1. Orientation Training for West Virginia Schools and School Systems
Office of Education Performance Audits

2. Accreditation/Accountability
Opening Comments
Session Introduction
Accreditation/Accountability
Dr. Gus Penix
Director, OEPA

3. Materials and Procedures
a copy of today’s agenda
a copy of Policy 2322
a copy of today’s Power Point, and
an Orientation Training Booklet
 Procedures
Large Group Discussion and Questions
Agenda Timelines

4. TODAY’S PURPOSE
The purpose of today’s presentation is to introduce you to:
the newly adopted Policy 2320,
the new accreditation process, and
the School Monitoring Report.

5. Historical Perspective of Policy 2320
Section 2:
Historical Perspective of Policy 2320
Dr. Donna Davis
Deputy Director, OEPA

6. Background
WV Constitution charges the WVBE with the general supervision of public schools; this policy provides for this.
The policy is impacted by Resolution of the landmark case of Pauley vs. Bailey and led to “A Process for Improving Education,” the blueprint for WV’s standards-based accountability system.
This blueprint led to adoption of WV Code §18-2E-5 by the WV Legislature.
In 2013, SB 359 gave the WVBE authority to redefine sections of §18-2E-5 that impact school accreditation and accountability.
The new Policy (which repeals and replaces the former) is a result of the Governor’s leadership, direction from the WVBE Committee on Accountability, and input Stakeholders

7. Standards-Based Accountability System
Accreditation

8. Overview of Policy Sections
Rationale for Aligning Accountability and Accreditation
Overview of Policy Sections
Gus Penix
Director, OEPA

9. NEW ACCREDITATION SYSTEM
The WVBE approved a new policy for accrediting WV’s schools and approving school systems, Policy 2320.
The new policy is the result of changes to WV Code §18-2E-5 in SB359.
These Code changes provided opportunity to align
the accountability system (what’s expected of schools) with
the accreditation system (how schools are rated).
This alignment placed a statewide emphasis on the improvement of student achievement in ALL schools.

10. Characteristics of the New Policy
There are six major characteristics of the new policy: (1) improving student performance, (2) clearly communicating the level of school quality, (3) focusing on all schools, (4) purpose – quality and self-improvement, (5) emphasizing local control and accountability, and (6) differentiating supports, consequences, and rewards.

11. WVBE BELIEFS All students deserve quality educational programs.
WV’s national rankings have declined.
Those rankings must change.
Every school has a responsibility to improve.
The WVBE is committed to fulfilling its constitutional responsibilities in providing a quality education for all students through a system that monitors student performance outcomes and continuous improvement in schools.

12. Old and New Accreditation
RATIONALE – Eliminate Multiple Rating Systems:
Old - Schools received two different ratings.
New - Schools receive one rating.
RATIONALE – Create a System that Promotes Student Performance:
OLD - Focused school accreditation ratings on self-reported compliance.
NEW – Focuses on student performance measures.

13. Old and New Accreditation
 RATIONALE – Use Language that is Easily Understood to Communicate School Quality:
OLD - Language was not easily understood.
NEW - Language is clearly understood.
RATIONALE – Focus on Improvement of All Schools:
OLD - Only low performing schools received reviews.
NEW - All schools receive a cyclical review every four years.

14. “What gets measured gets done.” “What gets monitored gets done well.”
WVBE EXPECTATIONS
Improve student performance.
Align accountability and accreditation systems.
Incentivize school improvement in all schools.
Hold schools accountable for creating quality school and classroom conditions.
Create a clear public reporting system.
Create a unified school recognition program to recognize growth and performance.
Enhance local control.
Address requirements of §18-2E-5 to create a thorough and efficient system of public education.
“What gets measured gets done.”
“What gets monitored gets done well.”

15. Policy 2320 Sections Section 4 – Glossary
Section 7 – School System Approval
Section 10 – Rewards and Recognitions
Section 11 – Needs analysis, Capacity Building and Efficiencies.
Section 12 – Communication of Performance Grades and Approval Levels
Section 13 – Operation of the OEPA
Section 14 – General Appeals Procedures
Section 15 – Severability

16. Section 3:
Premises and Purposes
Bill Niday
Consultant, OEPA

17. Section 3: Premises and Purposes
All children can learn.
The primary measure of an effective school is the quality and equity of student outcomes.
The level of quality and equity must be public knowledge.
The school is the unit of change.
The capacity for excellence resides in every school.

18. Premises and Purposes Purposes
Establishing standards and performance measures
Holding schools and school systems accountable
Implementing a system of public notification
Evaluating educational progress
Ensuring equity of opportunity

19. Premises and Purposes Purposes
Providing a mechanism for continuous improvement
Defining a system of supports and consequences
Creating a recognition and reward process
Aiding the Governor, Legislature, and WVBE in decision-making

20. WV Accountability System Associate Superintendent, WVDE
Section 5:
WV Accountability System
Robert Hull
Associate Superintendent, WVDE

21. Policy 2320, A Process for Improving Education: Performance Based Accreditation System
In January 2014, as part of his State-of-the-State Address, Governor Tomblin asked the WV Board of Education to establish a simple A-F School Grading System.
The WVBOE, working with the WVDE and WVOEPA, developed a system that unites school accountability and school and district accreditation into a single process.
Policy 2320 was placed for public comment on April 9, 2014 and approved on May 14, 2014 to become effective July 1, 2014.
Schools will receive their first A-F grade for the school year based on the data from the assessment.

22. Policy 2320, A Process for Improving Education: Performance Based Accreditation System
The WVDE will compile the data and assign each school a grade based upon the criteria set by the WVBOE.
The OEPA will review the results of the school audits to verify the grades can be assigned without modification and report them to the WVBOE.
The WVBOE will accept and officially release the school grades.
High performing schools will be recognized and low performing schools will receive supports and assistance.

23. Measuring What We Value in West Virginia
Policy 2320, A Process for Improving Education: Performance Based Accreditation System
Measuring What We Value in West Virginia
All students learning
All students showing significant improvement rather than just incremental improvement
All students exhibiting growth at a rate that moves them to proficiency over time
All students performing at their highest levels
Accelerating the growth of those lowest performing students

24. Policy 2320, A Process for Improving Education: Performance Based Accreditation System
Grading Components
Achievement: Includes student proficiency in mathematics and reading/language arts.
Student growth: Includes how much students are growing (observed) and how much students are on track to be proficient (adequate).
Performance of Lowest 25%: Includes the accelerated improvement of the lowest 25% of students in each school.
Graduation rates for high schools: High schools will be awarded points based on each school’s four-year and five-year adjusted cohort graduation rates.

25. Policy 2320, A Process for Improving Education: Performance Based Accreditation System
Grade Designations
A = distinctive student proficiency
B = commendable student proficiency
C = acceptable student proficiency
D = unacceptable student proficiency
F = lowest student proficiency

26. Elementary/Middle Schools
Policy 2320, A Process for Improving Education: Performance Based Accreditation System
Elementary/Middle Schools
High Schools
Math Proficiency
200 points
Reading Proficiency
Math Observed Growth
100 points
Reading Observed Growth
Math Adequate Growth
Reading Adequate Growth
Accelerated Performance of the Lowest 25% in Math
Accelerated Performance of the Lowest 25% in Reading
4-Year Graduation Rate
5-Year Graduation Rate
Total Points
1000 points
1200 points

27. Policy 2320, A Process for Improving Education: Performance Based Accreditation System
Letter Grade
Description
Elementary/ Middle School Score on the WVAS
High School Score on the WVAS A
Distinctive proficiency B
Commendable proficiency C
Acceptable proficiency D
Unacceptable proficiency F
Lowest proficiency
<400
<480
*Please note these score bands are for illustrative purposes only.
A formal standard setting process will be conducted to establish the initial cut scores.
Cut scores will be reviewed annually and revised as necessary.
Grade Assignment

29. Results: Math Not Proficient (53%) Proficient (47%)
27% are Catching Up
64% are Keeping Up
73% are
Falling Behind
36% are

30. Results: RLA Not Proficient (50%) Proficient (50%) 32% are Catching Up
70% are Keeping Up
68% are
Falling Behind
30% are

32. Policy 2320, A Process for Improving Education: Performance Based Accreditation System
Proficiency Rates
200 points based on % proficient in Math
200 points based on % proficient in E/LA
Observed Growth
100 points based on % of students exhibiting at least typical growth in Math
100 points based on % of students exhibiting at least typical growth in E/LA
Adequate Growth
100 points based on % of students meeting or exceeding growth target in Math
100 points based on % of students meeting or exceeding growth target in E/LA
Lowest 25%: bottom quartile of students in the school
100 points based on the % of students in the bottom 25% exhibiting high growth in Math
100 points based on the % of students in the bottom 25% exhibiting high growth in E/LA
Graduation Rates for High School
100 points based on % of students graduating in the 4-year cohort
100 points based on % of students graduating in the 5-year cohort

33. Sample Scenarios
Elementary Schools

34. Elementary Schools School 1 – Blooming Rose Elementary School
Overall high performing school
Overall high growth school
School 2 – Trailing Vine Elementary School
Moderately performing school
Moderate observed growth
Low adequate growth
Lower performing lowest 25%
School 3 – Briar Patch Elementary Schools
Overall low performing school
Overall low growth school

35. Blooming Rose Elementary School
Overall high performing school
Overall high growth school
Component %
Points Possible
Points Earned
% Proficiency in Math
75%
200
150
% Proficiency in E/LA
72%
144
Observed Growth in Math (% typical or higher)
56%
100 56
Observed Growth in E/LA (% typical or higher)
55% 55
Adequate Growth in Math (% meeting or exceeding target)
65% 65
Adequate Growth in E/LA (% meeting or exceeding target)
67% 67
Accelerated Growth of Lowest 25% in Math (% high growth)
59% 59
Accelerated Growth of Lowest 25% in E/LA (% high growth)
62% 62
TOTAL
1000
658

36. Trailing Vine Elementary School
Moderately performing school
Moderate observed growth
Low adequate growth
Lower performing bottom 25%
Component %
Points Possible
Points Earned
% Proficiency in Math
48%
200 96
% Proficiency in E/LA
55%
110
Observed Growth in Math (% typical or higher)
45%
100 45
Observed Growth in E/LA (% typical or higher)
49% 49
Adequate Growth in Math (% meeting or exceeding target)
40% 40
Adequate Growth in E/LA (% meeting or exceeding target)
42% 42
Accelerated Growth of Lowest 25% in Math (% high growth)
41% 41
Accelerated Growth of Lowest 25% in E/LA (% high growth) 48
TOTAL
1000
471

37. Briar Patch Elementary School
Overall low performing school
Overall low growth school
Component %
Points Possible
Points Earned
% Proficiency in Math
35%
200 70
% Proficiency in E/LA
37% 74
Observed Growth in Math (% typical or higher)
40%
100 40
Observed Growth in E/LA (% typical or higher)
44% 44
Adequate Growth in Math (% meeting or exceeding target) 35
Adequate Growth in E/LA (% meeting or exceeding target) 37
Accelerated Growth of Lowest 25% in Math (% high growth)
25% 25
Accelerated Growth of Lowest 25% in E/LA (% high growth)
22% 22
TOTAL
1000
347

38. Sample Scenarios
MIDDLE Schools

39. Middle Schools Hickory Middle School Walnut Middle School
Overall high performing school
Overall high growth school
Walnut Middle School
Moderately performing school
Moderate observed growth
Low adequate growth
Lower performing bottom 25%
Oak Middle School
Overall low performing school
Overall low growth school

40. Hickory Middle School Overall high performing school
Overall high growth school
Component %
Points Possible
Points Earned
% Proficiency in Math
70%
200
140
% Proficiency in E/LA
72%
144
Observed Growth in Math (% typical or higher)
62%
100 62
Observed Growth in E/LA (% typical or higher)
65% 65
Adequate Growth in Math (% meeting or exceeding target)
57% 57
Adequate Growth in E/LA (% meeting or exceeding target)
60% 60
Accelerated Growth of Lowest 25% in Math (% high growth)
Accelerated Growth of Lowest 25% in E/LA (% high growth)
61% 61
TOTAL
1000
654

41. Walnut Middle School Moderately performing school
Moderate observed growth
Moderate adequate growth
Lower performing bottom 25%
Component %
Points Possible
Points Earned
% Proficiency in Math
55%
200
110
% Proficiency in E/LA
48% 96
Observed Growth in Math (% typical or higher)
46%
100 46
Observed Growth in E/LA (% typical or higher)
50% 50
Adequate Growth in Math (% meeting or exceeding target)
Adequate Growth in E/LA (% meeting or exceeding target)
Accelerated Growth of Lowest 25% in Math (% high growth)
39% 39
Accelerated Growth of Lowest 25% in E/LA (% high growth)
42% 42
TOTAL
1000
479

42. Oak Middle School Overall low performing school
Overall low growth school
Component %
Points Possible
Points Earned
% Proficiency in Math
36%
200 72
% Proficiency in E/LA
39% 78
Observed Growth in Math (% typical or higher)
45%
100 45
Observed Growth in E/LA (% typical or higher)
42% 42
Adequate Growth in Math (% meeting or exceeding target)
25% 25
Adequate Growth in E/LA (% meeting or exceeding target)
27% 27
Accelerated Growth of Lowest 25% in Math (% high growth)
19% 19
Accelerated Growth of Lowest 25% in E/LA (% high growth)
22% 22
TOTAL
1000
330

43. Sample Scenarios
High Schools

44. High Schools Evergreen High School Hemlock High School
Overall high performing school
Overall high growth school
High graduation rates
Hemlock High School
Moderately performing school
Moderately high observed growth
Low adequate growth
Lower performing bottom 25%
Moderate graduation rates
Redwood High School
Overall low performing school
Overall low growth school
Low graduation rates

45. Evergreen High School Overall high performing school
Overall high growth school
High graduation rates
Component %
Points Possible
Points Earned
% Proficiency in Math
70%
200
140
% Proficiency in E/LA
72%
144
Observed Growth in Math (% typical or higher)
62%
100 62
Observed Growth in E/LA (% typical or higher)
65% 65
Adequate Growth in Math (% meeting or exceeding target)
57% 57
Adequate Growth in E/LA (% meeting or exceeding target)
60% 60
Accelerated Growth of Lowest 25% in Math (% high growth)
Accelerated Growth of Lowest 25% in E/LA (% high growth)
61% 61
4-Year Adjusted Cohort Graduation Rate
88% 88
5-Year Adjusted Cohort Graduation Rate
92% 92
TOTAL
1200
834

46. Hemlock High School Component % Points Possible Points Earned
Moderately performing school Lower performing bottom 25%
Moderately high observed growth Moderate graduation rates
Low adequate growth
Component %
Points Possible
Points Earned
% Proficiency in Math
55%
200
110
% Proficiency in E/LA
50%
100
Observed Growth in Math (% typical or higher)
62% 62
Observed Growth in E/LA (% typical or higher)
65% 65
Adequate Growth in Math (% meeting or exceeding target)
36% 36
Adequate Growth in E/LA (% meeting or exceeding target)
33% 33
Accelerated Growth of Lowest 25% in Math (% high growth)
30% 30
Accelerated Growth of Lowest 25% in E/LA (% high growth)
4-Year Adjusted Cohort Graduation Rate
79% 79
5-Year Adjusted Cohort Graduation Rate
83% 83
TOTAL
1200
628

47. Redwood High School Overall low performing school
Overall low growth school
Low graduation rates
Component %
Points Possible
Points Earned
% Proficiency in Math
35%
200 70
% Proficiency in E/LA
33% 66
Observed Growth in Math (% typical or higher)
100 35
Observed Growth in E/LA (% typical or higher)
39% 39
Adequate Growth in Math (% meeting or exceeding target)
27% 27
Adequate Growth in E/LA (% meeting or exceeding target)
25% 25
Accelerated Growth of Lowest 25% in Math (% high growth)
20% 20
Accelerated Growth of Lowest 25% in E/LA (% high growth)
21% 21
4-Year Adjusted Cohort Graduation Rate
74% 74
5-Year Adjusted Cohort Graduation Rate
79% 79
TOTAL
1200
456

48. Points of Clarity
Requires an amendment to the ESEA Flexibility Request
Based on initial conversations, USDOE appears amenable to the concepts presented but negotiations could result in minor metric changes based on the review of impact data
Accountability includes all tested grades 3-11
Cell size is 10
Only impacts observed growth (average of sub groups) and lowest 25% calculations; all other calculations are based on the “all” group
Will report all subgroups for public transparency and for services delivered via the strategic plan.

49. Points of Clarity
Priority and Focus status remains a federal requirement but will not impact school grades
Priority Schools
Still at the 5th percentile of Title I schools
Based on total index rather than just proficiency (should have little effect because of proficiency being so heavily embedded in the index)
Focus Schools
Two definitions in USDOE guidance
Schools with the greatest achievement gaps (used in current system)
Lowest performing subgroups (used in amendment)
Finalized once impact data are available to ensure representation of appropriate students
Supports required for both as we currently have in place
Those currently identified will remain for the initial 3 year period

52. WV Accountability System
Questions/Discussion

53. BREAK TIME!

54. Section 6:
School Accreditation
Debbie Ashwell
Coordinator, OEPA

55. Accreditation System Verifying A-F.
Assessing and reporting Policy 2322, adherence to policy and Code, reporting best practices, efficiencies, and resource, facility, and capacity building needs.
Identifying and reporting classroom conditions and non-compliances that may impact student learning/well-being, effective/efficient operation of the school.

56. Accreditation System System of self-study
Method for promoting continuous improvement
Basis for determining rewards, supports, technical assistance, and intervention

57. Measures and Levels A-F system (Section 5)
Student outcomes are the primary measures of school effectiveness.
School performance rating
Calculated by the WVDE;
Verified by the OEPA through accreditation process;
Approved by the WVBE; and
Communicated to schools, school systems, and communities.

58. Principles and Processes
Operating Principles
Review Processes
Conditions Affecting Grade Verification
Circumstances for Modifying Grades

59. Operating Principles
Focus on Student Performance – create school and classroom conditions reflected in Policy 2322.
Transparency and Clarity – communicated in advance and reviewed and validated through annual and cyclical reviews.
Vehicle for Local Decision-Making – school uses available tools to reach consensus on improvement priorities.

60. Review Processes Annual and cyclical reviews are designed to:
verify the school’s annual performance grade;
provide feedback for local school improvement efforts;
verify compliance with core policy and Code;
document best practices; and
identify efficiencies, resource, facility, and capacity building needs.

61. Annual Reviews School Monitoring Report as self-assessment
School quality defined in Policy 2322
Compliance with policy and Code
Best practices
School resource and capacity building needs
School Monitoring Report
Developed with staff input
Reviewed by Faculty Senate and LSIC
Approved by principal and superintendent
Submitted to the OEPA by timeline

62. Cyclical Reviews On-site review At least every 4 years
Assures all schools are accountable
common set of high quality standards
core policy and Code compliance
continuous improvement
External Team managed by OEPA

63. Cyclical Reviews Team responsibilities:
Determine accuracy of School Monitoring Report.
Review School Strategic Plan.
Examine school practices (Policy 2322) and provide feedback on strengths and needs.
Document best practices.
Identify resource, facility, efficiency, and capacity building needs impeding improvement.

64. Conditions Affecting Grade Verification
1. Unreliability of performance measures
Administering student assessments
Recording dropout and other related graduation data
2. School conditions that significantly impair
student academic success and well-being
Pervasive and/or serious in nature
3. Significant policy and Code violations

65. Circumstances for Modifying Grades
Performance grade is a misrepresentation of overall quality (rare circumstances as defined on previous slide).
Unreliable performance measures = grade of F
Conditions that significantly impair academic success and well-being = grade of F
Significant policy and Code violations = reduced grade, no higher than C

66. School Responsibilities for Accreditation
Develop knowledge of Policy 2322
Complete School Monitoring Report
Develop Strategic Plan
Implement Strategic Plan
Participate in On-Site Review Process

67. Participate in On-Site Review Process
Prepare for review
Staff orientation
Documents (School Monitoring Report, etc.)
Participate in review
Interviews, observations, review evidence provided
Participate in exit conference
Team summary of visit
Address review findings contained in report

68. County Board of Education Responsibilities for School Accreditation
Implementation
Develop understanding of accreditation processes
Establish local direction
Monitor school responsibilities
Completion of School Monitoring Report
Review and verify accuracy of School Monitoring Report.
School strategic planning process considers annual feedback.
Ensure audit review findings are addressed.

69. County Board of Education Responsibilities for School Accreditation
Establish supports and expectations that impact student performance
Principal is instructional leader and all schools are student-centered and learning-focused
Structures for school self-assessment and goal setting leading to improved performance
School-based PD for unique needs of staff and students
Differentiated support based on performance
grade and school need

70. OEPA Responsibilities for School Accreditation
Tools – prepare for the accreditation process
School Monitoring Report
Orientation materials
Information – support documents
Informational brochures
Local/regional PD
Regular electronic updates
Guidance on processes and procedures

71. OEPA Responsibilities for School Accreditation
Feedback – to schools on annual and cyclical review processes including:
Strengths and weaknesses related to Policy 2322
Compliance with policy and Code
Recognition of best practices
Assessment of resource, facility, efficiency, and capacity building needs
Communication of recommendations and/or findings
Identification of circumstances that could modify
school’s performance grade

72. Continuous Improvement and Strategic Planning
Section 9:
Continuous Improvement and Strategic Planning
Charlene Coburn
Coordinator, OEPA

73. School System Continuous Improvement
Model quality improvement processes expected of schools.
Clear beliefs about teaching and learning that guide decisions
Focused mission
Goals derived from organized process of data analysis

74. Ultimately, the school system’s improvement process must determine how school system leadership, resources, services, supports, and policies can be best utilized to improve the school and classroom learning conditions that impact student performance.

75. School System Continuous Improvement
Requirements:
Analysis of accountability data
Support for schools earning a D or F performance rating
Support for schools with accreditation findings

76. School System Strategic Planning
Development Process
1. Analysis of accountability data (WVAS)
2. Strategies to provide targeted support and technical assistance for schools with a D or F performance grade
3. Support for schools with findings and directives from the WVBE resulting from an accreditation review
4. Strategies for improving overall performance of all schools

77. Contents of School System Strategic Plan
The contents of the plan are determined by the school system under the direction of the county superintendent. At a minimum, the plan includes the following:
Core beliefs
Mission
Goals
Measurement evidence
Action steps
Professional development
Technical assistance

78. Revisions and Approval
Revisions of the plan are made
annually as new data and information indicate and
when directed by the WVBE as outlined in Policy 2320.
The school system Strategic Plan is approved through formal action of the county board of education.
Submitted to WVDE for review and presented to the WVBE for approval.

79. School Continuous Improvement
The improvement process is facilitated by the principal but involves teachers, staff, and stakeholders in decision-making and leadership roles. The principal makes improvement a focus by developing staff collective knowledge of needs and by developing an understanding of and commitment to the school’s improvement priorities.

80. School Continuous Improvement
It is recommended that each school use information and data provided by the school system, RESA, the WVDE, and/or other entities to complete the self-study. Ultimately, the self-study must assist staff in determining the root causes of student performance deficits and help determine changes needed in school and classroom practice.

81. School Continuous Improvement
Designated team or committee to orchestrate the school’s improvement efforts
Process of using data and information to determine needs
On-going professional development and research on how to best improve school and classroom processes and strategies

82. School Continuous Improvement
At a minimum, every school MUST utilize:
School Monitoring Report, and
Summary of employee evaluation data to guide improvement efforts.

83. School Strategic Planning Development Process
The school electronic strategic improvement plan is the culmination of :
School’s self-study of student performance
School’s self-study of school and classroom learning conditions

84. School Strategic Planning Development Process
The plan is developed under the direction of the principal with collective involvement and input from the staff and the LSIC.
The plan must includes the following:
Core beliefs
Mission
Goals
Measurement evidence
Action steps
Professional development needs

85. School Strategic Planning Development Process
The action steps are based on examination of best practices and innovative approaches to improve student performance and address student needs.
All members of the school staff are responsible for implementing the plan.
The principal is responsible for monitoring the implementation of the plan.
The plan is updated and revised as data and information dictate based on the tenets of continuous improvement.
Annual updates to the plan must consider the OEPA School Monitoring Report when the report identifies deficits in quality or compliance.

86. School System Responsibilities
Ensure each school is led by a principal knowledgeable of continuous improvement processes and capable of leading effective improvement efforts.
Build capacity by supporting effective improvement teams.
Assist schools in creating schedules and allocating time for staff to work on school improvement efforts.

87. School System Responsibilities
Establish direction and expectations through school system goal-setting grounded in analysis of student performance data.
Review and approve school Strategic Plans.
Differentiate school system supports and assistance according to the school needs in order for each school to meet a C or higher level of student performance.
Verify to the WVDE that all school plans have been submitted, reviewed, and approved by the county superintendent or designee.

88. WVBE Responsibilities
The West Virginia Board of Education is responsible for creating processes to support and monitor continuous improvement through the following entities:

89. WVDE Responsibilities
Creating and distributing the electronic template, as approved by WVBE, through which the school and school system Strategic Plan is recorded
Establishing timelines for the submission of the school and school system Strategic Plans
Monitoring school system plan submissions to assure plans include the core components
Third bullet: as outlined in WVBE Policy and W.Va. Code.

90. WVDE Responsibilities
Providing leadership and technical assistance on effective continuous improvement and strategic planning processes
Providing data, tools, and resources that support effective continuous improvement and strategic planning
Providing input and feedback on the contents of school system Strategic Plans for those school systems that have not achieved Full Approval status
Third bullet: or any other school system where WVDE believes appropriate

91. OEPA Responsibilities
The Office of Education Performance Audits is responsible for monitoring and reporting the submission of school and school system plan revisions when such revisions result from WVBE directives and accreditation findings.

92. WVDE, RESAs, and West Virginia Center for Professional Development
These agencies are responsible for responding to regional, statewide, school, and school system professional development needs as identified in the school and school system Strategic Plans and from reports compiled as result of the OEPA accreditation reviews.

93. School and School System Supports and Consequences
Section 8:
School and School System Supports and Consequences
Allen Brock
Coordinator, OEPA

94. Schools with a D Performance Grade
A school with a D Performance Grade must receive assistance from the county superintendent:
Must find the problem, determine the improvements necessary, modify the Five-Year Plan, and evaluate the results.

95. Schools with Two Consecutive D Performance Grades
School must determine if more time with the existing support will improve the school
If no improvements, external support must be sought.

96. Schools with Three Consecutive D Performance Grades
A school that receives THREE consecutive D Performance Grades:
A summary of actions must be submitted to the WVBE
The WVBE will do one of the following:
Extend the timeline if improvements are made,
Declare extraordinary circumstances and intervene
Take other actions as necessary

97. Schools with an F Performance Grade
Must receive immediate intervention by the LEA
LEA must determine if the school/LEA have the capacity to improve the conditions at the school

98. Schools with Two Consecutive F Performance Grades
A summary of actions must be submitted to the WVBE
The WVBE will determine one of the following:
Extend timeline if improvements have been made,
Declare extraordinary circumstances and intervene,
Take other appropriate actions.

99. School Extraordinary Circumstances
Extraordinary Circumstances include, but not limited to:
physical or other abuse of students;
inappropriate suspensions and/or expulsions;
misappropriation of funds; misuse of public funds;
falsification of reports and/or failure to submit required reports;
violation of W. Va. Code and WVBE policies that impact the provision of an appropriate educational program;
unhealthy or unsafe conditions for students and/or employees; or
failure to provide a high quality and equal educational opportunity for students which are directly attributed to deficiencies in leadership, school and classroom learning conditions, and the school’s resources in facilities, personnel, curriculum, and/or equipment and materials.

100. WVBE Intervention
The WVBE may intervene under extraordinary circumstances and
Appoint monitors to aid the principal
Direct the county to target resources to aid the school
Remove the principal
Implement other actions as necessary

101. County System Nonapproval Status
County Nonapproval Status
Six conditions that may cause a county to receive Nonapproval Status, as outlined in Section 8.3.b.
Extraordinary Circumstances for County Systems:
Pervasive and consistent poor performance
Conditions that threaten the health, safety, educational quality of students, or fiscal solvency within the school system

102. Conditions of Extraordinary Circumstances for County Systems
County Extraordinary Circumstances Include, but not limited to:
misappropriation of funds; misuse of public funds;
falsification of reports and/or failure to submit required reports;
violation of W. Va. Code or West Virginia Board of Education policies that impact the provision of an appropriate educational program;
unhealthy or unsafe conditions;
failure to provide a high quality and equal educational opportunity for students; and/or
deficiencies in leadership.

103. Addressing Deficits
When a county board has more than a casual deficit, a plan must be submitted to the WVDE. Nonapproval status can be given if the county 1) fails to gain approval of the plan in a timely manner, or 2) the county board fails to follow the approved plan.

104. WVBE Intervention
When Nonapproval Status is given, a state of emergency is declared by the WVBE. If corrections are not made within six months, the WVBE will intervene. The authority of the county superintendent and board may be limited, and the position of superintendent may be declared vacant.

105. Immediate County Intervention
Immediate Intervention by the WVBE may occur if:
Delay of the intervention is not in the best interest of students, or
The county system had been under state control within 5 years and the conditions reappear.

106. School Accreditation and Continuous Improvement and Strategic Planning
Questions/Discussion

107. Overview of the School Monitoring Report
And
Overview of Implementation Process and Schedule
Gus Penix
Director, OEPA

109. INITIAL Audits of All Schools
2014
County
Days
2015
15-Sep
Monongalia 3
Preston 2
5-Jan
REPORT WRITING
22-Sep
Randolph
Barbour
12-Jan
Cabell 4
29-Sep
Doddridge 1
Harrison
19-Jan
Lincoln
Mason
6-Oct
Gilmer
Upshur
26-Jan
Logan
13-Oct
Lewis
Taylor
2-Feb
Mingo
20-Oct
Tucker
Marion
9-Feb
Wayne
27-Oct
16-Feb
3-Nov
23-Feb
10-Nov
Brooke
Hancock
2-Mar
Calhoun
1.5
Wirt
17-Nov
Marshall
9-Mar
Jackson
24-Nov
THANKSGIVING BREAK
16-Mar
Pleasants
Roane
1-Dec
Ohio
23-Mar
Ritchie
Tyler
8-Dec
Wetzel
30-Mar
Wood
15-Dec
6-Apr
EASTER BREAK
22-Dec
CHRISTMAS BREAK
13-Apr
29-Dec
20-Apr
2016
14-Sep
Braxton
Fayette
4-Jan
21-Sep
Pocahontas
Greenbrier
11-Jan
Kanawha 5
28-Sep
Webster
Nicholas
18-Jan
5-Oct
25-Jan
12-Oct
1-Feb
19-Oct
Mercer
8-Feb
26-Oct
McDowell
Summers
15-Feb
2-Nov
Raleigh
22-Feb
Berkeley
9-Nov
Wyoming
Monroe
29-Feb
Grant
Hardy
Hampshire
16-Nov
7-Mar
Mineral
Pendleton
23-Nov
14-Mar
Jefferson
30-Nov
21-Mar
Morgan
7-Dec
Clay
Boone
28-Mar
14-Dec
Putnam
4-Apr
21-Dec
CHRISTMAS BREAK'
11-Apr
28-Dec

110. OEPA AUDIT SCHEDULES 2014-2020 2014-2015 2015-2016 2016-2017 2017-2018
RESA 2
RESA 1
RESA 6
RESA 3
RESA 5
RESA 7
RESA 4
RESA 8 X

111. LUNCH TIME!

112. Preparing for the Initial Audit Resources and Supports
Dr. Michelle Samples
Coordinator, OEPA

113. Completing the School Monitoring Report
Important considerations for principals
Method for completion
Challenges of completion
Areas included on the School Monitoring Report
Role of the School Monitoring Report in the accreditation process

114. Preparing for the Initial Audit
Share the Strategic Plan and the School Monitoring Report with staff and others.
Be prepared to discuss how the school is addressing
Standards for High Quality Schools (Policy 2322),
school improvement efforts,
identified improvement needs and strengths, and
compliance with identified policies and Code.
Submit required documents promptly to the OEPA as noted in the Notification Letter.

115. Preparing for the Initial Audit
Ensure all other documents are available as noted in the Notification Letter (Facilities Checklist).
Inform staff of the auditing format:
Classroom observations
Interviews (staff, students, and parents)
Lesson plan reviews
Provide a meeting space for the audit Team.
Wireless Internet Password (if available).

116. Orientation Booklet Section
Frequently Asked Questions
(Pages 26-28)

117. NEXT STEPS
Date for electronic submission of the School Monitoring Report for RESA 5 is November 15, 2014.
Date for completion of School Facilities Checklist (paper format) for RESA 5 is November 15, 2014.
Dates for on-site reviews for RESA 5 are:
Calhoun 3/2/15 (1.5) Wirt (1.5)
Jackson 3/9/15 (3)
Pleasants 3/16/15 (2) Roane (2)
Ritchie 3/23/15 (2) Tyler (2)
Wood 3/30/15 (4)
Date for first four-year cyclical review for RESA 5 is school year

118. RECAP of Policy 2320 Themes
All students in WV schools deserve a quality educational program defined in the WV Constitution as thorough and efficient.
It is the responsibility of all school systems and individual schools, regardless of performance level, to have viable structures and processes for improving the quality and equity of student outcomes.
The WVBE believes that every WV school has the obligation to improve and to create school and classroom conditions that lead to student success.
As specified in WV Code §18-2E-5, continuous improvement shall be addressed as part of the accreditation processes.
The annual and cyclical accreditation processes are designed and implemented to support local decision-making on how to change school and classroom conditions in ways that improve student performance and well-being.

119. RECAP of Policy 2320 Themes
By using the School Monitoring Report, school faculties, and LSICs have a valuable method for reflecting on current practices, reaching consensus on improvement priorities, guiding the contents of the school strategic plan, and addressing non-compliances with policy and Code.
Each school will self-assess where you are based on the high quality standards and the OEPA responsibility is, through review processes, to guide the school to continuous improvement.
In a word search of the new Policy 2320 the word improvement appears 81% of the time as compared to 19% for compliance. Thus, 80% of the focus of the new accreditation approach is about school quality as outlined in Policy 2322 Standards for High Quality Schools and 20% of the focus is on compliance.
At the direction of the WVBE, the new accreditation process is framed in the context of helping West Virginia’s schools continuously improve.

120. RECAP of Policy 2320 Themes Know – Feel – Do
KNOW – the tenets of the new accreditation policy.
FEEL – encouraged that the process is about improving your school.
DO – take actions that will prepare your school for the on-site review process and put in place practices that focus on continuous improvement for your school.

121. RECAP of Policy 2320 Themes
The OEPA Website contains all materials used in the presentation today. It is suggested you print off copies of the School Monitoring Report and the School Facilities Evaluation Checklist form and begin working on those documents.

122. Suggested Strategies for Policy 2320 Implementation
Bill Niday
Consultant, OEPA

123. Session Evaluation and
Questions
Session Evaluation and
Closure