District data: High school ‘distinguished’; middle school CSI; elementary TSI for students with disabilities
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Summary
Presentation of the VDOE accountability framework showed Prince Edward High School rated Distinguished (92.1), Prince Edward Middle School scored ~74.8 and remains a CSI school, and Prince Edward Elementary scored ~79.2 but received a targeted-support (TSI) federal identification for students with disabilities; the board discussed growth, subgroup thresholds and next-step support plans.
Janine Garrett, director of curriculum and instruction, walked the board through the Virginia Department of Education’s new accountability framework and the district’s school-level results.
Under the new scoring method (mastery, growth and readiness/chronic absenteeism), Prince Edward High School earned a framework score of about 92.1 and received a Distinguished designation with no federal identification. Prince Edward Middle School scored about 74.8, was categorized as Off Track and is currently identified as a Comprehensive Support and Improvement (CSI) school. Prince Edward Elementary School earned a framework score in the high-70s (about 79.2) and—while fully accredited—was federally identified for Targeted Support and Improvement (TSI) because students with disabilities subgroup performance fell below the state threshold.
Garrett explained how the VDOE combines fractional points per student performance bands (0, 0.25, 0.75, 1.0, or 1.25) to form mastery and growth components and how subgroup thresholds are used to determine federal identification. The presentation noted that elementary growth figures are constrained by grade structure (the elementary school serves pre-K–4, so fewer students are eligible for multi-year growth calculations) and that chronic absenteeism and subgroup performance drove the TSI designation.
Board members asked about the district’s Memorandum of Understanding (MOU) status with the Department of Education and next steps; Garrett and Superintendent Dr. Jones said the district is awaiting clarity from VDOE and will submit school support plans for the identified schools. The district emphasized plans to focus interventions on students with disabilities and to present support plans at a future meeting.
The board requested additional detail about growth measures and acknowledged the complexity of comparing the new framework to prior-year SOL-based metrics. Garrett said the state used VBAS this year for growth calculations but that the state has not finalized the growth methodology for the coming year.