Accreditation with Conditions Explained
During the October 8, 2024, Stafford School Board meeting, officials explained accreditation with conditions signals that while a school meets basic operational standards, it has significant shortcomings in academic performance that need to be addressed. These three schools earned a “Level 3” rating in at least one performance area, indicating performance “below standard.” According to Virginia’s accreditation system, schools at this level need targeted interventions.
Amy Siepka, the assistant director of school improvement, explained that some lower-performance schools still received full accreditation due to a “triennial accreditation waiver.” This waiver allows schools accredited for three consecutive years to maintain their status for an additional three years, regardless of recent performance. However, Brooke Point High, H.H. Poole Middle, and Stafford Middle School were not eligible for this waiver.
“The cycle stopped, and then they just earned what they earned,” Siepka explained why these schools did not receive the extended waiver.
One of the ongoing challenges across these schools is the underperformance of crucial student groups, including students with disabilities, English learners, and economically disadvantaged students. Siepka emphasized that addressing these gaps is a complex and long-term effort. “We are putting forward efforts to improve in those areas, especially through our Tier 1 instruction, but as you might guess, it takes time to build infrastructure systems. Lasting change takes longer,” she added.
Staffing shortages have also compounded the problem, particularly in special education. Falmouth District School Board member Dr. Sarah Chase highlighted this concern during the meeting: “Classes are being taught by people who are not accredited or licensed to be teachers.”
“We still have a lot of vacancies in our special education positions, which means some classrooms are staffed by people who aren’t fully accredited or licensed to teach,” added Rock Hill School Board member Patricia Healy.
The board discussed the detailed steps being taken to address these challenges. “We’re focusing on data-driven strategies,” said Amy Siepka, the assistant director of school improvement, referencing the leadership teams at each school who review student performance and create tailored improvement plans. “It’s all about using the data we have to make instructional decisions that can really move the needle for these students.”
Preparing for Virginia’s New Accountability System
Virginia’s upcoming 2025 accountability system overhaul is adding to the district’s challenges. The overhaul will change how schools are evaluated and rated. The new system will focus on three primary areas: a mastery index, a growth indicator, and a readiness index. For high schools, a graduation indicator will replace the growth measure.
“The new system is going to provide a much clearer picture of student performance,” explained Siepka. “It separates proficiency from growth, so we’ll be able to see exactly how well students are mastering content and how much progress they’re making.”
The mastery index will measure how well students perform on core subject tests like reading, math, and science, while the growth indicator will track year-to-year improvement. “What’s different is that growth and proficiency will now be counted separately. You’ll have a clearer understanding of whether a student is improving or just meeting the standard,” added Siepka.
The readiness index will include factors like chronic absenteeism and enrollment in advanced coursework, reflecting how prepared students are for life after graduation. “We’re working hard to make sure our students are ready for what comes next, whether that’s college, the military, or a career,” said Michael Bolling.
Under the new system, schools will receive one of four ratings: distinguished, on track, off track, or needing intensive support. “We’re preparing for the changes by focusing on student pass rates, which will be crucial under the new system,” said Fulmer. “Each school is adjusting its improvement plan to meet these new benchmarks.”
