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Prior to the COVID-19 pandemic lockdown and closing of schools in 2020, the majority of schools engaged in the traditional mode of face-to-face instruction delivered within the typical school day schedule and yearly academic calendar. A departure from traditional delivery modes and rigid schedules were viewed as “alternative” in nature; and, in some cases innovative, but only for targeted pockets of students. Very little consideration was made for flexible scheduling or delivery of instruction for the mainstreamed student. For example, alternative or specialized instruction and scheduling has been reserved, by and large, for students requiring special needs, exhibiting behavioral concerns, and possessing documented medical accommodations. Meanwhile, other educational “innovations” have regularly been extended to students seeking dual-enrollment credits, service learning and/or honors credits, and perhaps even the multi-sport and multi-activity student who had already shown a high level of self-initiative.
When schools first closed across the Commonwealth due to the pandemic, most schools were scrambling to find an effective way to continue delivering the curriculum as usual while attempting to maintain the same level of quality instruction. However, educators were suddenly having to deal with more fundamental issues of access such as availability of technology used for remote instruction and access to services, low attendance, and various levels of disengagement from students due to students’ competing priorities.
Under the steadfast central office and building-level planning and leadership exhibited within our Virginia school divisions, school leaders sought to pivot to a focus on quality and results rather than the sheer quantity of classroom hours spent on merely providing assignments for students to complete. [click here for more information]
Aurelia Ortiz, Director, Office of School Quality
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Promotion of Quality Leadership
Leaders across the Commonwealth work diligently to promote quality in their schools. Please take some time to recognize those leaders.
The Office of School Quality is happy to announce the names of school leaders who were recognized for their leadership in Chronic Absenteeism. You can view the list of individuals on this document.
Based upon this month's theme of Master Schedule, nominate a principal who has embodied exceptional leadership in any of the following criteria. Complete the nomination form by January 28, 2021, for consideration.
The principal implements, monitors, and evaluates the master schedule by using these criteria:
- Provides appropriate class scheduling options for special populations of students including special education, English language learners, and other student populations, as needed.
- Utilizes a team to plan, analyze, and monitor the implementation of schedules to make adjustments, to maximize efficient use of time or offer extensions to instructional time, as needed.
- Provides and implements intervention and remediation times within the schedule.
- Ensures all courses required by the Virginia Department of Education’s Standards of Accreditation are taught by licensed personnel.
- Allots adequate time for all teachers to plan individually and with collaborative groups (i.e., content area teams, grade-level teams, department teams, inclusion teams, and vertical articulation teams).
- Ensures that courses and experiences are offered and appropriately coded for the College, Career, and Civic Readiness Indicator elements (i.e., Advanced Coursework, Career and Technical Education (CTE) finishers with credentials, work-based and service-learning experiences) *
*Secondary Schools ONLY.
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Support for High-Quality Educational Environments
Implementing an effective academic program requires a well-designed master schedule. Principals should collaborate with other school leaders and staff to identify core priorities for master scheduling based on student needs and organizational goals. In conducting their work, principals and their teams should design master schedules that allow students to access foundational grade-level curricula at the appropriate level of challenge and with appropriate support; and, to participate in interventions and enrichment activities in line with their educational needs and aspirations.
This research brief from Hanover Research explores available research, best practices, and policy guidance related to equitable student-centered master scheduling. Principals can use this resource to expand their knowledge of successful practices for master scheduling that promote equity and facilitate effective academic programs.
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Q-Tip
Each month, we will feature one of our tools from our revised Academic Review Toolkit.
The school-level academic review is designed to help schools identify and analyze instructional and organizational factors affecting student achievement. The focus of the review process is on the systems, processes, and practices that are being implemented at the school level.
This month’s feature is the Master Schedule Tool. Take a Quick-look to reflect on your school’s current practices based on the criteria to help improve the school’s continuous improvement efforts.
The Master Schedule Tool is a larger tool specific for implementing, monitoring, and evaluating chronic absenteeism with the following criteria: attendance planning, data collection, causation analysis, and communication.
If you would like additional training or technical assistance to implement this tool, complete this Registration Form by January 28, 2021.
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Collaboration Corner
SPOTLIGHT: STEM OPPORTUNITIES
VDOE Science Module Developers Needed: VDOE is seeking developers of virtual resources to support a new model for statewide science professional development. The new Science Learning Collaborations model will include synchronous and asynchronous training implemented by division-level coaches using differentiated virtual modules that emphasizes the 2018 Science Standards of Learning. See Superintendent's Memo 318-20 for details and information on how to apply.
Embracing the Core of Innovative Teaching and Learning to Thrive in Any Learning Space: In this course for VASCD and Illinois ASCD, George Couros will discuss the importance of changing pedagogies while identifying the “core” values to focus on to ensure communities find success. The sessions will focus on the core elements of Building Relationships, Learner-Driven Practice, Empowering Learners, and Becoming Master Learners. Four session course dates are scheduled: January 19, January 25, February 4, and February 11. See more details from VASCD.
Facilitating Powerful Conversations in Virtual Spaces--January 27: Coaching in a virtual space looks and feels much different than when we are physically together. Identify the characteristics of powerful conversations, including advancement of an agenda, shared learning, and a stronger relationship. Examine how the principles of great listening manifest in virtual spaces. Explore the five primary types of powerful conversations and practice conversations that actualize strategy. More details are available from VASCD.
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Reminders
OMEGA Reimbursements: School Improvement Grant (SIG) Awards
Divisions are reminded that SIG reimbursements must be submitted to OMEGA at least once a month, as this allows the OSQ and the division to monitor the spend-down of the SIG funds
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Any feedback about this communication is greatly appreciated. If you have a topic you would like to see in a future monthly edition of Quality Quick Takes, contact OSQ at OSQ@doe.virginia.gov.
This monthly communication is intended for school and division leadership throughout the Commonwealth.
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