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Teachers and students praise shift to performance-based LAVC in world geography
Summary
Skyline High teachers and students told the Warren County School Board that replacing a single SOL end-of-course exam with a locally validated performance-based assessment (LAVC) — three document-based essays across the semester — has improved students' argumentation, use of evidence and preparation for college-level writing.
Steve McArthur, a Skyline High social studies teacher, told the Warren County School Board that the new locally administered Virginia Alternate Validation of Competency (LAVC) model replaces a single SOL end-of-course exam with three document-based essays given over the semester. "Basically, you have 3 essays throughout the semester instead of 1 SOL end of course assessment," McArthur said, describing a process that uses five documents per task, state-provided formative and summative prompts that teachers may adapt, and a 1–4 rubric for locally verified credit.
Board members heard that the LAVC emphasizes argument development and synthesis. McArthur said students must identify evidence from several documents and "explain why what they selected answered the question," shifting assessment focus from rote recall to analytical writing and critical thinking. He added that repeated practice leads to steady improvement: "The first time, it's rough. Kids are really unsure what to do. And then by the second, third time, they know exactly what to do."
A student, Isaiah Grady, told the board the LAVC felt more transparent and better prepared him for future writing tasks. "With the LAVC, we were able to write our own notes and knew exactly what the test would be about," he said, adding that the essay format helps with dual-enrollment English and other college-level writing demands.
Hope Petty, teacher support coordinator, placed the LAVC work in a broader induction context, describing TREC mentoring that pairs new teachers with content-based induction coaches. Jason Aitke, a first-year world geography teacher at Warren County High School, credited mentor support with helping teachers revise instruction and assessment practice over several monthly meetings.
Board members did not request changes to the instructional approach during the spotlight; several praised teachers and students for the work. The presentation closed with board encouragement to continue monitoring outcomes, especially pass rates and student growth, as the district implements performance-based assessments more widely.
