Evolution of an Accountability System: From NCLB to World Class

1. Evolution of an Accountability System: From NCLB to World Class Sid Vaughn Consultant Karren P. Bailey Senior Director Dennis Futty Senior Coordinator Norfolk Virginia Public Schools svaughn@nps.k12.va.us AERA March 2008

2. Vision for Accountability and Performance • Move beyond NCLB and state demands • Build on existing accountability system • Develop a benchmark system to support the goal of becoming a world class school system AERA March 2008

3. Background • The district • Over 35,000 students • 64% African-American, 24% White • Over half of all students considered economically disadvantaged • The plan • Development began in 2000-01 with the assistance of external partners • Annual planning and performance reporting cycle • Foundation for success in the Broad Prize competition • Arrival of a new superintendent in 2005 with the charge of developing a world class school system AERA March 2008

4. COMPREHENSIVE ACCOUNTABILITY PLAN COMPREHENSIVE ACCOUNTABILITY PLAN Journey to World-Class Status OVER-ARCHING GOAL NPS will become world-class by: Improving the Quality of Teaching & Learning for ALL… ALL means ALL OBJECTIVES Ensure the Continued Growth of Student Academic Achievement for ALL Ensure Each School Provides a Safe, Secure & Disciplined Learning Environment Ensure That Parents, Businesses & Community Members are Actively Engaged in the Education Process WORLD-CLASS TARGETS All Students Possess the Habits of Powerful Literacy All Gaps Are Eliminated While Increasing Achievement for ALL All Schools Exceed Local, State, National, & International Standards All Students Are Prepared to Access Productive Options & Opportunities Upon Graduation PERFORMANCE MEASURES Teacher Quality Student Quality Leadership & Organizational Quality Learning Environment Quality AERA March 2008 © Norfolk Public Schools, 2007

5. A Three Tiered Approach to Accountability • Tier 1 Indicators • Measures for actions required by state and federal mandate and local School Board regulations • Examples include Standards of Learning (SOL) test scores, Advanced Placement test scores, student attendance, and graduation rates • Tier 2 Indicators • Targets for improvement identified by individual departments and schools • Tier 3 Indicators • Individual departments’ and schools’ narratives AERA March 2008

6. Overview OfAccountability System Cycle July-September 2006 District Performance Report – Presented to School Board Review Data December-January 2007-2008 October 2006 School/Departmental Performance Reports Complete Accountability Plans November-June 2006-2007 November-Next Year 2007 Continuous Monitoring of Plans AERA March 2008

7. World Class Areas of Focus • Teacher Quality • Student Achievement • Quality Learning Environment • Leadership and Organizational Quality AERA March 2008

8. Teacher Quality • Percent highly qualified • Percent of classes with highly qualified teachers • Teacher retention from year to year AERA March 2008

9. Student Achievement • Standards of Learning Test results • Successful completion of Algebra I by the end of eighth grade • Advanced Placement/IB/Dual Enrollment enrollment and achievement • Success for all comparison groups AERA March 2008

10. Reduction of the Black/White Achievement Gap AERA March 2008

11. Quality Learning Environment • Percent student attendance by NCLB groups • Percent of students chronically absent • Selected items from annual stakeholder surveys (students, parents, and teachers) AERA March 2008

12. Leadership and Organizational Quality • The principal communicates goals, policies, and requirements to the school staff • The school’s administration promotes an atmosphere of mutual respect and professionalism • The school’s administration appreciates teacher’s efforts • The principal promotes and nurtures leadership among the staff • The principal promotes shared decision-making through committees and communications across grade and subject levels • The principal is pro-active and addresses support issues AERA March 2008

13. Conclusion • Receipt of the Broad Prize for Urban Education in 2005, following finalist status in 2003 and 2004, validated the NPS focus on use of data for accountability • The Broad Committee particularly noted efforts at reducing the achievement gap • The challenge now is to build on prior achievements to create a benchmark based system to support the School Board vision of becoming a world class school district AERA March 2008