Page County schools all accredited under new VDOE framework; two elementary schools receive federal identifications

Miss Hamlin, the division presenter, told the Page County School Board that the Virginia Department of Education’s new School Performance and Support Framework separates accreditation from accountability and assigns every school a framework score and a categorical designation (distinguished, on track, off track, needs intensive support).

Hamlin said the framework uses weighted components — mastery, growth and readiness — that vary by grade span. She described how small subgroup sizes affect calculations: if an English learner subgroup has fewer than 15 students, the state redistributes that subgroup’s weighting across other measures, which in some cases changed a school’s overall category.

On a school-by-school basis, Hamlin said Luray Elementary received a framework score of 77.19 and was designated “needs intensive support” after a federal identification was triggered by subgroup performance among students with disabilities; Shenandoah Elementary received a TSI (targeted support and improvement) designation; Page County Middle carries an ATSI designation and was bumped to "off track" despite on‑paper gains in other indicators. Both high schools earned the "distinguished" category; Luray High ranked second in Region 4 and Page High scored over 100 points and placed in regional math and employment/enlistment metrics.

Hamlin outlined the division’s response: central office staff have met with every school administration, will revise Comprehensive School Improvement Plans (CSIPs) where needed, and are pursuing state improvement grant opportunities. She said preliminary grant worksheets showed TSI grant amounts previously listed around $22,000 (later noted to have increased to over $30,000) and an ATSI amount near $43,000, and that the division is exploring Title II and reallocation options to support professional development and tier‑one instruction. Hamlin said the division is implementing evidence‑based reading interventions, including SPIRE and the Sonday System, and will emphasize data‑driven instruction, tier‑one quality teaching, and targeted interventions.

Board members praised the progress — one cited a 27% reduction in chronic absenteeism divisionwide — and asked for future briefings on work at specific schools. Hamlin said the accreditation status is separate from accountability and that the division will continue CSIP work and grant applications.

The presentation did not include formal action; Hamlin said staff will return with program‑specific plans and any requests for board approval when needed.