As you prepare for the 2013-2014 school year, you may wish to review a final update of the revisions to the SOQ which affect building administrators and central office staff, including superintendents.
Among the standards listed below are the requirements for safety training, staffing guidelines(very much needed), algebra readiness intervention for grades six through nine and staff evaluations based significantly on student academic progress. This performance standard related to student progress is applicable to superintendents as well as building principals.
|Amends Standard Three (§ 22.1-253.13:3) to require local school divisions to provide targeted mathematics remediation and intervention to students in grades six through eight who show computational deficiencies as demonstrated by their individual performance on any diagnostic test or grade-level Standards of Learning (SOL) mathematics assessment that measures non-calculator computational skills. The bill has an enactment clause that requires the Board of Education, during the 2016 review of the mathematics SOL, to give consideration to ensuring that students in elementary grades demonstrate proficiency in computational skills without a calculator.Reference: § 22.1-253.13:3 of the Code.
Amends Standards One and Four (§§ 22.1-253.13:1 and 22.1-253.13:4). Amends Standard One by requiring the Board of Education to include in the Standards of Learning for health instruction in emergency first aid, cardiopulmonary resuscitation (CPR), and the use of an automated external defibrillator (AED) including hands-on practice of the skills necessary to perform CPR. This training is required to be based on the current national evidence-based emergency cardiovascular care guidelines for CPR and the use of an AED, such as a program developed by the American Heart Association or the American Red Cross.
Amends Standard Four to require first-time ninth grade students in the 2016-2017 school year to receive training in emergency first aid, CPR, and the use of an AED, including hands-on practice of the skills necessary to perform CPR, in order to earn a Standard or Advanced Studies Diploma.
|Amends Standard Two (§ 22.1-253.13:2) by permitting local school divisions that employ a sufficient number of librarians, guidance counselors, and school-based clerical personnel to meet the staffing requirements prescribed in the SOQ to assign them to schools within the division according to the area of greatest need, regardless of whether such schools are elementary, middle, or secondary.Reference: § 22.1-253.13:2 of the Code.
Local school divisions are also required to provide algebra readiness intervention services to students in grades six through nine who are at risk of failing the Algebra I end-of-course test, as demonstrated by their individual performance on any diagnostic test that has been approved by the Department of Education. Local school divisions are required to report the results of the diagnostic tests to the Department of Education on an annual basis. Each student who receives algebra readiness intervention services must be assessed again at the end of that school year. Funds appropriated for prevention, intervention, and remediation; summer school remediation; at-risk; or algebra readiness intervention services may be used to meet these requirements.
Amends Standard Two by permitting local school divisions that provide algebra readiness intervention services and reading intervention services to employ mathematics teacher specialists and reading specialists to provide the required intervention services.
|Amends Standard Five (§22.1-253.13:5) by requiring that teacher, principal, and superintendent evaluations be consistent with the performance standards included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents. The evaluations are required to include student academic progress as a significant component and an overall summative rating. The Board of Education is required to provide guidance on high-quality professional development for principals, supervisors, and division superintendents in the evaluation and documentation of teacher and principal performance. It also requires that the training provided to local school board members include evaluation of personnel and the training provided to division superintendents include the SOQ, Board of Education regulations, and the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents.Reference: § 22.1-253.13:5 of the Code.
You may access this complete document at:http://www.doe.virginia.gov/administrators/superintendents_memos/2013/178-13.shtml