Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Advanced Diploma topic
No spam. Unsubscribe anytime.
Norfolk board hears plan to boost advanced-studies diplomas; counselors, pre-AP and tutoring highlighted
Summary
School officials outlined efforts tied to school board Goal 5 to increase the share of Norfolk graduates earning an advanced-studies diploma: transcript reviews, pre-AP training, expanded course sequencing in social studies, two tutoring platforms and strategies to help juniors off-track only for a world language requirement.
Norfolk Public Schools staff presented a multi-pronged strategy to increase the percentage of graduates earning an advanced-studies diploma, telling the school board that counselors, course sequencing and new supports are aimed at getting more students onto and through rigorous pathways.
Staff framed the work as tied to the district’s strategic goal that the share of Norfolk graduates receiving an advanced-studies diploma meet or exceed the state average by the end of the 2026–27 cohort. The presenters said the district does not yet have official Virginia Department of Education cohort comparisons, but shared preliminary internal data and near-term actions.
Why it matters: The advanced-studies diploma affects college-ready course-taking and postsecondary options. District leaders said early transcript reviews and scheduling flexibility under the 4-by-4 model have put more students “in a better position to earn an advanced diploma” at the start of the year, and they outlined supports intended to accelerate progress.
Key actions staff described: - Pre-AP and course sequencing: Staff said the district offered pre-AP training and identified honors courses in the four core areas as pre-AP, following College Board guidance to prepare students for advanced coursework. The district also implemented a four-year social-studies sequence across all five high schools so students can meet advanced-diploma requirements.
- Counseling and transcript reviews: Counselors have been reviewing transcripts earlier in the process, and staff reported instances where students were in better positions at the start of the year than they were at the end of the prior year because summer work and course changes improved standing.
- Tutoring and platforms: The district rolled out two new tutoring platforms — an on-demand in-school service and an after-hours service (tutor.com) for 24/7 homework help — to give students immediate and out-of-school supports.
- Targeted opportunities for world language credit: Staff identified 195 current juniors who were off track for the advanced diploma solely due to missing world-language credits and said the 4-by-4 schedule creates opportunities for those students to take additional world-language courses across semesters to meet the requirement.
Staff also reported instructional supports including evidence-based materials, inquiry- and project-based learning efforts, and training for teachers on integrating AI tools for planning and feedback. One presenter said 81% of surveyed teachers were active users of AI for lesson planning, grading and engagement supports.
The board received requests for further benchmarking once the state releases official data and for continuing efforts to align counseling, prerequisites and scheduling so students can access higher-level courses. No formal board action or vote was taken on Goal 5 at the meeting; staff said they will continue to monitor cohorts and update the board.
