student success - boarddocs

STUDENT SUCCESS Report to the School Board February 18, 2016

GOAL 1 STUDENT SUCCESS

FAIRFAX COUNTY PUBLIC SCHOOLS 2

Contents

Overview .......................................................................................................................................................... 4

Highlights .......................................................................................................................................................... 6

Overarching Strategy 1 ................................................................................................................................. 6

Planning and Pacing Guides................................................................................................... 6

Best Practices for Teaching and Learning .............................................................................. 7

Revisions to Mathematics Program and Instruction .............................................................. 11

Revisions to Literacy Program and Instruction ...................................................................... 13

Enhanced ESOL Programming ............................................................................................. 16

Closing the Student Achievement Gap Project ..................................................................... 17

Digital Ecosystem ................................................................................................................. 20

eLearning Backpack Grant ................................................................................................... 22

Digital Citizenship ................................................................................................................. 23

Project Momentum ............................................................................................................... 24

Overarching Strategy 2 ............................................................................................................................... 27

Balanced Assessment Framework........................................................................................ 27

Performance Based Assessments ........................................................................................ 27

eCART Enhancements ......................................................................................................... 28

Global Awareness Technology Project ................................................................................. 29

Data Tools Team .................................................................................................................. 30

Work with Project Momentum Schools ................................................................................. 30

Secondary Grading and Reporting........................................................................................ 31

Best Practices for Homework ................................................................................................ 31


Early Childhood Programs .................................................................................................... 32

Coordination Between Agencies ........................................................................................... 35


Student Learning Plan .......................................................................................................... 38

High School Academies ........................................................................................................ 39

Cybersecurity ....................................................................................................................... 40

STEAM Innovation Projects .................................................................................................. 40

Robotics ............................................................................................................................... 42

Project Lead the Way ........................................................................................................... 42

GenesysWorks ..................................................................................................................... 42

Career and Technical Education ........................................................................................... 42

Career and Transition Services ............................................................................................ 43



College Success Program .................................................................................................... 44

Language Through Content World Language Program......................................................... 52

Immersion World Language Program ................................................................................... 52

Conclusion ...................................................................................................................................................... 56

Addendum ...................................................................................................................................................... 57


Achievement Gaps ............................................................................................................... 57

Planning and Pacing Guides................................................................................................. 63

Advanced Mathematics in Elementary Schools .................................................................... 64

Project Based Learning ........................................................................................................ 66


Portrait of a Graduate Rubrics .............................................................................................. 66


Access to Early Childhood Opportunities .............................................................................. 67

Achievement Gaps ............................................................................................................... 67


College Preparation: Promoting Balance and Wellness ........................................................ 68

Financial Aid Resources ....................................................................................................... 68

Postsecondary Enrollment and Programs ............................................................................. 69

Workforce Readiness ........................................................................................................... 70

PISA Results ........................................................................................................................ 71

Elementary STEAM Instruction ............................................................................................. 74

World Language Expansion .................................................................................................. 75



Overview

In July 2015, the School Board approved Ignite, the Strategic Plan for Fairfax County Public Schools, which

represents the cooperative work of the School Board and Leadership Team, with significant community

input, to create a long term plan for continuous improvement. At the core of this plan is the FCPS Portrait of

a Graduate. The Ignite Plan contains four strategic goals: Student Success, Caring Culture, Premier

Workforce, and Resource Stewardship. All of the goals contain overarching strategies, desired outcomes,

actions, and monitoring metrics. This school year, 2015-2016, marks the first year of implementation of the

Strategic Plan. The four overarching strategies and desired outcomes for Goal 1 Student Success are:

Overarching Strategy 1: Enhance instructional practices to ensure that all students receive an education in a dynamic environment designed to foster life-long learning and support them in achieving their full potential

Desired Outcomes:

• The curriculum will reflect Portrait of a Graduate outcomes in all content areas, where students are appropriately challenged

• Achievement gaps will be eliminated

• Teachers, students and parents will have access to contemporary and effective technology resources

• Centralized support will be available for schools and school staff based on student achievement needs

Overarching Strategy 2: All students will achieve their full potential through the use of assessment and data systems for decision making that support student attainment of the outcomes defined by the Portrait of a Graduate

Desired Outcomes:

• A fully-developed balanced assessment system will reflect Portrait of a Graduate outcomes in all content areas

• Data tools will be available to schools, school teams, and individual teachers to diagnose and monitor individual student progress

• Grading will be an accurate reflection of learning

Overarching Strategy 3: Provide quality Early Childhood experiences aligned with Portrait of a Graduate outcomes that are designed to prepare students to successfully enter Kindergarten

Desired Outcomes:

• All qualifying future FCPS students will have access to high quality early education programs

• All agencies will coordinate their efforts to provide similar early childhood experiences



Overarching Strategy 4: Provide students with relevant opportunities to explore options and prepare for College and Career

Desired Outcomes:

• A portfolio of school options will provide multiple pathways to a high school diploma

• Students will be fluent in two or more languages

This report provides an update on the current work that supports Overarching Strategy 1 and Overarching

Strategy 2 of Goal 1, Student Success. A report on Overarching Strategies 3 and 4 will follow.

Fairfax County Public Schools provides a nationally acclaimed education for students. Stakeholders

recognize the Divisions’ academic excellence, with 83 percent of stakeholders agreeing FCPS provides a

high-quality education.

Increases in disadvantaged and English for Speakers of Other Languages (ESOL) student populations have

created greater demands on the resources of the Division. Stakeholders want greater consistency in

programming and implementation across schools and regions to provide all students with equal

opportunities. Inequitable access to resources, such as technology, and the need to focus on eliminating the

achievement gap are also frequently cited as areas for attention.

Stakeholders value educating the “whole child,” including the support of activities that build physical, mental,

and social wellness. A balanced assessment framework is viewed as a way to decrease instructional

emphasis on test preparation and increase instructional time available to prepare students socially,

emotionally, and academically for success. The adoption of a Portrait of a Graduate, which identifies five

characteristics necessary for students to be prepared for their futures, is aligned with stakeholders’ desire

for the division to teach real-world skills and prepare students for both college and career success. It is the

expectation that all students will graduate as excellent communicators; collaborators; creative, critical

thinkers; global citizens; and goal-oriented, resilient learners. The monitoring metrics provided in this report

will establish baseline data to serve as a starting point for the future evaluation of trends. With the Strategic

Plan just recently being approved, some monitoring metrics are incomplete at this time; however, work has

begun to capture and/or establish baseline data in these areas in the near future.



Highlights

Overarching Strategy 1 The curriculum will reflect Portrait of a Graduate outcomes in all content areas, where students are appropriately challenged Planning and Pacing Guides

FCPS’ elementary curriculum in the four core content areas is currently in the process of being revised and

organized into meaningful and cohesive units of study that provide developmentally appropriate pacing and

a conceptual approach to teaching, learning and assessing that is aligned to the Portrait of a Graduate.

There are four goals aligned to this work:

• To provide teachers with a user-friendly, comprehensive tool to support planning, teaching and

assessing for student understanding

• To reorganize the Program of Studies into meaningful units of study focused on how students

developmentally learn the content within that core area

• To revise the pacing and sequencing to promote student transfer of ideas and connections within

and across curriculum

• To provide job-embedded professional development within these tools to deepen teachers’ content

knowledge and pedagogical practice

The K-6 mathematics planning and pacing guides are currently in the second year of development. In 2014-

15, 87 units of study across all grade levels were developed by classroom teachers and math resource

teachers, along with the guidance of the elementary mathematics team. All units were field tested in ten

FCPS elementary schools representing all five regions. Field test teachers provided feedback that resulted

in ongoing revisions and additions. In 2015-16, revisions have continued, along with the development of

division assessments. One hundred eight of our 142 elementary schools have selected to opt-in with early

implementation this school year. The revised planning and pacing guides provide the opportunity to

promote job-embedded professional development among collaborative teams, promote efficient use of time

for planning, offer opportunities for conceptual, student-centered learning that supports student transfer of

enduring understandings and big ideas, encourage authentic and formative means of assessment including

performance-based assessment, and provide an opportunity to strengthen Tier 1 instruction through

meaningful differentiation for our diverse learners to promote closing the achievement gap. An extensive

professional development plan is being developed to support countywide implementation in 2016-17.

The K-6 Social Studies planning and pacing guides are being developed in 2015-16 to align to the new

VDOE Standards of Learning for the 2016-17 school year. Units of study are being developed and field

tested by classroom teachers with the support of the elementary Social Studies team. Countywide

implementation will occur along with professional development opportunities in 2016-17 school year.



The K-6 Language Arts planning and pacing guides are in the early development stages. Classroom

teachers and reading specialists have started initial writing of units of study for reading, writing and oral

language. Unit development will continue throughout the 2015-16 school year. A field test will be

conducted in 2016-17 to provide teachers an opportunity to share feedback for additional revisions.

Countywide implementation and an extensive professional development plan will occur in the 2017-18

school year.

Finally, the K-6 Science planning and pacing guides will also be revised, however, a timeline and workflow

has not yet been determined. The units of study will reflect a consistent and similar framework to the other

three content areas. In addition, a plan to create, field test and implement revised planning and pacing

guides countywide will be developed.

Best Practices for Teaching and Learning

As we work to ensure our students are achieving the attributes set forth in the Portrait of a Graduate, the

Best Practices team is developing a set of rubrics to support teachers and students in measuring growth

toward those attributes. The rubrics, intended to be a flexible resource, will offer students the opportunity to

self-assess their progress toward each attribute. They will also provide teachers the opportunity to explicitly

assess those attributes as part of the work they already do in the classroom. These rubrics can also become

the basis of a portfolio approach, allowing students and teachers to collect evidence and assess growth

toward Portrait of a Graduate goals.

The rubrics will be piloted in the second semester of the 2015-16 school year. Feedback collected will be

used to revise the rubrics, as well as to create professional learning opportunities that support teachers and

administrators in the implementation of these rubrics.

In addition to shifting assessments to meet more rigorous and relevant outcomes aligned with Portrait of a

Graduate, FCPS is working to support teachers’ capacity to deliver more student-centered, inquiry based

instruction. One of these options will be the strategic implementation of Problem and Project Based

Learning (PBL).

With the help of the Buck Institute, a plan has been developed to build on the existing work around PBL

taking place in our schools. A number of introductory courses are currently being offered through the FCPS

Academy to support teachers’ understanding and initial implementation of PBL in their classrooms.

Administrators are receiving training about leading PBL instruction through presentations provided during

regional administrators’ meetings. Our next steps are to offer another course, aimed at deepening teachers’

understanding around PBL implementation, and to offer job-embedded learning through school-based

instructional leaders so teachers have support throughout the implementation process.



Metric: Percentage overall and by subgroups of students successfully completing Advanced Placement (AP), International Baccalaureate (IB), or dual enrollment and honors courses, as well as percentage of students taking AP exams and their grades



Metric: Graduation rates



Metric: Student performance-based measure

Metric: Percentage overall and by subgroups of students meeting college and workforce-readiness benchmarks on Division assessments

• This data point will be interpreted as college readiness based on senior survey data and work-force-

readiness based on industry credentialing and internships and will be reported with Overarching

Strategy 4.

• There currently is not a college and workforce readiness Division assessment. ISD is looking at

ways that we can begin to assess college and workforce readiness of our students in partnership

with our local colleges, universities, and business partners.

Metric: Degree of performance above state and national averages on SAC and ACT

• This metric has been incorporated into Overarching Strategy 4 and will be shared in that report.



Achievement gaps will be eliminated Revisions to Mathematics Program and Instruction

To reduce the achievement gap in mathematics, FCPS is implementing findings from the mathematics

curriculum study. These findings suggest that at the elementary level, acceleration and greater rigor are

accessed together through the Advanced Mathematics curriculum, which incorporates above grade-level

content (one grade ahead) as well as enriched, more rigorous content (via extended Program of Studies

(POS) indicators). Advanced Mathematics is offered in one of three models: (a) schools with Advanced

Academic Program (AAP) centers, where students are identified, (b) schools offering Local Level IV

services, and (c) schools that do not offer Level IV services. FCPS’ Level IV Program, which includes the

AAP centers, provides full-time academic placement for highly gifted students. Teachers follow a curriculum

framework to differentiate the depth, breadth, and pace of instruction based on the FCPS POS, including

mathematics. In schools that do not have a large number of students ready for Advanced Mathematics,

implementation can be challenging due to scheduling and staffing parameters. Without a common

framework, students attending different FCPS schools may receive different amounts of exposure to the

division’s most rigorous curriculum even when taking the same grade and type of mathematics. The

Academic Leadership Group (ALG), Instructional Services, and other stakeholders have been meeting to

discuss and examine data on ensuring equal and equitable access to the Advanced Mathematics curriculum

for all students. Through examining the data, action steps will be implemented to improve access to the

Advanced Mathematics curriculum, as well as to establish common instructional practices for its instruction.

In addition, the Department of Instructional Services (ISD) is helping to build a divisionwide understanding of

how school based leadership can support achievement in elementary mathematics. Elementary principals,

alongside their school-based mathematics leaders, are impacting teaching and learning by developing a

common understanding of high-leverage teaching practices that promote deep learning of mathematics for

all students.



Metric: Percentage overall and by subgroups of students successfully completing Algebra 1 by 8th grade



Revisions to Literacy Program and Instruction

ISD is supporting divisionwide understanding and leadership in literacy by structuring learning and work a

toward common understanding of literacy , along with the development of a PreK-12 literacy framework. In

addition, the secondary principals will work with a national consultant to develop a framework for secondary

literacy and explore best practices with literacy instruction in a secondary setting.

This year, we are focusing on literacy at every All County Principals Meeting. Principals are gaining a

common understanding of literacy across the curriculum as well as best practices in leading literacy

instruction. In addition to these All County Principals Meetings, elementary principals and literacy leaders

have also been invited to participate in quarterly professional learning to develop literacy content knowledge

to support leadership decisions. Teams are revisiting previously created balanced literacy “Look Fors” and

the use of feedback to promote teacher reflection and continuous improvement.

To respond to the recent concerns regarding the support of students with dyslexia, a structure for

elementary school reading interventions is being developed. This structure will identify the five different

reading domains and outline domain-specific strategies for targeted and intensive interventions. To ensure

that these interventions are reaching the students who need them, a plan is being developed for the early

identification of students with reading issues. This plan will include universal, divisionwide screening of

students, and will include diagnostic assessment instruments for various levels of intervention. To oversee

this important work, we have created and filled a dyslexia specialist position.

The Summer Literacy Symposium was held to extend elementary teachers’ understanding of best practice

in balanced literacy. Approximately 1,400 teachers, instructional coaches, literacy leaders, ESOL leads,

special education teachers and administrators across all regions attended two days of intensive face-to-face

training, followed by one day of planning with teams at school sites. Professional learning sessions for

literacy leaders continue to enhance the key learning outcomes from these summer sessions.

In order to enhance instructional practices, several resources are being developed. Revised writing rubrics

were created in order to provide specific language to describe the instructional path toward the attainment of

grade level expectations as well as extensions for advanced students. A secondary literacy framework is

being created with the involvement of secondary administrators, teachers, ISD and Department of Special

Services’ (DSS) staff. This framework will provide expectations for reading instruction, writing instruction,

goals and assessment, professional development and literacy leadership. A literacy skills progression chart

is being created to provide an overview of what is taught K-6 and support teachers’ understanding of

instructional emphases at each grade level. Teachers new to FCPS come with a wide variety of

experiences and knowledge. To ensure that these new teachers can quickly adopt FCPS practices, course

content for the Great Beginnings Teacher Induction program will be enhanced to include information on

literacy instruction to support FCPS’ literacy approach and instructional practices.



Metric: Percentage overall and by subgroups (disaggregated by socioeconomic category) of students demonstrating grade level reading proficiency by the end of 3rd grade



Enhanced ESOL Programming

The Office of ESOL Services has created a pilot for enhanced ESOL programming at Lee and Stuart High

Schools for the 2015-16 school year. This programming will be expanded to all high schools in 2016-17.

The model will be flexible depending on the needs of schools and their overall ESOL student enrollment.

Enhanced ESOL programming will provide English learners the opportunity to graduate with a standard

diploma in four years while developing their English language proficiency (ELP). In contrast to our current

model, students in the pilot program may immediately begin earning credits towards graduation, regardless

of their ELP level at time of entry, and can continue to progress along the appropriate grade appropriate

content sequence as they acquire English.

English learners participate in intentionally designed, credit-bearing classes that integrate language

development in the four domains - reading, writing, speaking, and listening - within content disciplines,

providing these students a pathway to graduation that begins the first year of enrollment. Students are

grouped in cohorts that allow teachers to build relationships and support students in a culturally responsive

environment.

Students are enrolled in classes aligned to the grade-level Standards of Learning and the WIDA English

language development standards. English language development objectives are built into the curriculum

and are implemented through a balanced literacy framework that includes reading, writing, speaking and

listening tasks. Students who need additional mathematics support are enrolled in a second mathematics

block to provide students more time to develop the foundational knowledge, skills and understandings

necessary to be successful in mathematics. Newcomer students are also enrolled in a Strategies for

Success course to support their transition to the U.S. school system. The strategies taught in this class are

reinforced through cohort classes.

Understanding the unique needs of English learners, a bilingual counselor is part of team that supports

students in planning students’ transition to US schools and pathway to graduation. A dedicated parent

liaison is also part of the team to connect families with school and community resources.



Metric: Percentage of English Language Learners who demonstrate competency and progress on WIDA ACCESS and VDOE growth measures

Closing the Student Achievement Gap Project

This year we saw noticeable gains closing achievement gaps at the 18 schools that received “Intensive”

support from our Office of Professional Learning and School Support. Education specialists from ISD

worked with region leadership, school principals and school staff to develop strategic plans to address the

gap in each school. This effort was highly successful. The FCPS Closing the Achievement Gap (CAG)

project team is working to build capacity throughout the division and take what has been learned from the

Project Momentum effort to address gaps in all schools. The CAG project team is made up of central office

staff from ISD and DSS as well as one principal and one assistant principal from each region. The CAG plan

consists of six major drivers: Academic Support, Relationships, Ready to Learn, Access to Rigor, College

and Career Readiness, and Family and Community Engagement. Each research-based driver has specific

strategies, actions for implementation, and measures. The Closing the Achievement Gap Plan recognizes

that a central aspect of the success of these drivers is the establishment and sustainment of strong

Professional Learning Communities (PLCs) at each school. Each school is required to include Closing the

Achievement Gap goals and strategies in their School Improvement Plans.



Metric: Reduction in achievement gaps



Metric: Program evaluations of specified programs

Completed:

• Mathematics Curriculum Study

• Strengthening the Elementary Reading Program for All FCPS Students

In Progress:

• English Language Learner (ELL) Study

• Long-term Impact of Early Childhood Education

The Mathematics Curriculum Study examined the extent to which the current mathematics sequence and

other mathematics programs, as implemented, offer appropriate support, opportunity and challenge for all

students to excel in mathematics access to advanced mathematics. The study regarding Strengthening the

Elementary Reading Program for All FCPS Students was conducted to extend the understanding of

elementary reading performance, the instructional approaches used by schools, and the relation between

approaches and reading performance in the division such that reasonable steps may be taken to improve

reading outcomes for all students. As detailed in this report, action has already begun to apply the findings

of these studies to improve teaching and learning.

The English Language Learner Study is designed to identify and classify organizational structures and

educational approaches supported by research for educating ELLs K-12; to determine the extent to which

FCPS’ current structures and approaches reflect those found in the literature; to examine the performance

of FCPS’ ELLs; to understand the relationships among organizational structures, instructional approaches

and ELL students’ grade 6-12 performance in FCPS; and to understand how FCPS uses funds for educating

ELLs K-12. Forthcoming is a study of the Long-Term Impact of Early Childhood Education. This project will

identify whether differences exist in academic and behavioral outcomes among students with various types

of preschool experiences as students continue through the elementary grades and beyond in FCPS. These

findings of these studies will be applied and reported on in future reports.

Teachers, students and parents will have access to contemporary and effective technology resources

Digital Ecosystem

FCPS has a number of technology tools within its digital ecosystem. One indicator of the use of technology

in instruction is the frequency with which this technology is being used in the classroom.

Google Apps for Education is an integrated communication and collaboration solution, hosted by Google

and managed by FCPS. It provides the ability for FCPS students, faculty and staff to communicate, store

files and collaborate on documents, spreadsheets, and presentations in real time from school, work, or

home, all within a secure “closed campus” online environment. Since 2013, there has been a 117% increase

in student log-ins to this system.

http://www.fcps.edu/pla/ope/tech_r/math_study.shtml

http://www.fcps.edu/pla/ope/multi_year_oe/literacy_teaching_and_learning.shtml



Horizon Assessment System is the assessment tool within eCart. It houses a variety of division

assessments, including SOL practice and catalog tests, and allows teachers to create their own

assessments. During the 2014-15 school year, over 3.6 million assessments were taken in Horizon, which

is similar to the usage last school year.

Library Information Services provides six centrally purchased databases and two digital book collections for

all students and staff to use for research, assignments, and as teaching materials. The database contains

over 11 million database and digital book collections. In Fiscal Year 2015, over 5.5 million database

searches were conducted by students and teachers; the average student or teacher accessed the database

55 times within that fiscal year.

Student Information System (SIS) parent accounts provide access to FCPS 24-7 Learning where

information such as their student’s courses, homework, syllabi, and assignments are available. Information

is also included about weekly grades (for middle and high school only), attendance, discipline, report cards,

and health information. To date, over 100,000 parents have registered for these parent accounts; over 60%

of students are associated them. Parents have logged in using their SIS parent accounts over 1.5 million

times so far this school year.

To lessen the digital divide, discount partnerships have been established with Internet providers. To date,

876 families have purchased broadband services through these accounts. To provide temporary access to

the Internet, 65 schools have portable filtered MiFi devices available for checkout to students. In addition, 89

schools have established a Computer Checkout program to provide students in need with a computer for

personal use. As of last June, 80 schools offered extended library and/or computer lab hours before and/or

after school for student use.

Metric: Percentage of teachers effectively integrating technology into curriculum delivery as measured by the teacher evaluation process

• This metric will be available after work around digital transformation is completed, including

development of the standards, professional development, and the implementation of one to one.

This data point is not currently collected in the teacher evaluation process.



eLearning Backpack Grant

Six FCPS schools qualify for the Virginia eLearning Backpack Grant. The schools are Annandale High

School, Fairfax Adult High School, Falls Church High School, Lee High School, Mount Vernon High School,

and Stuart High School. The purpose of the four year Virginia e-Learning Backpack Initiative is to provide

every ninth grade student attending select public schools with a tablet computer, digital content and

applications, and access to content creation tools.

The goals of the grant are to:

• Improve student achievement and graduation and dropout rates

• Support virtual learning

• Equip students with the knowledge, skills and experiences for academic success

• Develop student skill sets to be globally competitive and technology proficient

FCPS is using this grant as an opportunity to begin the work towards one to one computer/student access

as laid out in the strategic plan. This work includes not only working out technology processes to support a

one to one environment, but also adopting instructional practices that give students more control over the

time, place, path, and pace of learning.

Baseline data from the eLearning Backpack Schools indicates areas of focus for professional development

and support for the eLearning Backpack Schools. The graphic below from the initial survey given this fall,

shows areas where FCPS is excelling as well as areas for future focus:



Digital Citizenship

The Instructional Services Department established a cross-curricular team to increase awareness of and

instruction around the facets of Digital Citizenship, including Relationships and Communication,

Cyberbullying, Internet Safety, Self-image & Identity, Privacy & Security, Creative Credit & Copyright, Digital

Footprint & Reputation, Commerce, and Information Literacy. The team has been targeting all stakeholder

groups including students, school staff, curriculum specialists and the community.

Goals for this year include:

• Increase awareness of available resources to all stakeholder groups using various methods including a Digital Citizenship Week website, social media, Red Apple 21 Public Service Announcements (PSAs), presentations to stakeholder groups, published articles, face to face training, and planning support

• Support curriculum specialists in integrating themes of digital citizenship education and curriculum where there are natural fits

• Develop online Digital Citizenship training for teachers to replace our current i-Safe Professional Development Program

• Provide schools with data to help them identify and focus on areas for improvement

• Make resources available for high school students regarding building and maintaining a positive digital identity

• Publish additional lessons for grades 7-12 in eCART

• Provide device contracts and media agreements in multiple languages for our FCPS families

This year, FCPS had increased participation in Digital Citizenship Week with 60% of elementary schools

and 45% of secondary schools planning activities for the week. ISD and many of our schools orchestrated a

successful social media campaign using the hashtag #fcpsdigcit. The social media posts provided

resources and helpful tips to our community.

Members of the digital citizenship team provide continual support to stakeholders through meetings,

presentations, resources and planning support. The team continues to engage stakeholders in training that

connects the facets of digital citizenship to Portrait of a Graduate. Stakeholder groups receiving this training

include ISD curriculum specialists, librarians, school based technology specialists, Great Beginnings

coaches, Diversity Institute attendees, Web curator conference attendees and various community groups.

Members of the team authored numerous articles and developed PSAs including:

• ISTE EdTek Whitepaper: Building and Keeping a Positive Digital Identity

• eSchool News Article: How to Teach Students to Build a Positive Online Identity

• FCPS News Hour Segment with practical advice for parents

• Red Apple 21 promotional spotlight for Digital Citizenship Week aired in October

• MyFCPS Family Newsletter article

• MyFCPS Employee Newsletter article



Technology Standards

Having adopted the definition of digital learning as “giving students more control over the time, place, path,

and pace of learning,” Instructional Services is developing a project team to work with stakeholders to

develop technology standards for students and teachers. Initially, this team will analyze existing national

standards. One group of standards this group will focus on will be the International Society of Technology in

Education standards for teachers and students, which focus on areas such as facilitating and inspiring

student learning and creativity, designing and developing digital age learning experiences and assessments,

and promoting and modeling digital citizenship and responsibility. The iNACOL Standards have also been

identified for examination. These standards focus on areas such as mindset, including vision for teaching

and learning; qualities, including grit, transparency, and collaboration; adaptive skills, such as reflection,

continuous improvement, and communication; and technical skills, such as data practices, instructional

strategies, and instructional tools.

Centralized support will be available for schools and school staff based on student achievement needs Project Momentum

Project Momentum is an initiative that began in the 2014--15 school year to support the schools at greatest

risk of state accreditation warning status as well as those identified as Title I Focus schools. FCPS has

provided differentiated support for all Project Momentum schools to raise the bar and close gaps in student

achievement.

It is the goal of Project Momentum that every school in FCPS will achieve one of the following VDOE

Accreditation Ratings at the end of 2015-16:

• Fully Accredited

• Conditionally Accredited: New School

• Partially Accredited: Approaching Benchmark – “close” to the target

• Partially Accredited: Improving School – demonstrates growth for school and/or for a majority of

individual students

It is the expectation that no school in FCPS will hold Title I Focus or Priority status based on assessment

results from the 2015-16.



Supports Received by our Project Momentum schools are as follows:

Intensive Extended contracts for Teacher Leaders and support funds for summer development of:

• School Improvement Plan reflecting successes of prior year’s goals and strategies

• Professional Development Plan to aid goals and strategies for upcoming year

• Blueprint for Success documenting school processes for effective and sustainable collaborative

practices

Additionally, schools were given an Instructional Coach for each warned area.

Targeted

• Enhanced supports to prevent or narrow performance gaps

• Hourly funds for schools to augment team collaboration and data dialogue

Reading

Eleven Intensive Project Momentum schools were missing State Accreditation in School Year 2014-15. In one year, the average school in this group gained over seven percentage points, resulting in 9 of those schools achieving State Accreditation in English. The two schools that did not make State Accreditation had gains of 10 and 8 percentage points.

Math

Seven Intensive schools were missing State Accreditation in Math in School Year 2014-15. After one year of

Project Momentum, all seven of those schools improved their scores and made State Accreditation. The

average gain in all schools was eight percentage points.

This is the second year of the Project Momentum initiative, and the work with schools is ongoing. This work

includes:

• Monthly School Support meetings

• Data dialogues

• Batelle for Kids Rounds at the elementary level

• ICLE work at the middle and high school levels

• Job-embedded professional development is happening in each building as needed from the central

office staff and Instructional Coaches

• Strategic science support for each school is occurring with our central office support and

Instructional Coaches



Batelle for Kids Rounds

Battelle for Kids Rounds is an adaptation and extension of instructional rounds (City, Elmore, Fiarman, and

Teitel, 2009). The collective process of rounds allows a school team to study their school and identify what

is working well and which problems of learning and problems of practice need to be addressed. “The

practice of Instructional Rounds provides a way of observing academic tasks, predicting what students will

know as a consequence of what they are being asked to do, and providing guidance on the next level of

work that would be required for students to perform at higher levels.”

ICLE

FCPS has engaged ICLE for the 2015-2016 school year to expand on their literacy work at Mount Vernon

High School and Whitman Middle School, along with initiating a literacy framework at Stuart High

School. ICLE's work focuses on creating a secondary school wide literacy framework to improve writing

across all content areas and increase student achievement. Their work has been instrumental in schools

such as Brockton High School and is a core component of many secondary school improvement models.



Overarching Strategy 2 A fully-developed balanced assessment system will reflect Portrait of a Graduate outcomes in all content areas

Balanced Assessment Framework

In order to more fully prepare students for the 21st century, FCPS is committed to promoting a balanced

approach to assessment. This approach, which takes into account the current context of standardized

testing as one of the means of assessing student learning, encourages administrators and teachers to

incorporate a variety of assessment options as part of the teaching and learning process. A focus of this

balanced approach is to encourage assessment opportunities that measure deeper understandings and

Portrait of a Graduate attributes. Performance-based assessments are one type of assessment that is

especially promising for this work.

Performance Based Assessments

In 2014-15, FCPS worked to build capacity with administrators, instructional leaders and teachers to create

performance-based assessments. A myriad of professional learning opportunities were offered and central

office staff partnered with teachers during summer curriculum projects to create a number of new

performance-based assessments that align to Portrait of a Graduate.

While this work was begun to address

the changing SOL requirements from the

Virginia Department of Education, it has

a much broader scope. The use of

performance-based assessments allows

teachers to measure growth in skills and

understandings that more traditional

paper and pencil tests do not measure

(McTighe, 2014). Performance-based

assessments also provide students with

greater opportunities for self-

assessment, which helps support their

development as goal directed and resilient individuals (Adamson, F. & Darling-Hammond, L., 2010).

Moving forward, FCPS will continue to embed professional learning opportunities regarding performance-

based assessments for teachers and administrators into the ongoing work. Based on feedback gathered

during the 2014-15 school year, we will be working with instructional leaders at the school level (instructional

coaches, librarians, school-based technology specialists (SBTS), literacy leaders, etc.) to better support

teachers and differentiate for their needs. Graphic from Brown, E. (2006) in CRIN 591: Current Issues in Curriculum, Instruction, and Assessment. Presented in the School of Education at The College of William and Mary, Williamsburg, VA.



Metric: Passages report

eCART Enhancements

The Instructional Services Department established a cross-curricular team to develop tools and reports to

create, score, and deliver performance based assessments.

This project team was tasked with the following objectives:

• Develop a common FCPS definition for Authentic and Performance-Based Assessments

• Identify existing performance-based projects and tasks currently used in FCPS

• Identify existing technology tools used to support authentic and performance-based assessment

• Identify the desired characteristics that should be possessed by any technology tool that supports authentic and performance-based assessment

• Identify what data should be captured regarding student authentic and performance-based assessment

• Define how the identified data should be captured

• Prioritize the desired characteristics of technology tools that support authentic and performance-based assessment

• Develop requirements for authentic and performance-based assessment tools, reports, and data



This project team reached these objectives and produced the following deliverables:

• A working definition of Authentic and Performance-Based Assessment

• A list of desired kinds of authentic and performance-based assessments to be supported in FCPS

• A prioritized list of requirements for authentic and performance-based assessment tools, reports,

and data

As a result of the efforts of this working group, FCPS is now in a position to develop system requirements

for vendor(s). The next step would be to initiate a Request for Proposal (RFP) to determine whether a

currently available Commercial Off the Shelf (COTS) product would meet these requirements, or if

customized development would be necessary.

Currently we are analyzing options. ISD anticipates that there will soon be many changes coming to the

FCPS digital ecosystem. It is possible that a future Learning Management System (LMS) may contain many

of the desired requirements for performance-based assessment identified by the eCART Performance-

Based Assessment Project Team. Responsible stewardship of county resources requires that we

investigate future LMS capabilities before initiating the procurement of an existing COTS product or the

custom development of a performance-based assessment system.

Global Awareness Technology Project

The Global Awareness Technology Project (GATP) is a performance based-assessment that takes place as

part of the grade 5 social studies curriculum. The Program of Studies for grade 5 social studies integrates

segments of the GATP throughout the school year. An integrated language arts and social studies project

pacing guide has been created to support the development of research skills, as well as nonfiction content

reading and writing. Related resources to facilitate and support classroom instruction are posted in eCART.

Last year, 3,669 of these projects were completed by collaborative groups of fifth graders in every FCPS

elementary school. GATPs are scored with a three-point standardized rubric that measures four categories.

Those categories are Understanding of Content, Expression of Content, Research of Content, and

Technology Integration of Content. The scores for the 2014-15 school year indicate slight increases in the

categories of Understanding of Content, to 49%, and Expression of Content, to 70%, while staying the same

for Technology Integration of Content at 69%. There was a slight decline in the category of Research of

Content, to 81%. Upon review of the submitted projects, the areas of weaknesses were citations of works

referenced and an increase in text that had been copied from their original sources. The Creative Credit &

Copyright facet of our work with Digital Citizenship can help to mitigate this weakness.

To ensure consistency in implementation and assessment practices across the division, all elementary

schools submit three student samples of the GATP for review each year. During the summer, a team of fifth

grade teachers, librarians, and SBTS review the submitted projects to determine the inter-rater reliability.

This inter-rater reliability for 2014-15 is 66%, which is unchanged from last year.



This project, which was fully implemented in our elementary schools in 2009, continues to evolve. During

the past summer, revisions were made to the GATP rubric to reflect attributes of the Portrait of a Graduate.

On-going support for this project is critical due to teacher turnover, revisions to the project, and competing

demands such as expedited retakes. This support comes in the form of professional development that

includes face-to-face after school specials and virtual eLearning courses. Curriculum specialists are also

available to provide school based support as needed.

Data tools will be available to schools, school teams, and individual teachers to diagnose and monitor individual student progress Data Tools Team

This newly-formed team supports schools with assessment cycles, collaborative planning, and data driven

dialogues through increased access to data, data tools, and data literacy. This team has inherited a number

of applications and data tools, such as the DataWall, DataSorter, SOLsorter, SPBQsorter, Teacher AID, and

El Data Portfolio, while continuing to develop new tools, such as CDLS and a geospatial benchmarking tool,

in response to instructional needs. This team also works collaboratively with other offices in ISD to integrate

data literacy and data tool proficiency into professional development.

Since forming in late September, the team has:

• Assisted over 60 schools in setting up their Data Wall for the 2015-16 academic year

• Provided 24 secondary schools with Teacher AID to combine intervention data with quarter grades,

SOL history, and Horizon scores to create detailed student reports and school summary

dashboards

• Provided over 100 schools with EL Demographic Data, analytics that detail English Language

Proficiency (ELP) progress, individualized WIDA Performance and CAN DO descriptors to inform

instruction, and testing data to support assessment through the EL Data Portfolio

• Developed Data Sorter proficiency with the elementary and secondary instructional coaches

Team members have also been part of the conception, testing, and professional development of

Responsive Instruction functionality in EDSL. To date, 754 people at 116 elementary schools and 33

secondary schools have been trained.

Work with Project Momentum Schools

Data team members have helped prepare data and participated in ten data dialogues to date. Collectively

team members have provided specific data analysis and reports as requested by over 20 intensive and

targeted schools.



Grading will be an accurate reflection of learning Secondary Grading and Reporting

In December 2014, the Superintendent convened a steering committee of secondary principals, leadership

team members, and central office staff to examine and make recommendations for grading policy change.

In the spring of 2015, teachers were brought into the conversations through email communication, teacher

association representation on the steering committee, creation of a focus group, and a teacher survey open

to all middle and high school teachers. For the 2015-16 school year the following policy changes were

made:

• Teachers will be expected to grade assignments and post grades to the electronic gradebook within seven school days after the due date with the understanding that major projects/papers may require additional time to ensure quality feedback

• Add language to our current policy to allow for quality point averages to be used when calculating a student’s final course grade to ensure that a student’s grade is not disproportionately skewed by extremely low grade(s) and require quality point averages to be considered when calculating a student’s final course grade when a student is in danger of failing the course

During the 2015-16 school year, parents and students are being brought into the conversation. In addition,

focus groups will continue to meet in order to make recommendations to the Superintendent on the other

areas with the goal of making policy change for the 2016-17 school year.

The areas for consideration may include:

• Eliminate or limit the use of “zeros” in the 100 point marking system

• Assessment retakes with associated guidelines

• Separate work habits and achievement

• “Maximums” and “minimums” grades can carry (i.e., tests count for “X”% of grade, participation “X”%, etc.)

• Formulation of “final” course grades

• Minimum number of grades per grading period and reasonable turnaround time(s) for grades to be posted

Best Practices for Homework

Over the past several years there have been increased concerns about the impact of homework on FCPS

students. A project team, consisting of multiple stakeholders, is being created in order to examine our

current state and determine necessary changes to ensure effective yet reasonable homework practices and

policies.



Some of the questions that will be considered are:

• What does research report about effective homework policies and practices?

• What supports and guidelines should be created at the division level as opposed to the school level?

• What is the appropriate amount of homework?

• How should homework be graded?

• What is the role of the parent?

Metric: Program evaluations of specified programs

The Office of Program Evaluation (OPE) has conducted studies for the mathematics curriculum and

elementary reading programs. The program evaluations, which include recommendations and their findings,

have already influenced teaching and learning in both of these areas. In addition, OPE is in the process of

reviewing holistically reviewing the research around English Language Learners, as well as studying the

long-term impact of Early Childhood Education. We will continue to work with OPE to identify programs for

inclusion in their evaluation cycle, with a specific aim of evaluating the initiatives that are included in this

report.

Overarching Strategy 3 All qualifying future FCPS students will have access to high quality early education programs Early Childhood Programs

Fairfax County Public Schools (FCPS) and Fairfax County offer a range of preschool experiences for

children birth to four years old. The preschool opportunities for qualified children are in center based, family

childcare, and home environments. These opportunities are grant funded with support from FCPS, Fairfax

County, and, in some instances, with a sliding scale fee paid by families. The United States Department of

Education report, A Matter of Equity: Preschool in America, condenses the robust body of research that

supports the notion that school readiness is achieved in preschool environments by ensuring quality and

access to all qualified children living in Fairfax County.

Center based environments offer qualified children early childhood experiences through Virginia Preschool

Initiative (VPI), Virginia Preschool Initiative – Plus (VPI+), Head Start, Early Head Start (EHS) and early

childhood special education. These programs are implemented by Fairfax County Public Schools Office for

Children in partnership with community programs and Head Start centers. Programs are full day while

programs in the community offer before and after care. Family childcare offers services through EHS and

early childhood special education to qualified children birth through four years old. The home environments

offer qualified children early childhood experiences through Home Instruction for Parents of Preschool

http://www.fcps.edu/pla/ope/tech_r/math_study.shtml

http://www.fcps.edu/pla/ope/multi_year_oe/literacy_teaching_and_learning.shtml



Youngsters (HIPPY), EHS, Healthy Families Fairfax, Fairfax Resource Mothers and early childhood special

education. Home visiting programs are typically offered for one to two hours per week and are administered

by FCPS and departments in Fairfax County.

The broad range of programming for children living in Fairfax varies in quality. Quality is dependent on

professionals who have a strong background in education and child development; positive interactions that

support children’s social emotional development and curiosity; class sizes that allow for individual attention; and

age appropriate curriculum and learning environments that stimulate cognitive development (A Matter of Equity:

Preschool in America, 2015 & Expanding Access to Quality Pre-K is Sound Public Policy, 2013). These

characteristics are the hallmark of quality and must be cultivated in all early childhood settings in Fairfax County.

Access requires that qualified children have programs available in their neighborhoods, with place-based

coordinated services such as wrap-round services, and ensuring that care is affordable (A Matter of Equity:

Preschool in America, 2015 & Expanding Access to Quality Pre-K is Sound Public Policy, 2013). Access to

quality early childhood programs continues to be a challenge in Fairfax County, as is evidenced by the number of

children entering kindergarten without a preschool experience and the waitlist for programs despite the increase

in spaces made available to families. Over the past three years the waitlist for children birth to five years old

reached a high of 1,395 in School Year 2013-14 but it decreased to 627 in November 2015. This reduction can

partially be attributed to FCPS and Fairfax County growing the number of children receiving services by

increasing grant funding (e.g., Title I, EHS, VPI, and VPI+) and increasing class size in the schools.

Metric: A comprehensive report on kindergarten students who received pre-school service

• This report will be an outcome of the program evaluation currently in progress, as reported in

Overarching Strategies 1 and 2.

Metric: Available pre-K opportunities and number of students participating in pre-K programming



At kindergarten registration, all FCPS families are asked to report their child’s preschool experience. Each

bar on this graph represents the percentage of preschool experience in the years 2011 to 2014. Since 2011,

the percent of students with some early childhood experience has stayed consistent; however, the total

number of students served has increased by almost 700.



All agencies will coordinate their efforts to provide similar early childhood experiences Coordination Between Agencies

Fairfax County Public Schools has well-established programs and functioning partnerships with Fairfax

County’s Office for Children as well as early childhood stakeholders. Programs that offer direct early

childhood experiences to qualified children include the Virginia Preschool Initiative (VPI), VPI+, Head Start,

and Early Head Start. VPI is a state grant that provides funding to the majority of enrolled FCPS four year

olds enrolled and is administered by the County. VPI+ is part of the federal preschool expansion grant that is

administered by the Virginia Department of Education (VDOE) for four year olds. Fairfax County and FCPS

partner to administer this grant. Both of these programs serve children in public schools and community

programs. Head Start is a federal grant for three and four year olds. FCPS and the County partner to serve

children in public schools and two community Head Start programs. Early Head Start is a similar grant, but

for infants and toddlers. The County and FCPS serve children in public schools, community programs, and

family child care. Some partnerships, such as the School Readiness Council and Neighborhood Schools

Readiness Teams (NSRT) focus on improving the processes that support children’s school readiness. The

School Readiness Council consists of stakeholders related to early childhood in Fairfax County and the

Northern Virginia region. It is a forum for early childhood stakeholders to share information and participate in

the Quality Rating System. The Quality Rating System is a voluntary system that supports improving the

quality of early childhood programs. Neighborhood School Readiness Teams are formed by a partnership

between Fairfax County and Fairfax County Public Schools along with the community programs and

childcare centers surrounding a schools impact and support children’s school readiness and transition to

kindergarten.

FCPS’ proposed school readiness plan will strengthen the existing community partnerships with the Office

for Children; expand the current work of early childhood special education community partnerships; and

develop new partnerships with preschool programs outside the reach of current partnerships. FCPS will use

the Virginia’s Foundation Blocks for Early Learning Standards for Four Year Olds as the guidepost for

literacy and numeracy expectations. This approach is intended to create a common understanding of

school readiness among the early childhood stakeholders in Fairfax County.

Strengthening, expanding, and developing partnerships, guided by the notion of school readiness, will be

achieved through the professional learning of early childhood educators, family engagement and program

improvements. The operationalizing of the three broad research-based areas, professional learning, family

engagement and program improvement, will be narrowed and focused to meet the specific needs of the

Fairfax County community. Educator learning will result from instructional coaching as part of Virginia

Quality Rating System, a broader focus of special education workshops to community programs, presenting

at local conferences and increasing schools participating in NSRT. Engagement of families is necessary for

children to be successful in school. The FCPS school readiness plan focuses on family engagement by

proposing diverse opportunities for families to learn how to support their child’s success. The development

of family engagement opportunities will require partnering with our early childhood stakeholders including



FCPS Parent Resource Center, Family and Community Partnerships, Fairfax County’s Office for Children,

Neighborhood and Community Services and Public Libraries, FCPS Parent Liaisons, and Wolf Trap Institute

for Early Learning through the Arts. The focus of the family engagement will be school readiness. Topics

may include executive functioning, literacy, and math.

The current results of FCPS early childhood programs are captured in the longitudinal data on cohorts of

students who participated in the Family and Early Childhood Education Program (FECEP)/Head Start.

Standards of Learning (SOL) data continue to be collected on cohorts of students who previously attended

FECEP/Head Start. Longitudinal data demonstrates that gains made as a result of participation in

FECEP/Head Start continue through eleventh grade, currently the last grade for which data are available.

FECEP/Head Start students outperformed economically disadvantaged peers across the school system

who did not attend FECEP/Head Start in reading through eleventh grade and mathematics through tenth

grade. The graphs represented in this report are an example of one cohort’s performance but is consistent

with other cohorts.

Metric: Longitudinal data for Pre-K students through 6th grade



A greater percentage of former FECEP/Head Start students consistently passed the grade level reading and

math SOL exam than other students who qualify for free/reduced meals. However, there continues to be a

gap between divisionwide performance and students who attended FECEP/Head Start.

A greater percentage of kindergarten students who participated in FECEP/Head Start in the spring

consistently met the spring Developmental Reading Assessment 2- Word Analysis (DRA2- WA)

intervention benchmark when compared to students who qualify for free/reduced meals who did not attend

FECEP/Head Start. In some years, former FECEP/Head Start students met the benchmark at a similar rate

to all FCPS students. While these same cohorts of students in first and second grade reflect a gap in

meeting the grade level benchmark on the DRA2 when compared to all FCPS students, they continue to

exceed the performance of free and reduced students who did not attend FECEP/Head Start.



Metric: Percentage of entering kindergarteners who demonstrate benchmark readiness skills as measured by FCPS readiness rubric

Every fall all kindergarteners districtwide, with the exception of students with limited English or students with

an IEP exemption, are administered the DRA2 WA. The DRA2 WA measures phonological awareness,

printed language concepts (language used to talk about letters and words), letter/word recognition, and

phonics, all building blocks for learning to read. The assessment is used to identify students who need

additional instructional in order to learn the necessary skills. Students who did not meet the fall benchmark

(61) on this assessment receive intervention throughout the kindergarten school year. In the fall of school

year 2014-2015, 84% of kindergarten students assessed met the fall intervention benchmark and 16% were

identified as needing intervention. Students are assessed again the spring of their kindergarten school year.

Overarching Strategy 4 A portfolio of school options will provide multiple pathways to a high school diploma Student Learning Plan

The FCPS Student Learning Plan is designed to capture the whole child – social, emotional, intellectual, and

physical. It provides a means for students to synthesize their work associated with the skills outlined in

Portrait of a Graduate. The Student Learning Plan supports personalized learning and prepares students for

post-secondary careers and work. This process is developed to improve each student’s motivation and

engagement, connecting school to future plans; support each student’s personal and social growth as they

progress through school into adulthood; encourage family involvement in planning; improve each student’s

understanding of postsecondary options and long-term planning; and enable students to make a successful

transition from school to work.



This plan is developed and implemented by students in grades 7-12 with the strong support of parents, staff

in schools, and the community. The Student Learning Plan is designed as a dynamic process, which allows

students to identify their interests, incorporate their strengths, set academic, career, and personal goals, and

reflect on their learning. The FCPS Student Learning Plan satisfies the Virginia Department of Education

mandate for each middle and high school student to have a personal learning plan that aligns academic and

career goals with the student’s course of study.

Elementary school is a time for building awareness around college and career readiness. Parents and

school staff can help students identify their own unique strengths and interests. Students learn the language

of SMART goal setting and begin to set academic goals. At 6th grade, teachers and counselors help

students plan for their courses in middle school based on their strengths, interests, and goals. Middle school

is a time for exploration. Using the electronic tool, Naviance/Family Connection, students set, review

progress on, and revise SMART goals; use surveys to continue to build their strengths and interests and

explore careers that are related to those strengths and interests; record activities, accomplishments,

awards, and leadership opportunities to build their resume; and develop draft course plans of study for high

school based their strengths and career interests. High school is a time for application. Each year, students

continue to refine their plan for their future, building on work that was started in elementary school.

Throughout high school, tasks started in middle school will continue to be reviewed, revised and updated as

needed. Students will apply their learning through job-shadowing, internships, problem-based learning,

real-world projects and experiences, moving toward their post-secondary plans.

Students, parents, and staff use an electronic tool to develop, maintain, and support the Student Learning

Plan. Resources are available to support with this work.

High School Academies

High school academies are centers within existing high schools that offer advanced technical and

specialized courses that successfully integrate career and academic preparation. Each academy

emphasizes instruction in one or more career pathways. Advanced technical and specialized elective

courses are available at academies located at Chantilly, Edison, Fairfax, Falls Church, Marshall, and West

Potomac high schools for students interested in pursuing careers in engineering and scientific technology;

health and human services; international studies and business; or communications and the arts. Enrollment

in academy elective course offerings provides juniors and seniors with career and academic preparation for

future learning in college and career fields. Students enrolled in the academy elective courses are provided

with opportunities to participate in shadowing, mentoring, and/or internships with local businesses. The

program provides high school students with access to courses that are not available in the base high school

programs; prepares students for employment following high school graduation and/or preparation for

continuation of postsecondary studies; and increases opportunities for students to successfully pass

industry certification and licensure tests. Course offerings at high school academies are continually

evaluated to ensure that such offerings reflect the dynamic career opportunities available as well as connect

academic knowledge with technical applications.



The Virginia Department of Education offers an opportunity to increase the rigor of Career and Technical

Education (CTE )programs through the designation as a Governor’s Academy. The Governor's STEM

Academies are programs designed to expand options for the general student population to acquire literacy

in science, technology, engineering and mathematics (STEM) while earning industry credentials required for

high-demand, high-wage, and high-skill careers in Virginia. Each Governor's Academy is a partnership

among school divisions, postsecondary institutions, and business and industry. STEM literacy is an

interdisciplinary area of study that bridges the four areas of science, technology, engineering. and

mathematics. STEM literacy does not simply mean achieving literacy in the individual strands; STEM

classrooms shift students toward investigating and questioning the interrelated facets of the world. The

Governor’s Health Sciences Academies provide expanded options for students in health sciences literacy

and other critical knowledge, skills, and credentials that prepare them for high-demand, high-wage, and

high-skill health sciences careers. Several courses offered, provide the opportunity for students to earn

industry certifications and dual enrollment college credits. The academies work with business and

community partners including health care institutions, higher education institutions, local government, and

economic development entities to provide rich workforce development experiences for students and build a

skilled network of future health care professionals.

Four of the six high school academies have received the designation as a Governor’s Academy. Falls

Church and West Potomac are Governor’s Health Sciences Academies that focus on therapeutic services,

support services, health informatics, diagnostic services and biotechnology. The Governor’s STEM

Academies at Chantilly and Marshall focus on information technology and engineering with an emphasis on

advanced manufacturing, robotics, and aerospace science.

Cybersecurity

In response to increased demand for cybersecurity jobs, cybersecurity courses and experiences are being

increased in FCPS. Currently, cybersecurity courses are offered at six schools: Chantilly Academy, Marshall

Academy, Edison Academy, and Mount Vernon High School. Additionally, CyberPatriot is available to all

Fairfax County Public Schools students and there are currently four schools that host teams as part of their

Cybersecurity courses and programs (Chantilly Academy, Marshall Academy, Edison Academy, and Mt.

Vernon High School). CyberPatriot is run by the National Youth Cyber Education Program. At the center of

CyberPatriot is the National Youth Cyber Defense Competition. The competition puts teams of high school

and middle school students in the position of newly hired IT professionals tasked with managing the network

of a small company. Each of these schools has multiple teams that collaborate utilizing critical thinking skills

to find cybersecurity vulnerabilities within computer systems. Schools work closely with FCPS school based

sponsors and business volunteers to provide students the resources to be successful as part of this national

program.

STEAM Innovation Projects

STEAM is a student-centered, project-based interdisciplinary instructional model that integrates Science,



Technology, Engineering, the Arts, and Mathematics. STEAM is based on student driven inquiry and

problem solving to facilitate innovation through collaboration, communication, creativity, and critical thinking.

The STEAM Project provides ongoing support to a growing number of resource and STEAM focused

teachers via optional professional development sessions, on site school support, and providing resources

via Blackboard and the FCPS Google+ Community, a personal learning network.

The STEAM Project works closely with community and business partners, such as the American

Association for the Advancement of Science, to support teachers and provide real world connections and

transparency for future career possibilities for students.

In collaboration with the instructional Technology Integration Department, the STEAM Project Team

developed intranet and internet websites to provide coding resources to promote computer programming,

the Hour of Code, and coding. The intranet site is designed to support school-based personnel with

developing and implementing coding learning opportunities for students. The internet site has been

designed to assist students and parents in continuing these learning opportunities outside of the school

building.

The STEAM Project team is collaborating with EdLeader21 and Carnegie Foundation for the Advancement

of Teaching to incorporate research-based Improvement Science in FCPS practices as much of the STEAM

Project work revolves around innovation and change. As part of a national Networked Improvement

Community (NIC) that includes four school districts from around the country, FCPS STEAM is collaborating

to create 100 STEM classrooms at the sixth grade level by May 2018. This collaborative NIC will create a

model as to what changes can be implemented over time to bring STEM to classrooms.

In collaboration with the Science, Mathematics, and Career and Technical Education Departments, the

STEAM Project Team is developing an integrated high school program which will open with 90 students at

Edison Academy in fall of 2016. This three year pathway was created as part of the Virginia Department of

Education High School Innovation Planning Grant, awarded in the summer of 2015. Students will be

provided the opportunity to learn in an integrated, project based learning environment focused on science,

mathematics, and engineering concepts. AP Computer Science Principles will be embedded in the

coursework, allowing students the opportunity to receive ten credits instead of the usual nine in this time

allotment. Real world connections will be emphasized through work based learning experiences and site

based learning opportunities with business and community partners.

The Mount Vernon STEAM Innovation Pyramid will provide students rigorous STEAM centered learning

experiences to facilitate a deeper understanding of content knowledge and opportunities for innovation,

emphasizing Portrait of a Graduate attributes. Currently in its first year of a five year implementation plan,

schools in this pyramid will increasingly be provided support via new curriculum, additional resources,

targeted professional development, and extended learning opportunities, such as after school clubs and

summer programs. Two STEAM resource teachers are dedicated to supporting the pyramid in this initiative

along with the implementation of new resources, such as Project Lead the Way. A focus on Cybersecurity



and engineering courses has been identified through regional workforce needs data, and new courses are

being offered at Whitman Middle School and Mount Vernon High School to inspire and engage students in

increased awareness of these career fields.

Robotics

Robotics education provides a cross-disciplinary combination of problems and solutions creating a dynamic

environment that helps participants develop problem-solving skills than involve mathematics, engineering,

science, and logic as they work toward tangible goals. FCPS students, K-12, are provided opportunities to

explore robotics and coding through school based lab activities, specific courses, and after-school and summer enrichment opportunities.

Project Lead the Way

One specific example of the increased focus on STEAM education is in the Mount Vernon pyramid, where

the Project Lead the Way (PLTW) curriculum is being implemented at Whitman Middle School and Mount

Vernon High School. PLTW is the nation's leading provider of science, technology, engineering, and math

(STEM) programs that supports student development of the skills needed to succeed in the global

economy. Students have the opportunity to delve deep into engineering concepts as each course builds on

previous work over a four year sequence at the high school level.

GenesysWorks

A new partnership with GenesysWorks has led to the development of a free eight week summer training

program and year-long paid work experience opportunity. In the first year of the partnership, the targeted

population for the program includes 40 students from Annandale, Falls Church, Lee, Mount Vernon, Stuart,

and West Potomac high schools with hopes of expanding to other schools for future years. The focus of the

program will be information technology, and students will receive comprehensive training as well as support

for the transition to post-secondary education while gaining unique work experiences at job sites in the

industry. GenesysWorks has proven success in other cities, and adds a valued new partnership for FCPS.

Career and Technical Education

Career and Technical Education (CTE) is at the forefront of preparing students to be college- and career-

ready by providing instructional programs through which students acquire core academic skills and

knowledge, and learn relevant technical applications of current and emerging careers while preparing for

postsecondary studies and employment opportunities following high school graduation. This program

provides for a variety of CTE courses in all middle and high schools. The CTE curricula are focused around

six program-specific areas: business and information technology, family and consumer sciences, health and

medical sciences, marketing, technology and engineering education, and trade and industrial education.

Career and technical student organizations (CTSOs) are an integral part of CTE and provide students with

real-world learning experiences. These co-curricular CTSOs provide unique programs of career and



leadership development, motivation, and recognition for students enrolled, or previously enrolled, in CTE

programs.

Career and Transition Services

In order to prepare youth with disabilities for the challenges and expectations that await them upon

graduation from high school, effective transition programming is vital. The Individuals with Disabilities

Education Act, IDEA (2004) mandates that transition services address all areas related to successful entry

and participation in adult life, begin once a student turns 14 years of age, and must include measurable

goals and objectives related to postsecondary education, training, employment, and as appropriate

independent living skills. Based upon this mandate, Career and Transition Services (CTS) provides a range

of student focused, coordinated activities and supports including career assessment, career related

instruction, parent/family education, and interagency and community partnerships that support individualized

postsecondary goals and assist students to become college and career ready. The CTS courses and

services provide opportunities for work based learning and lead to the development of the attributes outlined

in Portrait of a Graduate. The following chart provides the number of students served in School Year 2014-

15:

Service Provided Students Served Career Assessment .............................................................. 953 Academy Support ........................................................... 519 Employment and Transition Representatives ..................... 2555 caseload 2656 non-caseload Education for Employment for the Office (formerly OTP) ..... 80 Special Education Career Centers and STEP .................... 246 Work Awareness and Transition/EFE ................................ 670 Job Coach Services ........................................................ 174 Total ....................................................................................... 5190



Metric: Number of Career and Technical Education (CTE) certificates received per number of students in CTE programs For School Year 2014-15:

• 20,382 industry certification tests were passed

• 36,246 9-12 CTE students (duplicated enrollment)

Graduates Earning 1+ Industry Certifications:

• 2015: 72%

• 2014: 31%

• 2013: 24%

Metric: Percentage of students participating in work-based learning, internships, and job shadowing experiences

• 47% of FCPS graduates report on the senior survey that they have engaged in unpaid

work/internship experiences during high school

Metric: Number of internship sponsors • Currently this data is tracked only for CTS, not all FCPS programs

• During School Year 2014-15, CTS staff worked with 343 business partners supporting 1,122

students with disabilities in a community work experience

• Already this school year (2015-16), CTS has gained 51 additional business partners for community

work experience and 46 students have obtained part-time paid employment through the support of

CTS

College Success Program

The College Success Program is comprised of four individual programs that provide college readiness,

access, and success services to students who are traditionally underrepresented on college campuses.

Many, but not all, College Success Program students are the first in their family to attend college and do not

have the financial means to attend without significant support. FCPS is responsible for managing two of the

four programs exclusively: AVID and the College Partnership Program. The remaining two programs are

managed collaboratively with post-secondary institutions. The Early Identification Program provides services

to FCPS students through a partnership with George Mason University and the Pathway to the

Baccalaureate Program through efforts with Northern Virginia Community College. The College Partnership

Program is available at all high schools while the other programs are available at select locations based on

need. These programs serve approximately 6,000 students and offer unique supports, resources, and

services to students and their families and have proven success in supporting students’ academic growth

and their preparation for post-secondary education.



Metric: Percentage of seniors prepared for post-high school as measured by senior exit survey, post-high survey, and feedback from select Virginia colleges and universities Senior Exit Survey

• In the class of 2015, 93% of the approximately 12,990 high school graduates indicated their

intention to attend postsecondary educational institutions.

• Of this group:

o 63% attend four-year colleges

o 28% attend two-year colleges

o 5% pursue military/employment

o 2% pursue other educational plans

Metric: National Student Clearinghouse data



Metric: Degree of performance above state and national averages on SAT, ACT, and PISA



NOTES: Education systems are ordered by average score on the 2012 administration of the PISA. The OECD average is the average for the 34 OECD countries that participated in PISA 2012, with each country weighted equally. Scores are reported on a scale from 0 to 1,000. The score for Fairfax and the average score for the Global Learning Network (GLN) are based on participation in the OECD Test for Schools (based on PISA) during the 2013-14 school year. The GLN average is for the 146 schools that participated in 2013-14, with each school weighted equally.



Metric: Percentage overall and by subgroups of students successfully completing AP, IB or dual enrollment and honors courses along with correlating scores and grades

• This metric was addressed within Overarching Strategy 1. Students will be fluent in two or more languages

Effective communication is one important component of preparing FCPS students with the 21st century

skills they need to be successful members of today’s global society. To prepare students to become

competitive in the global economy and to better understand perspectives of diverse societies around the

world, effective communication includes being able to communicate in more than one language. The

following chart represents the percentage of students in grade 12 who are communicatively competent in

two or more languages.

13,498 total students in grade 12 in June 2015

International Study Travel Program

FCPS partners with EF Education First to operate the International Study Travel/Service Learning Program

(ISTP/ISLP) which provides FCPS students with a unique experience that combines knowledge and first-

hand experiences to produce globally minded, career- focused citizens. The ISTP/ISLP is a tuition-based,

divisionwide opportunity that provides global experiences to elementary, middle, and high school students

(and staff).

In 2014-2015, 152 students, including eight on scholarship, participated in these opportunities. The

ISTP/ISLP are aligned with and support the FCPS curriculum; all itineraries are vetted by FCPS content

specialists. Each trip is led by an FCPS teacher (group leader) who is selected through a detailed

application process and selected to lead the trip according to his or her content specialty. Trips like Global

Environmentalists allow students to travel throughout Germany and Switzerland, discovering how

conservation and energy consumption are being addressed. Students participate in reflective discussion

sessions where they learn about the history of Germany and how it shaped its stance on science today.

ISTP/ISLP opportunities like this related to science, career and technical education, social studies, and

language immersion have been identified through 2017.



Language Through Content World Language Program

As recommended in the World Languages Internationalization Strategic Plan report to the School Board in

July 2013, the Foreign Language in Elementary Schools (FLES) began its transition to the Language

through Content (LTC) program. LTC is an approach to language learning that allows students to develop

basic communicative skills in a language while reinforcing and enriching concepts from the Science

Program of Studies and STEAM (Science, Technology, Engineering, Arts, and Mathematics) skills. The

FLES/LTC Resource Teacher and six LTC Curriculum Writers, in collaboration with the STEAM and Science

Curriculum Team, continue with development of units of study grades K-6. Each unit is then translated into

the seven LTC program languages (Arabic, Chinese, French, German, Italian, Japanese, and Spanish).

Curriculum development will continue throughout School Year 2015-16 and into summer 2016.

There are currently 52 LTC programs providing early language learning opportunities to FCPS students

division-wide, this is down from 55 FLES/LTC programs available to students in 2014-15. Efforts and

processes are under way to increase this number in the future.

Immersion World Language Program

As recommended in the 2013 FCPS Immersion report, language proficiency level benchmark adjustments

have been made to Jr. PALS assessment to more fully reflect and better measure the acquired language

abilities of immersion students. The World Languages team in collaboration with immersion teachers

division-wide is making adjustments to the Jr. PALS assessments and rubrics for both speaking and writing.

One of the challenges for sustaining or expanding immersion programs is ensuring that we have a sufficient

pool of qualified teachers. ISD has been working with HR to recruit highly qualified immersion teacher

candidates as well as advocating with VDOE to add an elementary immersion licensure pathway.

School-Based Two-way Immersion Programs

To expand immersion programs, schools with eligible target language populations (35% or more students

with the same home language) will be invited to consider implementing a Two-Way Immersion (TWI)

program. There are currently five schools implementing this model. There are an additional 23 schools that

have a student population of 35% or more with the same home language (Spanish) that are eligible to begin

a school-based TWI program and do not already have an elementary world languages program. Efforts and

processes are under way to increase this number in the future.



World Languages Immersion Programs in Critical Languages

In the World Languages/Internationalization Working Group Report, it was recommended that World

Languages Immersion Programs in critical languages be considered in order to provide students whose

home language is a critical language the opportunity to develop their first language as they learn English.

Through an application process, elementary schools will also be invited to consider the addition of World

Languages Immersion program in Chinese.

Metric: Student participation rates and achievement levels for fine arts, CTE, and world languages



Over 65% of our students

graduate with at least one credit in fine arts, to include courses in visual arts, theatre, dance and music.

There has been a slight decline in the number of students taking a fine arts credit from 2013-2015. This may

be a result of two significant changes to graduation requirements: Beginning in fall 2011, all students were

required to earn one credit in economics and personal finance prior to graduation and beginning in fall 2013,

all students were required to obtain an industry certification in order to earn a standard diploma. It is

important to note that in addition to fine arts courses, there are over 700 additional courses in general

education, special education, English, and career and technical education that fulfill the graduation

requirement for a fine and practical arts credit.



The percentage of students who graduate with at least one world language course has remained fairly

consistent over time. Variances in completion when broken out by subgroup may be explained by the

choices students make based on their interests as well as the graduation requirements for their diploma

type. Students seeking an advanced studies diploma must complete three years of one language or two

years of two languages, while students seeking a standard diploma have more choices. The standard

diploma requires two credits in World Language, Fine Arts or Career and Technical Ed. Lower participation

percentages for LEP students and students with disabilities may be related to graduation requirements and

interests, as well as enrollment in other courses to support their English language development or their

other targeted academic needs.



Of the 91% of students who take a world language, 78% are completing three and four years of study, which

is not surprising given the rate of students earing an advanced studies diploma and the high number of

students who are interested in earning AP/IB credits.

Measuring the achievement levels of students participating in these courses is a work in progress. A team

has been created to look at the most meaningful way to define and measure achievement in these courses.

Conclusion This report concludes the first presentation of the desired outcomes and metrics for Goal 1: Student

Success. These outcomes and their associated metrics have provided a clearer picture of FCPS’ current

achievements and the work that lies ahead to reach, challenge, and prepare every student to succeed in

work and life. In the coming year, FCPS will continue to collaborate to ensure that each desired outcome is

realized. Work with Fairfax County and outside agencies will be accelerated to ensure that quality early

childhood experiences are available to every qualified student. Departments within FCPS will continue to

work together to provide students with varied educational experiences that lead to success in college and

career. The necessary steps needed to ensure that each metric is clearly understood and fully reported has

begun, and will continue to be refined during the upcoming year. With Ignite and Portrait of a Graduate as

the foundation of the year ahead, FCPS is positioned to continue to fulfill the needs of all students and

ensure their success. We are very proud of how we outperform the commonwealth, the nation, and the

world.



Addendum

Overarching Strategy 1

Achievement Gaps

The following slides take an explicit look at the achievement gap for economically disadvantaged students

by ethnicity. The achievement gap persists within this group and mirrors the achievement gap overall, with

black and Hispanic student achievement lagging behind that of white and Asian students.



The number of economically disadvantaged students participating in the reading SOL test has risen dramatically over the past ten years, especially for Hispanic students.

The following graph displays the achievement gap in mathematics broken down by ethnicity for

economically disadvantaged students. These results differ from the overall results: For all students, white

and Asian students are closely aligned, while for economically disadvantaged students, the white students

lag behind the Asian students.



The number of economically disadvantaged students who participated in the mathematics SOL test has

grown significantly, especially for Hispanic students.

The achievement gap in reading for limited English proficient students trends to the national data, with black

students performing slightly better than our students with Hispanic backgrounds. The achievement gap

persists, however, with this subgroup.



The number of limited English proficient students taking the reading SOL test has remained consistant over

the past eight years.

The achievement gap in mathematics for students with limited English proficiency follows the same general

pattern as that for reading, with black students performing slightly better than those with Hispanic

backgrounds. In math, however, white students in this group lag further behind Asian students than for the

group overall.



The number of students with limited English proficiency taking the mathematics SOL test is smaller than the

number who take the reading SOL test.

The achievement gap for students with disabilities in reading does not show the same level of improvement

in recent years as other student groups.



The number of students with disabilities participating in the reading SOL test has not risen as dramatically

as other groups.

Students with disabilities taking the mathematics SOL tests are closing the gap more quickly than on the

reading SOL.



The number of students with disabilities participating in the mathematics SOL test is consistent with the

numbers for the reading SOL test.

Planning and Pacing Guides

The new Mathematics Planning and Pacing Guides have been developed to aid in instruction. Overview

pages highlight the content emphases for the grade level and the breakdown and sequencing of the

instructional units. A major shift from our previous pacing is that the content has been structured in a more

developmentally appropriate way by breaking apart some standards and revisiting them throughout the year

to allow students more time to grapple with the concept while building on their understanding.

Each unit contains in-depth teacher notes, such as examples of ways to connect content to previously

learned concepts. Teams are provided an abundance of information to support both their own learning as

well as planning for instruction. Additional resources available that teachers have reported finding useful are

the “misconceptions” area which highlights common misunderstandings and strategies for alleviating them;

the “resources” page which contains aligned eCART, textbook and other resources; and the “supports”

sections which provides strategies to meet the needs of English Learners and Students with Disabilities as

well as Advanced Learners.

The process for the development of the mathematics planning and pacing guide has been a collaborative

effort between schools, teacher leaders, and central office staff. The opportunity for ongoing feedback from

users has significantly contributed to ongoing revisions and improvements. In school year 2014-15, ten

schools field tested the original document. The overwhelmingly positive response from teachers and

administrators drew the interest of others across the division which has resulted in 108 schools opting to be

part of the field test for 2015-16. Next year we will bring the remainder of the schools on board.



In addition, we are in process of developing both social studies and language arts planning and pacing

guides which are modeled after the mathematics template to provide consistency and ease of use for

teachers.

Our current science curriculum resources provide teacher significant planning and pacing support. We

anticipate science will begin the work of moving to this new format in 2016-17 in conjunction with the VDOE

Science Standards of Learning revision process. The implementation date may vary depending upon the

breadth of change done at the state level.

This has been exciting, collaborative work that has the potential to impact teacher content and pedagogical

knowledge as well as the strengthen the learning opportunities for students.

Advanced Mathematics in Elementary Schools

As we work towards increased student achievement in mathematics, we must include the examination of

access and opportunities for students across the division in area of advanced mathematics. Advanced

Mathematics programs are firmly established in our AAP Centers and our schools with Local Level IV but

these programs have proven more difficult to implement in schools with smaller populations of students

demonstrating advanced aptitude in mathematics. This has manifested in some students potentially not

having access to the appropriate level of challenge. The recent OPE Mathematics study highlighted the

need to investigate further and take proactive steps to ensure equity. We are currently working with school

leaders to deepen our understanding of current opportunities at individual schools in FCPS.

Elementary Planning and Pacing Guide Implementation



The next step begins with looking at collaboratively developing instructional framework and structures for

providing advanced math opportunities for students that schools can choose from, depending on their

needs. We will want to field test models in schools to ensure models are effective and practicable. Final

steps will be to support the remaining schools as they begin advanced mathematics programs.

This graph shows that less than 20% of our students with disabilities are enrolling and successfully

completing a high school mathematics course in middle school and that percent has declined over the past

five years. While that percentage of students is low, it is important to note that, of the students represented

on this graph, the table shows that those students are in fact very successful.

Year # Took Course by 8th Grade

% Pass Course and Test

by 8th Grade 2011 368 98 2012 396 89 2013 335 90 2014 305 90 2015 293 90

Algebra 1 in grade 8 is an open enrollment choice. Some possible limiting factors for students to enroll may

be:

• Availability of self-contained and/or teamed taught sections of Algebra 1 at the middle school level

due to staffing and scheduling conflicts

• Lack of student readiness for acceleration due to disability or prior mathematics coursework

• Student behavioral issues that affect their ability to show aptitude in math

• Mindset of school team, parents, and/or student



We are taking a deeper look at that data and our current practices to identify factors that may impact a

student’s enrollment and determining appropriate next steps. There are plans to engage schools in

conversations about offering a of continuum of services in Algebra 1 and their current process for

mathematics placement. In addition, we will continue to provide professional development for teachers on

educating twice exceptional students.

Project Based Learning

As we work towards instruction that will result in students developing the attributes in the Portrait of a

Graduate one strategy is the use of Project Based Learning (PBL). PBL begins with a focus on standards

and a driving question that opens the door for student to generate what they need to know in order to

answer the question. Students then embark a journey of inquiry and product development. The end result

not only answers the guiding question, but is also a representation of students’ learning of both content and

skills. An essential difference between PBL and traditional project assignments is the use of an open-ended

driving question, which raises the level of rigor and engagement. In addition, the shift from traditional

projects to PBL provides options for students to demonstrate their learning in multiple ways, providing more

ownership and promoting deeper learning. Portrait of a Graduate outcomes are fully supported through PBL.

Critical and creative thinking is required as students create multiple ideas and revise and refine their

projects. Collaboration is an essential component as the students work with others to research,

conceptualize and create a product. Global citizenship is built as students work as leaders who build

something that would benefit the earth on a global level. Managing deadlines and due dates helps students

become goal directed and resilient as they manage their deadlines and due dates. And, finally, students

practice their communication as they present their ideas.

Hundreds of teachers have participated in some level of professional development around PBLs to ensure a

consistent vision at all levels of leadership across the division. While a variety of formats have been

available, most have taken a central or school based Academy Course, and we continue to offer more of

these courses to meet the demand. We are now developing a more systematic plan to ensure that all

students will be provided opportunities to engage in this type of learning experience. The goal is to develop

a cohort of coaches who can offer sustained support for teachers.

Overarching Strategy 2 Portrait of a Graduate Rubrics

As we create instruction to develop the attributes of the Portrait of a Graduate, we need ways for teachers

and students to measure growth in theses area. Rubrics and student pages for each Portrait of a Graduate

attribute are currently in development. Each set starts with an opening page to build the background

knowledge of the teacher and assist in planning that will result in experiences for students that will lead to

Portrait of a Graduate attribute development. Holistic rubrics are written for teachers to assess student



growth over time, which mirror the language found in the Portrait of a Graduate document and can be used

to more summatively look at students’ development toward these attributes. For example, if a teacher is

keeping a portfolio of student work, they can stop and determine students’ progress towards these attributes

by examining that evidence and considering students’ classroom performance. Self-assessment pages are

provided to give students the opportunity to take ownership of their learning by assessing their growth in

Portrait of a Graduate outcomes. Reflection questions, which increase in complexity as students progress,

are included support the development of a growth mindset by asking students to document examples of

when they have shown the attribute and also ways they can continue to grow.

Overarching Strategy 3 Access to Early Childhood Opportunities

FCPS’ early childhood program actively builds community awareness and recruits eligible families by

working with school staff, community contacts, governmental agencies, and through websites and mailings

in multiple languages. Budget services, facilities, and community partners are involved in the planning to

begin to identify underserved areas. Currently, projections are developed based on data such as Project

Momentum school status and Title I status, along with 3 years of waitlist data. Other data, such as FRM and

birth rate, is being investigated to determine if it may help further identify high needs communities.

Families are found eligible for FECEP/HS based on income, which is disclosed during the enrollment

process. Once income eligibility is determined a standardized point system is used. Points are assigned

based on family characteristics (e.g., maternal education and 4 years old); families with the highest points

are enrolled first.

Applications are reviewed and children are placed in classrooms in the summer. Once the classroom is full,

children are placed on the waitlist. Children on the waitlist are accepted when a place opens in their

community classroom.

Before and after care is provided in partnership with Fairfax County and other early childhood providers

throughout the county. We are looking at ways to quantify where services are delivered. Our family services

team works closely with families and refers them to programs that provide before and after care or other

services (e.g., health, housing).

To ensure the quality of programming, every three years we work with community providers and the County

to conduct a community needs assessment. Stakeholders come together to capture the needs and

strengths of Fairfax County from the perspective of early childhood. In addition, we have a system for data

review that drives decision making to improve access and outreach. This includes but is not limited to a

weekly review by school of enrollment, the current waitlist, and new application numbers.

Achievement Gaps

FCPS has developed the readiness rubric as one element of our work to close the achievement gap. We



consistently use research to inform our program’s systems and practices, including:

• Megan McClelland’s research on promoting executive function skills

• Doug Clements’ research on engaging young children in mathematics

• Fountas and Pinnell’s work on early literacy

We actively look for opportunities to better understand how we can improve. The Office of Program

Evaluation’s longitudinal early childhood study is only one element of research-based evaluation. A new

partnership with the University of Virginia has been initiated to inform our program systems and practices.

This project involves following the 2016-2017 Pre-K cohort of children in Fairfax County as they transition

into kindergarten and through third grade. The University will assess children’s social-emotional, behavioral,

and academic skills each year, as well as classroom climate, transition practices, family engagement, and

instructional content. The results of this study will help Fairfax, the University, and early childhood

practitioners across the U.S. to better understand how to support diverse families and their children.

We offer research based learning opportunities that are paired with coaching and mentoring follow up.

Teacher learning is a key element of a quality program. FCPS’ readiness rubric will be developed in

partnership with Fairfax County’s Office for Children and other early childhood stakeholders. Teacher

learning will incorporate the latest research (e.g., language acquisition) and coaching follow to ensure

consistent expectations for teachers across the county.

Overarching Strategy 4

College Preparation: Promoting Balance and Wellness

FCPS is responding to the advocacy for reducing undue achievement pressure, redefining achievement,

and leveling the playing field for economically diverse students, such as the recent study from The Harvard

Graduate School of Education titled Turning the Tide: Inspiring Concern for Others and the Common Good

Through College Applications. The College Success Program, Young Scholars Programs, and open

enrollment policies promote opportunities and access for students who are traditionally underrepresented in

college admissions. We are refining messaging about balance in academic course loads in order to

consistently communicate to students and families that students do not need to take all AP and Honors

classes in order to be admitted to college, but should rather focus on their strengths and interests with a

well-rounded course load. A draft plan for multiple pathways to graduation is being developed. Additionally,

we continue to review our grading and homework policies to promote essential learning and support of

mental wellness and balance. We continue to do outreach to gain more information about the current

expectations and plans to refocus admissions practices at our state and partner schools in addition to

conversing with the College Board.

Financial Aid Resources

School Counseling Services coordinate workshops for school counselors and career center specialists to

http://mcc.gse.harvard.edu/files/gse-mcc/files/20160120_mcc_ttt_report_interactive.pdf?m=1453303517

http://mcc.gse.harvard.edu/files/gse-mcc/files/20160120_mcc_ttt_report_interactive.pdf?m=1453303517



ensure that current and up-to-date information is communicated by staff to students. These trainings include

the NOVA Financial Aid Update; Davidson Financial Aid 101 and FAFSA Workshop. Our school-based staff

conduct workshops at individual schools for parents and students. In addition, College Night contains a

financial aid workshop provided for all families and students, and individual schools offer a Financial Aid

evening program open to the public. One important partnership is that with College Access Fairfax, an

organization that works with schools to offer workshops as well as providing financial aid champions to work

directly with students at Annandale High School, Chantilly High School, Edison High School, Falls Church

High School, Hayfield Secondary School, Herndon High School, Lee High School, Mt. Vernon High School,

Mountain View Alterative High School, South Lakes High School, and West Potomac High School. All

students and families have access to a scholarship database maintained through Family Connection.

Individual schools send communications in order to ensure that students and families have knowledge of

scholarships and the financial aid resources available to them.

Postsecondary Enrollment and Programs

The National Student Clearinghouse captures data from private, public, for profit and not for profit, two-year

institutions, and four-year institutions and provides a general overview of how FCPS graduates are

progressing through post-secondary education.

Within seven years, approximately 63 percent of the FCPS’ Class of 2008 earned an Associate’s,

Bachelor’s, or higher degree since graduating from our school system.

Within six years, approximately 60 percent of FCPS’ 2009 graduates earned an Associate’s, Bachelor’s, or

higher degree since graduating from our school system.

http://www.studentclearinghouse.org/



Within five years, approximately 54 percent of FCPS’ 2010 graduates have earned an Associate’s, Bachelor’s, or higher degree.

Workforce Readiness

A new partnership has been established with Genesys Works, with a focus on work-based learning in the

field of information technology. In this program, students will gain real-world, paid training and work



experience as part of their high school experience. Six high schools are included in the inaugural year: Falls

Church, Lee, Mt. Vernon, South Lakes, Stuart, and West Potomac. The internship program will start in the

summer of 2016, and businesses are currently being recruited to serve as host sites for the internships.

Career and Technical Education is working to identify possible credit options for students for the internship

portion of the program.

Business and community partnerships are managed within the Office of Communication and Community

Relations. The Business and Community Partnerships team maintains a list of business partners by school

and alphabetically on its website. The type of support varies by school, business, and agreement. Within the

Office of Counseling and College and Career Readiness, a variety of business partners work closely with

schools and central office to provide a wide-range of supports. Career and Transition Services maintains a

list of partners by school who offer job experience opportunities and trainings to students with IEPs.

PISA Results

Data on the economic, social and cultural status (ESCS) is available on countries who participate in PISA

testing. The index of ESCS is based on self-reported information concerning highest occupational status of

parents, highest educational level of parents, family wealth, cultural possessions, and home educational

resources. The average ESCS for FCPS is 0.8, which is higher than the average ESCS for any of the

countries participating in 2009.

http://www.fcps.edu/cco/bcp/ourpartners.shtml

http://www.fcps.edu/is/careertransition/CTSCommunity-BasedTrainingSites.pdf



The information on the chart above has been plotted against the ESCS index. The red dot in the center

represents the OECD average: An average scale score of 493 and an ESCS index of 0.0.The United States

2012 average score and FCPS’s 2014 performance are also indicated in red.

In an effort to show the economic diversity of FCPS, orange dots were added representing each FCPS high

school. The large red FCPS dot represents an average of all the FCPS high schools.



The following chart displays the PISA countries in order by ESCS with their corresponding mathematics

score. FCPS remains on top, with an ESCS of 0.8.

The information on the chart above has been plotted against the ESCS index. The red dot in the center

represents the OECD average: An average scale score of 494 and an ESCS index of 0.0.The United States

2012 average score and FCPS’s 2014 performance are also indicated in red.



In an effort to show the economic diversity of FCPS schools, orange dots were added representing each of

the FCPS high schools. The large red FCPS dot represents an average of all the FCPS high schools.

Elementary STEAM Instruction

The 60 elementary schools in the chart below are currently embedding STEAM based instruction in their

school day. Additional schools within FCPS have incorporated STEAM based learning opportunities through

after-school programs and summer enrichment experiences.



World Language Expansion

Computer Coding

Expanding language programs to include computer coding as a language offering is in our Strategic Plan.

When we consider any coursework at the high school level, a major consideration for students is graduation

requirements. At this time coding is not approved to meet the language requirement.

There are 4 current bills that would allow for this to happen in varying ways:

• HB 228 requires the Board of Education, in establishing course and credit requirements for a high

school diploma, to provide that the standard units of credit in foreign language required to graduate

with an advanced studies diploma may be satisfied by the successful completion of computer

programming courses approved by the Board. The bill also requires the Board to establish criteria

for the approval of computer programming coursework completed at an associate-degree-granting

public institution of higher education or an associate-degree-granting private institution of higher

education for the purpose of satisfying such foreign language graduation requirements. The bill has

a delayed effective date of July 1, 2018.



with an advanced studies diploma or a standard diploma may be satisfied by the successful

completion of computer science courses.


school diploma, to provide that the three standard units of credit in foreign language required to

graduate with an advanced studies diploma may be satisfied by completing two years of one foreign

language and two years of technical programming languages approved by the Board, in addition to

the current credit requirement of three years of one foreign language or two years each of two

foreign languages.



with an advanced studies diploma or a standard diploma may be satisfied by the successful

completion of computer programming courses.

It is uncertain if any of these bills will pass this year due to significant pushback from world language

advocates as well as the fear that our four year colleges in Virginia wouldn’t accept coding as a world

language requirement.

As we work in this area, new coursework would need to be created, dependent upon the changes approved

for graduation requirements.



Language Through Content

We are currently transitioning from our Foreign Language in Elementary School or FLES program to our

Language Through Content (LTC) with a Focus on STEAM program. STEAM is based on student driven

inquiry and problem solving investigations. Combining such skills with language learning provides a unique

way for students to acquire a target language while preparing them to develop the Portrait of a Graduate

attributes needed to become successful global citizens.

Teachers are currently implementing the new LTC units, while we continue to develop and translate

additional curriculum. The full curriculum will be finalized this summer. Early feedback from teachers is

positive. The high level of student engagement is increasing student enthusiasm for writing and speaking in

the target language.

This model brings language learning opportunities to all students in a school, which provides equal access

to language learning experience prior to starting more formal language coursework in middle and high

school.

Currently, there are 52 schools that offer the Language Through Content program. While our goal is to

expand this program, three schools discontinued the program this school year citing both insufficient staffing

allocations to fully implement the program as well as challenges with securing highly qualified staff. As

addressed earlier in this narrative, FCPS is working both internally and externally to alleviate these

challenges.



Foreign Language Immersion

In addition to the Language Through Content program, there are two types of immersion programs in FCPS.

Nine schools, eight in Spanish and one in Korean, participate in the Two Way Immersion Program. The

program is made up of 50% native English speakers and 50% of students who are fluent speakers of the

target language. Research shows that these programs close achievement gaps and are a highly effective in

supporting the achievement of English learners. A school is eligible for a school based two-way program if

35% or higher of their student population speaks the target language as indicated on the home language

survey. Twenty-two schools are currently eligible to begin a school based Spanish immersion program. The

other immersion program is the World Language Programs, which combine schoolbased and non-

schoolbased speakers of English who are learning the target language. Students apply to the program and

are selected via a lottery process. There are currently programs in Spanish, French, Japanese, and

German. Students enrolled in these programs consistently outperform students at the same school not

enrolled in immersion.

Elementary World Expansion Process

Instructional Services has begun to collaborate with the Region offices and school leadership to begin the

process of expanding immersion and Language Through Content programs. School principals will involve

staff and community, along with their school’s middle and high school feeders. After Leadership Team

approval, school staff will work with Instructional Services throughout the implementation. FCPS as a whole

is working toward providing creative solutions for the staffing challenges that can prevent the expansion of

its world language programs.

student success - boarddocs

Documents