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CCPS leaders explain state’s new point‑based accountability and separation from accreditation; public comment window noted
Summary
Dr. Fox and Dr. Jet told the board the state is shifting to separate accreditation (compliance) and accountability (performance) ratings using a point‑based model; they flagged proposed regulatory changes with public comment through Nov. 18 and said the state has contracted a third party to validate rating calculations before release.
Dr. Fox and Dr. Jet briefed the board on the state's updated school performance framework and how Chesterfield County Public Schools is aligning its continuous improvement work. "A major shift in the new framework is a movement away from a single rating," Fox said, explaining that accreditation will measure compliance while accountability will reflect student outcomes across multiple indicators and grade‑span models.
Fox described how the point‑based model allocates points to mastery indicators (reading, math, science) and other components (growth, graduation, readiness) and showed examples for elementary, middle and high schools. He noted that the state had not yet released accountability ratings for 2024–25 and that the state contracted an outside third party to validate calculations before publishing scores.
Dr. Jet framed continuous improvement as the implementation vehicle for the framework: "Continuous improvement is about sustained deep change," she said, and described the SIP (school improvement plan) as the place schools document goals and track progress. Division staff will provide differentiated supports — school quality support specialists, coaching, data tools and six‑week SIP review meetings — to help schools align improvement work with classroom practice.
Presenters flagged proposed regulatory changes that may affect how schools are rated over the next three years and noted a public comment period through Nov. 18; they said an ESSA update (item J) on the state board docket is expected for the Dec. 11 business meeting. Board members asked about timelines, whether some indicators (for example readiness measures at elementary grades) are limited this year to chronic absenteeism, and for a list of schools currently receiving targeted support; presenters said timelines depend on state validation and that proposed indicator changes could alter school plans in coming years.
Board members requested follow‑up materials and lists of schools with targeted supports so they can understand local implications once the state releases validated ratings.
