Virginia PTA supports the transition to an accountability system that is directly aligned with the federal accountability system and which provides transparent information for parents and students to use in evaluating the effectiveness of a school’s academic program.

Summative Rating: This proposed regulation does not transparently define the new 4-level summative accountability categories or labels. We oppose a summative ranking system based on letters, stars, cardinals, or other like symbols. To provide transparency and promote parent engagement, we support a placement presentation of academic performance showing growth and mastery. If a summative state performance category is used, it should clearly describe the type of state funding and instructional support each school will receive.

Performance Tests & Readiness Category: Virginia PTA supports a robust and transparent assessment (testing) system, however, we do not support high-stakes testing that over-emphasizes a single end-of-year test. Virginia PTA opposes the introduction of new 5th grade and 8th grade Performance Task Tests.  These proposed readiness tests are not tied to SOL curriculum, are not designed to identify achievement gaps or guide new instruction, and have not been developed or piloted.  Additionally, blending tests results with chronic absenteeism in a readiness indicator blurs test result transparency, and reduces the ability to use the assessment results to develop a community action plan for school improvement.  There is opportunity to include new innovative question types demonstrating the 5’C’s within the existing curriculum driven SOL assessments to positively benefit all grade levels rather than adding more 5^th & 8^th grade testing. We urge the Board of Education use current SOL tests to evaluate mastery and growth; and use chronic absenteeism at its lowest federally allowable minimum as the readiness indicator.

Opt-Outs: Parents have a right to make decisions on behalf of their children, and that includes opting them out of state assessments. We oppose counting an opt-out as a zero in the performance mastery index. The consequences of nonparticipation in state assessments should not result in the loss of funding, diminished resources, or meaningful interventions for student subgroups. Student participation should remain the guiding measure for evaluating mastery.