AMY’S PASSPORT
Progress Report May, 2019
Dr. Amy E. Cashwell Superintendent Henrico County Public Schools
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RECOMMENDATIONS AND NEXT STEPS After listening, learning and reflecting, the next phase is action. I intend to work with our School Board, division leadership, employees, students, families and community stakeholders to align the following next steps with our current strategic plan.
Teaching and Learning: Revisit the division’s literacy plan, and ensure that schools have the tools, resources and staffing for struggling readers to receive appropriate intervention and instruction.
Progress Notes WORK GROUP FORMED to examine K-5 literacy. The work group developed a K-5 Literacy Plan to guide literacy instruction in the division. Feedback and input being sought before the plan is finalized and brought to the School Board. Goal is to ask schools to begin implementing the Literacy Plan in 2019-20. TOOLS ACQUIRED: In elementary, the division moved to Chromebooks in grades 2-5 to help support personalized learning and reading. In addition, iPads in grades K-1 were refreshed in summer of 2018 in preparation for the 2018-19 school year to support apps that would no longer run on the older iPads. Staff elementary and middle schools with a reading teacher who possesses expertise in teaching reading (a specialization/master’s degree in reading) to serve as the school’s literacy leader to coach and model literacy strategies for teachers, and to work directly with students.
Progress Notes ADDED FIVE READING SPECIALIST positions for the 2019-20 school year. PRELIMINARY CONVERSATIONS on how to best use current resources to staff additional reading specialists in future years; vacancies are posted and professional learning plan being developed to support new reading specialists into next school year and beyond. Develop a plan to ensure a robust library of guided reading materials at the elementary and middle school levels to meet a wide range of reading levels.
Progress Notes ESTABLISHED A PLAN for classroom libraries, and purchased Literacy Footprints and additional guided reading materials during the 2018-19 school year as funds have allowed. The 2019-20 budget places a priority on adding additional funds to the textbook line item and additional materials will be purchased for classrooms for the 2019-20 school year to support small group literacy instruction. Ensure that the curricula for pre-K through grade 12 are aligned to the Deeper Learning model with an emphasis on the six Cs of the Henrico Learner Profile: Quality Character, Global Citizen, Communicator, Collaborator, Critical Thinker, Creative Thinker. Provide teachers the tools they need for instruction aligned with these attributes, and make sure that students and teachers have an understanding of what mastery looks like.
Progress Notes WORKING COLLABORATIVELY to audit the curriculum, identify gaps and develop a plan to ensure Henrico Learner Profile components are embedded throughout the curriculum. Furthermore, a plan for ongoing professional learning experiences for teachers and administrators is being developed. Additionally, the HCPS formal observation tool for principals to use in evaluating teachers has been revised to align with the HLP, including the 6 Cs and pillars.
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Ensure that the curriculum provides personalized learning pathways and opportunities, and not only meets student academic needs but also builds student agency, and allows for student voice and choice.
Progress Notes PRELIMINARY CONVERSATIONS about the design of personalized learning pathways in the newly revised curriculum. Schoology and other digital resources will be explored and used to leverage personalized learning experiences for students. Examine the division’s assessment system for redundancy of purpose and overall adequacy, and work to ensure a streamlined, balanced system of assessments that does not place an overemphasis on traditional, multiple choice testing formats.
Progress Notes
FORMED AN ASSESSMENT WORK GROUP. This group, which includes teachers, will be integral in organizing work around performance assessment and authentic learning opportunities while illustrating a vertical progression. The group reviewed the current assessment plan, and reviewed current formative and summative assessments. The assessment work is also being aligned to the Deeper Learning Working Group. By the end of June the work group will share recommendations for any revisions for the 2019-20 school year. Establish teacher design teams that will create a vision to shape what is expected for lesson plans, lesson delivery and assessments in every classroom, every day.
Progress Notes
FINALIZING A K-12 VISION FOR CONTENT AREAS. Each area has been tasked with creating a curriculum committee composed of teachers ranging from new to veteran to provide feedback on curricular materials and to discuss needs/gaps in the curriculum. Work is set to begin in summer 2019. Recommendations will inform practice for the 2019-20 school year. Design a way of measuring the division’s progress toward implementing the Deeper Learning Model, which holds that learning is anytime, anywhere; authentic and connected; student-owned; and community-supported.
Progress Notes PROGRESSION CHART DEVELOPED: Further work to align the curriculum to the progression chart and develop assessment mechanisms for capturing progress is underway. Redesign the academic and career planning process for pre-K through grade 12 to ensure that students and families have a clear understanding of pathways and prerequisites.
Progress Notes MEASURED STAKEHOLDER PERCEPTIONS of being informed about pathways and prerequisites for college and career readiness. Data from 2019 stakeholder surveys will serve as a baseline to monitor perceptions of progress. A work group will be formed to review the data and to redesign the academic and career planning process. Improve the middle and high school course Planning Guide to be a resource for students and families to better understand the course offerings, resources and programming available throughout their pre-K through grade 12 experience. Ensure that prerequisites for special programs and specialty centers are communicated clearly, and as early as possible in a student’s academic career.
Progress Notes REDESIGNING PLANNING GUIDE to address equity and accessibility. Initial discussions around revising the current academic and career planning process to ensure it is more user-friendly and intuitive. As part of the academic and career planning process redesign, the development of a new, digital planning process is being developed.
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Infuse coding and computer science concepts into the kindergarten-grade 5 curriculum in alignment with the Virginia Department of Education computer science standards and ensure that kindergarten-grade 1 classrooms have adequate access to the tools and technology needed to engage in regular technology-infused lessons.
Progress Notes
ESTABLISHED COMPUTER SCIENCE WORK GROUP to facilitate implementation of the new standards and assist with professional learning coordination. Additional innovative learning coaches at the elementary level will assist in coaching teachers and creating lessons that support the infusion of coding in the elementary program. Examine the elementary health and physical education curriculum and delivery model to ensure that the program allows students the full benefit of a regular wellness and physical activity routine that meets or exceeds state requirements. Ensure that the health curriculum includes early content about substance-abuse awareness in a developmentally appropriate way.
Progress Notes
TRANSITIONING: Newly hired health and physical education specialist briefed on the division’s goals related to wellness as articulated in this passport. Priorities include the review of the health and P.E. Standards of Learning and Standards of Quality. Examine the middle and high school health and physical education curriculum with an eye toward adding more opportunities to cover mental health and wellness topics, including suicide prevention and awareness.
Progress Notes
INCLUDING MORE OPPORTUNITIES to cover mental health and wellness topics. Division’s Technology and Safety teams moving forward for 2019-20 school year with a “safety app” and related website (replacing Silence Hurts) for submission of concerns. Expand course offerings and subsequent support structures at each high school so that each student is presented with opportunities to take higher level, rigorous courses before graduation (e.g., Advanced Placement, International Baccalaureate and dual-enrollment courses).
Progress Notes
COLLECTING PERCEPTIONS (in April 2019 stakeholder surveys) of encouragement to take advanced courses and enroll in specialized programs. Initial conversations have begun with high school principals to ensure there is equitable access and support systems for students. A plan for increased enrollment is being developed.
Examine high school programs in an effort to re-imagine learning models to be more student-centered and innovative.
Progress Notes
SHAPING A VISION: Specialists, directors, teachers, librarians and principals visited schools and libraries in Virginia and North Carolina to inform ongoing innovations. This work has coincided with discussions with the Highland Springs High School and J.R. Tucker High School faculties as they prepare for new learning spaces as well as the Godwin High School and Freeman High School faculties as they move toward a block schedule. Develop and implement a prototype for a “high school of the future” to guide the redesign of high schools across the division.
Progress Notes DESIGN TEAM FORMED and working with a consultant to engage staff and community members in initial design work that identifies the desired outcomes in a high school redesign. Re-examine structure of STEAM (science, technology, engineering, arts and mathematics) teacher positions at elementary level; develop a model to provide quality lessons that infuse design thinking and purposeful use of technology across the core elementary curriculum, rather than as an isolated, standalone course. Develop a plan for STEAM teachers (or other staff members) to model, coach and support core content teachers as STEAM concepts are incorporated into the curriculum.
Progress Notes TRANSITIONING: STEAM being integrated into elementary classroom learning rather than as a standalone “encore” course. Additional innovative learning coaches at the elementary level will enable the facilitation and inclusion of STEAM concepts across all classrooms.
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Safety and Student Instructional Support Services: Determine a model to capture parent input and suggestions related to the Individualized Education Program (IEP) meeting process, and re-examine IEP meeting protocols to ensure that all meeting attendees are valued members of the team.
Progress Notes
NEW NORMS AND PROTOCOLS DEVELOPED: Revised and updated special education meeting norms and protocols in collaboration with the Special Education Advisory Committee to ensure an emphasis on student-centered and person-first language. Posters are being printed for posting in schools. Collaboration underway on the development of a post-special education meeting survey, anticipated to be ready for fall rollout. Our priorities for survey development are that it be anonymous, convenient and accessible. Develop a multiyear plan with clearly stated desired goals and outcomes that will address the recommendations from 2018’s independent special education review.
Progress Notes
MEETING AND PLANNING: First iteration of comprehensive plan is in progress. Five subcommittees formed and each provided the School Board an update on progress that was posted to the division’s website. Subcommittee leaders will draft a plan to achieve short- and long-term goals/action steps for our school division and community to include budget impact. Develop a plan for key staff in all schools to participate in professional development on conflict management and relationship restoration.
Progress Notes 280+ STAFF TRAINED TO DATE and working with Virginia Commonwealth University to present a systemic and sustainable plan for implementation. Develop a plan to ensure that all schools and key staff members have tools and expertise to facilitate student-to-student and teacher-to-student mediation.
Progress Notes
DISCUSSING RESTORATIVE PRACTICES to include a Youth Ambassadors Program. In process of submitting proposal to align the work with student Equity Ambassadors. Evaluate behavior intervention programs, which provide additional services to students outside the classroom setting.
Progress Notes
BEHAVIOR INTERVENTION AUDIT: Work underway to develop an inventory of all behavior intervention programs. The audit will address what currently exists both centrally and at the individual school levels. Upon conclusion of the audit, recommendations for program modifications will be made. Examine the current model for mental health and trauma-informed-care support systems to ensure sufficiency.
Progress Notes
ONGOING PROFESSIONAL LEARNING: A guide for administrators for ensuring a trauma-responsive school has been developed. Professional learning options as identified by the Trauma-Informed Advisory Committee include self-care of staff, daily classroom integration of brain breaks, health and wellness curriculum, and other resources that promote social, emotional and academic development. Develop a long-range plan for the Henrico County capital/meals tax revenue to ensure that buildings are safe and conducive to learning.
Progress Notes CAPITAL IMPROVEMENT PLAN addresses needs identified through 2024.
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Equity and Diversity Implement an annual school climate survey to include components that relate to student, staff and parent perceptions on safety, equity and inclusiveness.
Progress Notes
SURVEYS COMPLETED: Stakeholders surveyed in spring 2019 to assess key areas of the division’s strategic plan. Results are expected in June 2019 to support summer planning for school and division administrators. Leaders will be provided a “dashboad” to support data interpretation and future planning. Ensure curricula are relevant, authentic and provide resources that promote multicultural awareness.
Progress Notes FRAMEWORK DEVELOPED: A Culturally Responsive Education Model was developed based on research and best practices. The CREM framework includes six identified areas: culturally responsive practices, content integration, prejudice reduction, equity pedagogy, knowledge construction and school empowerment. Professional development was provided this year for teachers. Plans call for additional training sessions during the #LifeReady conference and throughout the summer. PARTNERSHIP DEVELOPED: Partnering with the Metropolitan Educational Research Consortium to engage in action research programming for two middle schools in support of CREM. In addition, this partnership includes efforts to support the development of a microcredential in the use of CREM. SUPPORT SYSTEMS INSTITUTED: Developed a Windows and Mirrors Resource Center for middle and high school educators to check out diverse books for classroom instruction. Coordinating the purchase of diverse books for all elementary school libraries in direct alignment with our newly designed early literary instructional curriculum. Require training for all staff, delivered online annually, that covers cultural sensitivity and implicit and explicit bias. This would be tracked by site supervisors and school division leadership.
Progress Notes ALL STAFF WILL BE REQUIRED to complete online training on cultural sensitivity annually beginning in the 2019-20 school year. Develop a multiyear professional development plan for working with all school administrators and instructional staff to engage all schools in courageous conversations about race, equity, access and culturally responsive practices.
Progress Notes
MULTI-YEAR PLAN DEVELOPED: A professional development specialist was hired and will provide culturally sensitive training for staff and administrators in support of the multiyear professional development plan. The plan includes an elementary coalition to engage staff in dialogue related to equity, access and culturally responsive practices. Staff equity teams will be established in all high schools. These teams will support the professional learning efforts within their schools. The program will be instituted at middle schools the following year. Develop a plan to actively recruit and retain a diverse workforce.
Progress Notes CONDUCTED RESEARCH. The Equity and Diversity Advisory Committee conducted research on best practices for identifying and retaining a diverse staff to provide to HCPS Human Resources as HR redesigns recruitment efforts. Teacher retention efforts to include a teacher career ladder are being developed.
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Create a group framework for new Equity Ambassadors serving in our high schools. The Ambassadors elevate student voices about equity issues in their schools and develop leadership skills.
Progress Notes
CREATED THE EQUITY AMBASSADOR PROGRAM to elevate student voice in the area of equity and diversity. More than 150 students participated in five events where topics such as cultural sensitivity, daring dialogue, volunteerism and more were held. Each high school’s ambassador team was required to host two events to promote equity and inclusivity within their school communities.
Research best practices for the full-service community school model, which is an instructional philosophy that seeks to serve the whole child inside and outside the classroom setting.
Progress Notes GRANTS SUBMITTED for two additional Community Learning Center sites (L. Douglas Wilder Middle School and Ratcliffe Elementary School). Best practices were observed during multiple site visits, both in-division and in other localities. Partnered with the Henrico Education Foundation to secure two additional 21st Century Grants that can be used to support the academic components of the CLC program.
Organizational Efficiency Create a mechanism for community stakeholders to easily understand the division’s work toward meeting the strategic goals outlined in the division’s strategic plan. Communicate measures and progress on attaining those goals. Develop a comprehensive approach to teacher retention that includes: personalized/differentiated pathways for teacher professional development and increased classroom support systems.
Progress Notes
DEVELOPING CAREER LADDERS FOR TEACHERS. Program is designed to improve recruitment by providing a pathway to increase compensation throughout one’s career. Examine and create a stronger structure for school improvement.
Progress Notes REVISING OBSERVATION PROTOCOLS AND TOOLS: Establish professional learning opportunities for administrators and coaches related to evidence-based feedback within a coaching model. All schools completed the Comprehensive Needs Assessment and Virginia Continuous School Improvement Process this school year. Implementing a governing board for Glen Lea Elementary School to provide increased structure, support and accountability. Develop professional learning pathways for all employee groups (e.g., clerical, pupil transportation, construction and maintenance and instructional assistants).
Progress Notes
ADDITIONAL OPPORTUNITIES WILL BE OFFERED for non-instructional employee groups at the #LifeReady2 Conference. We will continue to develop a robust plan to ensure that all employee groups have access to professional learning. Examine, audit and subsequently establish consistent staffing models for elementary administrators, and consider what the standard model should be, related to resource teachers and assistant principals.
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Examine the adequacy of the elementary clerical staffing numbers. Revamp new employee orientation to be less paper-intensive and to clearly reflect the innovative qualities and excellence of the school division.
Progress Notes FRESHENING THE ORIENTATION PROCESS: A team has been meeting weekly to create a streamlined and welcoming experience. A new format has been created and will launch in June. Highlights of the new format include: two Saturday orientations, locations throughout the county, automation of forms when possible, more welcoming environment through videos, banners and refreshments, and inclusion of benefit partners. Develop a coordinated process and system for monitoring teacher application, licensure and relicensure, and microcredentialing. Improve bus communication for parents, guardians and students; add staff for dispatchers, move to a mobile app that provides real-time bus information to families.
Progress Notes
ADDITIONAL DISPATCHERS have been added to the budget for 2019-20. These 10-month positions should be filled over the summer of 2019. Exploring a parent app that displays school bus locations in real-time for potential implementation in 2021. Add educational specialists to oversee programming for English as a second language (currently combined with oversight of world languages).
Progress Notes SPECIALIST HIRED for 2019-20 school year. Add a staff member dedicated to compliance on internal policies and regulatory requirements as well as federal laws and regulations.
Progress Notes SPECIALIST HIRED for 2019-20 school year. Ensure that policies are current, transparent and easily accessible to employees and community stakeholders.
Progress Notes SPECIALIST FOR POLICY AND CONSTITUENT SERVICES HIRED for the 2019-20 school year. Secured a consultant to identify best practices and prioritize next steps.
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Financial Planning Develop a financial plan that eliminates student laptop fees and other instructional fees for items and materials essential to course participation in core academic programming.
Progress Notes
FEE PHASING OUT: Funding reallocated to reduce laptop fee to $25 in the 2019-20 and 2020-21 school years. The fee will be eliminated in 2021-22. The Secondary Fee Schedule is being reviewed to determine if the division can include funding in the five-year plan to ultimately eliminate fees associated with core programs. Restore prerecession funding levels that more accurately meet the division’s needs for textbooks, instructional materials and digital resources to ensure equitable access to resources across all schools.
Progress Notes FUNDS ALLOCATED: Funding has been reallocated for textbooks and other supplies in the 2019-20 school year and will remain a priority in the budget development process over the next three years. Eliminate the burden and reliance on PTAs and other fundraising efforts to provide schools with access to basic instructional resources.
Progress Notes
GATHERING INFORMATION to fully understand the unmet needs of schools that are currently being supported by PTAs. Baselines of core materials and resources have been established and funds are being prioritized to ensure all school needs are met. Move to a twice-a-month pay structure for employees instead of once a month.
Progress Notes
REPROGRAMMED PAY STRUCTURE: Converting staff paid monthly to a semi-monthly schedule. Full implementation planned for Sept.1, 2019. Develop a long-term strategy, such as a five-year financial plan instead of year-to-year planning.
Progress Notes
FIVE-YEAR FINANCIAL PLAN DRAFT DEVELOPED: Staff continues to identify financial priorities aligned to division needs and goals. Engage with a third-party expert to examine facilities and determine a course for either replacement or renovation, and communicate to the public a plan for ensuring equitable capital improvement planning for facilities across the county.
Progress Notes
AWARDED CONTRACT to conduct a facilities study. Results are expected in August 2019 and will inform any physical needs and subsequent adjustments to the Capital Improvement Plan. Establish a joint government and schools committee to annually examine employee compensation matters.
Progress Notes
SCHOOL BOARD APPROVED: A resolution for a standing joint committee to meet annually was approved on January 24, 2019.
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