Alternative High School Academic Year 2021-2022 Curriculum & Instruction Committee, September 16, 2020

1 English Learner 2019 Graduation Rate Comparisons – Time in LCPS

2 English Learner 2019 Graduation Rate Comparisons – Time in LCPS

355 students entered LCPS in 2015-16 and stayed for four years.

72% earned a diploma in 2019 as expected.

231 students were enrolled in LCPS less than four years.

31% earned a diploma in 2019 as expected.

3 Alternative High School

Support those students whose formal education has been interrupted by external and life challenging circumstances These include students who may be pregnant or parenting, English language learners, older school-age students working toward a high school diploma, under-credited students based on age and grade level, and students who need a flexible program to accommodate work or family obligations.

Allow for consideration of non-standard measurements of growth related to specific areas of progress after year 2 of existence The plan offers the school—which is designed to serve as a Tier 3 academic, behavior, and attendance intervention placement for students—the ability to demonstrate student growth in academics, career readiness, and school participation in a non-traditional manner.

4 VDOE Accreditation System

Performance Level Action or Intervention

LEVEL ONE: At or Above Standard Monitor performance on indicator and update ■ Performance at or above state standard for indicator multi-year school improvement plan as needed ■ Sufficient improvement toward state standard for indicator from Level Two

LEVEL TWO: Near Standard or Improving Revise multi-year improvement plan and ■ Below state standard for indicator but approaching Level implement revisions to improve performance on One performance indicator ■ Sufficient improvement on indicator from Level Three

LEVEL THREE: Below Standard Implement state-approved corrective action plan ■ Performance on indicator below state standard following academic review conducted by Virginia ■ Performance on indicator at Level Two for more than four Department of Education

consecutive years

Visit VDOE’s School Accreditation website for detailed information regarding School Accreditation. 5 High School Quality Indicators for VDOE Accreditation

■ Overall proficiency in English reading/writing and progress of English learners

toward English-language proficiency

■ Overall proficiency in mathematics ■ Overall proficiency in science ■ Achievement gaps among student groups in English ■ Achievement gaps among student groups in mathematics ■ Graduation and Completion Index ■ Dropout rate

■ Chronic Absenteeism ■ College, career and civic readiness (effective with 2022-2023 accreditation ratings)

6 High School Implications for VDOE Accreditation

Graduation and Completion Index Ratings on the Graduation and Completion Index are based on performance for the most recently graduating cohort of students, or on a three-year average.

■ LEVEL ONE — Schools with a Graduation and Completion Index of at least 88 or schools with an index between 81 and 87 and demonstrating a 2.5 percent improvement from the previous year

■ LEVEL TWO — Schools with a Graduation and Completion Index of 81-87 or schools with an index 80 or lower and demonstrating a 2.5 percent improvement from the previous year

■ LEVEL THREE — Schools with a Graduation and Completion Index of 80 or lower or Level Two for more than four consecutive years

7 High School Implications for VDOE Accreditation

Dropout Rate A high school’s four-year, cohort dropout rate is based on performance during the most recent year or on a three-year average.

■ LEVEL ONE — Schools with a dropout rate of no more than 6 percent or schools with a rate greater than 6 percent but no more than 9 percent and demonstrating a 10 percent improvement from the previous year

■ LEVEL TWO — Schools with a dropout rate of greater than 6 percent but no more than 9 percent or schools with a rate 9 percent or higher and demonstrating 10 percent improvement from the previous year

■ LEVEL THREE — Schools with a dropout rate greater than 9 percent or at Level Two for more than four consecutive years

8 High School Implications for VDOE Accreditation

Chronic Absenteeism Chronic absenteeism is defined as missing 10 percent or more of the school year, regardless of reason. Performance on this indicator is based on a current year or 3-year rate and rated as follows:

■ LEVEL ONE — Schools with a chronic absenteeism rate of no more than 15 percent (that is, no more than 15 percent of the students missing 10 percent of the school year), or schools with a rate greater than 15 percent but no more than 25 percent and demonstrating 10 percent improvement from the previous year

■ LEVEL TWO — Schools with a chronic absenteeism rate greater than 15 percent but no more than 25 percent, or schools with a rate greater than 25 percent and demonstrating a 10 percent improvement from the previous year

■ LEVEL THREE — Schools with a chronic absenteeism rate of greater than 25 percent or schools with a Level Two rating for more than four consecutive years

9 North Star Alternative Alternative High High School

School Two LCPS Locations TBD Alternative High to meet the student needs in our community School to be co-located at Park View High School

10 Potential Fiscal Year 22 Budget Implications

North Star Alternative High School Increase in staffing for North Star based on a staffing standards as their enrollment increases from 200 to 450 with an added program for the students indicated.

Alternative High School (name TBD) co-located at Park View High School VDOE requires a principal, school counselor and additional staffing based on enrollment. Park View may share itinerant staff to support the students un-enrolling from Park View and enrolling in the Alternative School co-located at Park View.

11 Next Steps

● New School Approval form completed and submitted to VDOE by end of October 2020 ● Identification of FY22 budget implications for year 1 by end of November 2020 ● Program criteria shared with high schools, school counseling directors, and impacted community by end of December 2020 for course selection process beginning in January 2021.

12 Alternative High School Academic Year 2021-2022 Curriculum & Instruction Committee, September 16, 2020

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