of the strategy
  • Virginia has been successful in sustaining and
    enhancing its high-stakes K-12 accountability
    system for over a decade as student achievement
    has increased. A major contributing factor to
    Virginias success is a statewide system of
    support that is student focused, data-driven, and
    results oriented. The strategies include
    instructional support and interventions,
    secondary-postsecondary transitions, and
    accelerating college preparation. These
    strategies working together provide a tiered
    approach to meeting students needs.

Virginia Strategies for Secondary-Postsecondary

Accelerating College Preparation (Early College
Scholars, Virtual AP School, College Course
Collaborative, Governors Schools, Governors
STEM Academies)
Secondary and Postsecondary Transitions (Path to
Industry Certification, Career Counseling, Dual
Enrollment, Tech Prep Consortia)
Instructional Support and Interventions (Project
Graduation Academies Tutorials, Algebra
Readiness Intervention, Remediation and At-Risk
Funding, Math Teacher Corps)
Algebra Readiness Initiative
  • Purpose To provide diagnostic and intervention
    services to students in grades 6, 7, 8, and 9 who
    are at risk of failing the Algebra I
    end-of-course test.
  • First Fiscal Year Funded 2002
  • 2008-2009 Funding 8.8 Million2009-2010
    Funding 8.8 million

Algebra Readiness Initiative
  • Funding for mathematics intervention services to
    students in grades 6, 7, 8, and 9 who are at risk
    of failing the Algebra I end-of-course test.
  • Algebra I scores have improved for all students.
  • Achievement gap among subgroups is closing in
    Algebra I as shown by the improvement in
    percentage passing from 2001-2002 to 2008-2009
  • Students with Disabilities 34
  • Black Students 29
  • Economically Disadvantaged Students 25
  • Hispanic Students 20
  • LEP students 16
  • White Students 14
  • All Students 19

Virginia Middle School Mathematics Teacher Corps
  • Purpose Provides structure and incentives for
    school divisions to hire high-quality mathematics
    teachers for middle schools that have been
    designated at risk in mathematics.
  • First Fiscal Year Funded 2005
  • 2008-2009 Funding 415,0002009-2010 Funding

Virginia Middle School Mathematics Teacher Corps
  • Math Teacher Corps Members
  • 2005-2006 23 in 19 schools
  • 2009-2010 75 in 46 schools (36 teachers are new
    to the program)
  • Participating schools have made significant gains
    on the state mathematics assessments since the
    program began in 2005
  • Grade 6 from 48 to 67 passing
  • Grade 7 from 34 to 66 passing
  • Grade 8 from 73 to 83 passing

Project Graduation
  • Purpose To help students earn the verified
    credits required to graduate.
  • First Fiscal Year Funded 2005
  • 2008-2009 Funding 2.8 million2009-2010
    Funding 2.8 million

Project Graduation
  • Need and participation have increased as specific
    verified credits are prescribed for graduation.
  • Core programs are in English Reading, English
    Writing, and Algebra I.
  • Project Graduation has resulted in more students
    graduating despite increasingly rigorous
    graduation requirements.
  • In the graduating class of 2009, students
    participated in 14,156 Project
    Graduation-related activity slots and received
    11,639 Verified Credits across the tested
    Standards of Learning (SOL) assessments.

Project Graduation participants are not all
graduating seniors. For example, students who
did not pass the Algebra I test in the 9th grade
would likely try to earn that verified credit
before reaching the senior year.
Graduation Rates
  • Virginias On-Time Graduation Rate (NGA Formula)
  • Announced for the first time in October 2008VA
    now has two years of cohort data reported
  • Follows the same cohort of students
  • Disaggregated by subgroup
  • Includes English language learners and students
    with disabilities

Project Graduation
Class of 2009 Cohort Report
Path to Industry Certifications
  • Purpose Prepare students for successful entry
    into high-wage high-demand career and technical
    occupations by earning an industry certification,
    achieving a state licensure, or passing an
    occupational competency assessment while pursuing
    a high school diploma. Students who earn a
    credential and complete a career and technical
    program may earn up to two student-selected
    verified credits to meet graduation requirements.
    A component of this initiative involves industry
    certification training for teachers.
  • First Fiscal Year Funded 2004
  • 2008-2009 Funding 1,065,133 for
    certifications2009-2010 Funding 1,065,133 for

Career Technical Education
Industry certifications earned through CTE
programs have nearly doubled since 2007. During
2008-2009, 40 percent of CTE completers graduated
with an Advanced Studies Diploma.
Path to Industry Certifications
  • In order for students to use approved credentials
    for student-selected verified credit, their
    career and technical education teachers must
    achieve at least one credential that is targeted
    for instruction in the courses they teach.
  • The Virginia Department of Education provides
    training for career and technical education
    instructors interested in earning certification
    or licensure in selected areas.
  • From 2004 through 2009, 2,500 credentials have
    been achieved by Virginia career and technical
    education teachers through state sponsored
    industry certification training/testing sessions.

Governors Career TechnicalSTEM Academies
  • Nine innovative Governors Career Technical
    Academies align instruction in science,
    technology, engineering
  • mathematics with postsecondary expectations
    21st-century local state workforce needs.

Discussion of Virginia Strategies Cont.
  • Policies necessary to facilitate implementation
  • Successful strategies have been launched as
    Governors initiatives, piloted by school
    divisions, and funded by the General Assembly
    after results were achieved.
  • Barriers to implementation
  • Maintaining fidelity of implementation once
    desired results are achieved
  • Convincing General Assembly that continued
    funding of strategies is important to sustaining
    achievement gains

Discussion of Virginia Strategies Cont.
  • Organizations/leaders. Who were the organizations
    or leaders who were essential to development and
  • Governors from different political parties
    Virginia Department of Education State Board of
    Education school divisions higher education
    executives education organizations business and
    industry representatives
  • Results overall
  • 83.2 cohort graduation rate (NGA formula)
  • 3rd in nation in AP participation and achievement
  • Increased number of students earning
    college-ready diplomas and advanced proficient
    scores on end-of-course exams
  • Increased number of students earning industry

Discussion of Virginia Strategies Cont.
  • Essential elements
  • Educational accountability system grounded in
    college- and career-ready standards and
    assessments coupled with a student-focused
    support system
  • Successful pilots in progressive school divisions
  • Legislative support
  • Revisions. What elements of the strategy need to
    be reviewed and revised?
  • Phase-out plan for initiatives and sustainability
    of state funding
  • Deciding how much flexibility can be given in
    implementation to ensure fidelity of results

Discussion of Virginia Strategies Cont.
  • Timeline. How long did it take to move from
    development to implementation?
  • Sample timelines
  • Algebra Readiness Initiative1 year
  • Project Graduation3 months
  • Path to Industry Certification6 months
  • Governors STEM Academies1 year
  • Middle School Mathematics Teacher Corps1 year

Policy Actions Addressing Student Achievement and
  • Virginia Board of Education

Policy Actions Revised Virginia Standards of
Accreditation (SOA)
  • In February 2009, the Board of Education
    strengthened Virginias accountability program
  • Requiring high schools beginning with the
    2011-2012 school year to meet an annual
    benchmark for graduation
  • Requiring schools to develop an Academic Career
    Plan for every middle high school student,
    beginning with students entering the seventh
    grade during the 2010-2011 school year
  • and

Policy Actions Revised VA Standards of
  • Prescribing rigorous requirements for the new
    Standard Technical Diploma the new Advanced
    Technical Diploma
  • Requiring students, beginning with students
    entering the ninth grade in 2010, to successfully
    complete a one-credit course in economics
    personal finance to earn the Standard, Advanced
    Studies, Standard Technical or Advanced Technical

School Accreditation
The percentage of schools meeting Virginias
high standards for learning achievement is at
an all-time high despite increases in the rigor
of the commonwealths accountability program.
High School Exams and Graduation Rates
Arkansas, Maryland, Oklahoma, Virginia and West
Virginia were the only SREB states that had
graduation rates that met or exceeded the
national rate every year from 1996 to 2006.
Virginia Index of Performance
  • The VIP program recognizes advanced
    achievement progress toward educational goals
    that are part of the Board of Educations
    comprehensive plan for strengthening public
    education in the commonwealth.

Advanced Placement
Virginia ranks third in the nation in the
percentage of high school seniors earning a grade
of three or better on AP exams.