OEPA West Virginia Board of Education Orientation Training for West Virginia Schools and School Systems Office of Education Performance Audits

OEPA West Virginia Board of Education Opening Comments Session Introduction Accreditation/Accountability Dr. Gus Penix Director, OEPA

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education Materials and Procedures Materials – 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

OEPA West Virginia Board of Education Section 2: Historical Perspective of Policy 2320 Dr. Donna Davis Deputy Director, OEPA

OEPA West Virginia Board of Education Overview – Section 2 West Virginia Constitution charges WVBE with the general supervision of public schools. – Duties subject to many factors: Pauley vs. Bailey landmark case Legislature adopted §18-2E-5 Waiver to No Child Left Behind Act of Congress

OEPA West Virginia Board of Education Accreditation Background Pauley v Bailey Opinion (1982) -Master Plan for Public Education -Senate Bill 15 Senate Bill 14 (1988) Senate Bill 300 (1990) Tomblin vs. Gainer Agreed Order (2001) House Bill 4306 – A Process for Improving Education (1998)

OEPA West Virginia Board of Education Accreditation Background House Bill 4674 (2000) House Bill 4319 (2002) House Bill 4301 (2004) Senate Bill 359 (2013) Waiver NCLB

OEPA West Virginia Board of Education Standards-Based Accountability System Accountability Accreditation

OEPA West Virginia Board of Education Rationale for Aligning Accountability and Accreditation Overview of Policy Sections Gus Penix Director, OEPA

OEPA West Virginia Board of Education NEW ACCREDITATION SYSTEM The WVBE approved a new policy for accrediting WV’s schools and approving school systems, Policy The new policy is the result of changes to WV Code §18-2E-5 in SB359. These Code changes provided opportunity alignment of – 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.

OEPA West Virginia Board of Education 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) reviewing all schools, (5) emphasizing local control and accountability, and (6) differentiating supports, consequences, and rewards.

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education WVBE EXPECTATIONS 1.Improve student performance. 2.Align accountability and accreditation systems. 3.Incentivize school improvement in all schools. 4.Hold schools accountable for creating quality school and classroom conditions. 5.Create a clear public reporting system. 6.Create a unified school recognition program to recognize growth and performance. 7.Enhance local control. 8.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.”

OEPA West Virginia Board of Education Policy 2320 Sections Section 4 – Glossary Section 7 – School System Approval Section 8 – School and School System Supports and Consequences 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

OEPA West Virginia Board of Education Section 3: Premises and Purposes Bill Niday Consultant, OEPA

OEPA West Virginia Board of Education Section 3: Premises and Purposes Premises 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.

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education Section 5: WV Accountability System Robert Hull Associate Superintendent, WVDE

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, Schools will receive their first A-F grade for the school year based on the data from the assessment. 23

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. 24

Policy 2320, A Process for Improving Education: Performance Based Accreditation System Foundational Understanding Beliefs and Values 25

Policy 2320, A Process for Improving Education: Performance Based Accreditation System 3.1.a. All children can learn b. …The WVBE has the responsibility to define the outcomes …and hold schools and school systems accountable for those outcomes. 3.1.c. The level of quality and equity of each West Virginia school must be public knowledge d. The school is the unit of change; local, regional and state resources must focus on …differentiating supports according to need and level of performance. 3.1.e. The capacity for excellence resides in every school… 26

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 27

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. 28

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 29

Policy 2320, A Process for Improving Education: Performance Based Accreditation System 30 Elementary/Middle SchoolsHigh Schools Math Proficiency200 pointsMath Proficiency200 points Reading Proficiency200 pointsReading Proficiency200 points Math Observed Growth100 pointsMath Observed Growth100 points Reading Observed Growth100 pointsReading Observed Growth100 points Math Adequate Growth100 pointsMath Adequate Growth100 points Reading Adequate Growth100 pointsReading Adequate Growth100 points Accelerated Performance of the Lowest 25% in Math 100 points Accelerated Performance of the Lowest 25% in Math 100 points Accelerated Performance of the Lowest 25% in Reading 100 points Accelerated Performance of the Lowest 25% in Reading 100 points 4-Year Graduation Rate100 points 5-Year Graduation Rate100 points Total Points1000 pointsTotal Points1200 points

Policy 2320, A Process for Improving Education: Performance Based Accreditation System Grade Assignment 31 Letter GradeDescription Elementary/ Middle School Score on the WVAS High School Score on the WVAS ADistinctive proficiency BCommendable proficiency CAcceptable proficiency DUnacceptable proficiency FLowest 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.

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Results: Math Not Proficient (53%) Proficient (47%) 27% are Catching Up 64% are Keeping Up 73% are Falling Behind 36% are Falling Behind 33

Results: RLA Not Proficient (50%) Proficient (50%) 32% are Catching Up 70% are Keeping Up 68% are Falling Behind 30% are Falling Behind 34

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Policy 2320, A Process for Improving Education: Performance Based Accreditation System 1.Proficiency Rates – 200 points based on % proficient in Math – 200 points based on % proficient in E/LA 2.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 3.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 4.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 5.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 36

ELEMENTARY SCHOOLS Sample Scenarios 37

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 38

Blooming Rose Elementary School Overall high performing school Overall high growth school Component%Points PossiblePoints Earned % Proficiency in Math75% % Proficiency in E/LA72% Observed Growth in Math (% typical or higher)56%10056 Observed Growth in E/LA (% typical or higher)55%10055 Adequate Growth in Math (% meeting or exceeding target)65%10065 Adequate Growth in E/LA (% meeting or exceeding target)67%10067 Accelerated Growth of Lowest 25% in Math (% high growth) 59%10059 Accelerated Growth of Lowest 25% in E/LA (% high growth) 62%10062 TOTAL

Trailing Vine Elementary School – Moderately performing school – Moderate observed growth – Low adequate growth – Lower performing bottom 25% Component%Points PossiblePoints Earned % Proficiency in Math48% % Proficiency in E/LA55% Observed Growth in Math (% typical or higher)45% Observed Growth in E/LA (% typical or higher)49% Adequate Growth in Math (% meeting or exceeding target)40% Adequate Growth in E/LA (% meeting or exceeding target)42% Accelerated Growth of Lowest 25% in Math (% high growth) 41% Accelerated Growth of Lowest 25% in E/LA (% high growth) 48% TOTAL

Briar Patch Elementary School – Overall low performing school – Overall low growth school Component%Points PossiblePoints Earned % Proficiency in Math35% % Proficiency in E/LA37% Observed Growth in Math (% typical or higher)40% Observed Growth in E/LA (% typical or higher)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% Accelerated Growth of Lowest 25% in E/LA (% high growth) 22% TOTAL

MIDDLE SCHOOLS Sample Scenarios 42

Middle Schools Hickory 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 43

Hickory Middle School Overall high performing school Overall high growth school Component%Points PossiblePoints Earned % Proficiency in Math70% % Proficiency in E/LA72% Observed Growth in Math (% typical or higher)62% Observed Growth in E/LA (% typical or higher)65% Adequate Growth in Math (% meeting or exceeding target)57% Adequate Growth in E/LA (% meeting or exceeding target)60% Accelerated Growth of Lowest 25% in Math (% high growth) 65% Accelerated Growth of Lowest 25% in E/LA (% high growth) 61% TOTAL

Walnut Middle School – Moderately performing school – Moderate observed growth – Moderate adequate growth – Lower performing bottom 25% Component%Points PossiblePoints Earned % Proficiency in Math55% % Proficiency in E/LA48% Observed Growth in Math (% typical or higher)46% Observed Growth in E/LA (% typical or higher)50% Adequate Growth in Math (% meeting or exceeding target)46% Adequate Growth in E/LA (% meeting or exceeding target)50% Accelerated Growth of Lowest 25% in Math (% high growth) 39% Accelerated Growth of Lowest 25% in E/LA (% high growth) 42% TOTAL

Oak Middle School – Overall low performing school – Overall low growth school Component%Points PossiblePoints Earned % Proficiency in Math36% % Proficiency in E/LA39% Observed Growth in Math (% typical or higher)45% Observed Growth in E/LA (% typical or higher)42% Adequate Growth in Math (% meeting or exceeding target)25% Adequate Growth in E/LA (% meeting or exceeding target)27% Accelerated Growth of Lowest 25% in Math (% high growth) 19% Accelerated Growth of Lowest 25% in E/LA (% high growth) 22% TOTAL

HIGH SCHOOLS Sample Scenarios 47

High Schools Evergreen 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 48

Evergreen High School Overall high performing school Overall high growth school High graduation rates Component%Points PossiblePoints Earned % Proficiency in Math70% % Proficiency in E/LA72% Observed Growth in Math (% typical or higher)62% Observed Growth in E/LA (% typical or higher)65% Adequate Growth in Math (% meeting or exceeding target)57% Adequate Growth in E/LA (% meeting or exceeding target)60% Accelerated Growth of Lowest 25% in Math (% high growth) 65% Accelerated Growth of Lowest 25% in E/LA (% high growth) 61% Year Adjusted Cohort Graduation Rate88% Year Adjusted Cohort Graduation Rate92% TOTAL

Hemlock High School Moderately performing schoolLower performing bottom 25% Moderately high observed growthModerate graduation rates Low adequate growth Component%Points PossiblePoints Earned % Proficiency in Math55% % Proficiency in E/LA50% Observed Growth in Math (% typical or higher)62% Observed Growth in E/LA (% typical or higher)65% Adequate Growth in Math (% meeting or exceeding target)36% Adequate Growth in E/LA (% meeting or exceeding target)33% Accelerated Growth of Lowest 25% in Math (% high growth) 30% Accelerated Growth of Lowest 25% in E/LA (% high growth) 30% Year Adjusted Cohort Graduation Rate79% Year Adjusted Cohort Graduation Rate83% TOTAL

Redwood High School Overall low performing school Overall low growth school Low graduation rates Component%Points PossiblePoints Earned % Proficiency in Math35% % Proficiency in E/LA33% Observed Growth in Math (% typical or higher)35% Observed Growth in E/LA (% typical or higher)39% Adequate Growth in Math (% meeting or exceeding target)27% Adequate Growth in E/LA (% meeting or exceeding target)25% Accelerated Growth of Lowest 25% in Math (% high growth) 20% Accelerated Growth of Lowest 25% in E/LA (% high growth) 21% Year Adjusted Cohort Graduation Rate74% Year Adjusted Cohort Graduation Rate79% TOTAL

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 – Graduation currently 17% may have to go to 20% if pushed – Increasing the weight of lowest 25% if subgroups are not adequately represented in the 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. 52

Points of Clarity Priority and Focus status remains a federal requirement but will not impact school grades Priority Schools – Still at the 5 th 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 with new schools identified in

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OEPA West Virginia Board of Education WV Accountability System Questions/Discussion

OEPA West Virginia Board of Education BREAK TIME!

OEPA West Virginia Board of Education Section 6: School Accreditation Debbie Ashwell Coordinator, OEPA

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education Accreditation System System of self-study Method for promoting continuous improvement Basis for determining rewards, supports, technical assistance, and intervention

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education Principles and Processes Operating Principles Review Processes Conditions Affecting Grade Verification Circumstances for Modifying Grades

OEPA West Virginia Board of Education Operating Principles Focus on Student Performance – create school and classroom conditions reflected in Policy 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.

OEPA West Virginia Board of Education Review Processes Annual and cyclical reviews are designed to: 1.verify the school’s annual performance grade; 2.provide feedback for local school improvement efforts; 3.verify compliance with core policy and Code; 4.document best practices; and 5.identify efficiencies, resource, facility, and capacity building needs.

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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 – Pervasive and/or serious in nature

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education Section 9: Continuous Improvement and Strategic Planning Charlene Coburn Coordinator, OEPA

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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 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.

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education School Continuous Improvement 1.Designated team or committee to orchestrate the school’s improvement efforts 2.Process of using data and information to determine needs 3.On-going professional development and research on how to best improve school and classroom processes and strategies

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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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.

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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education School Accreditation and Continuous Improvement and Strategic Planning Questions/Discussion

OEPA West Virginia Board of Education LUNCH TIME!

OEPA West Virginia Board of Education Overview of Implementation Process and Schedule Gus Penix Director, OEPA

2014CountyDaysCountyDays2015CountyDaysCountyDays 15-SepMonongalia3Preston25-JanREPORT WRITING 22-SepRandolph3Barbour212-JanCabell4 29-SepDoddridge1Harrison419-JanLincoln2Mason3 6-OctGilmer2Upshur226-JanLogan3 13-OctLewis2Taylor22-FebMingo3 20-OctTucker1Marion49-FebWayne3 27-OctREPORT WRITING16-FebREPORT WRITING 3-NovREPORT WRITING 23-FebREPORT WRITING 10-NovBrooke2Hancock22-MarCalhoun1.5Wirt NovMarshall39-MarJackson3 24-NovTHANKSGIVING BREAK16-MarPleasants2Roane2 1-DecOhio3 23-MarRitchie2Tyler2 8-DecWetzel330-MarWood4 15-DecREPORT WRITING6-AprEASTER BREAK 22-DecCHRISTMAS BREAK13-AprREPORT WRITING 29-DecCHRISTMAS BREAK20-AprREPORT WRITING 2015CountyDaysCountyDays 2016CountyDaysCountyDaysCountyDays 14-SepBraxton2Fayette34-JanREPORT WRITING 21-SepPocahontas2Greenbrier311-JanKanawha5 28-SepWebster2Nicholas318-JanKanawha4 5-OctREPORT WRITING25-JanKanawha4 12-OctREPORT WRITING1-FebREPORT WRITING 19-OctMercer48-FebREPORT WRITING 26-OctMcDowell2Summers2 15-FebREPORT WRITING 2-NovRaleigh522-FebBerkeley5 9-NovWyoming3Monroe129-FebGrant1Hardy1Hampshire3 16-NovREPORT WRITING7-MarMineral3Pendleton1 23-NovTHANKSGIVING BREAK14-MarJefferson4 30-NovREPORT WRITING21-MarMorgan2 7-DecClay1Boone328-MarEASTER BREAK 14-DecPutnam44-AprREPORT WRITING 21-DecCHRISTMAS BREAK'11-AprREPORT WRITING 28-DecCHRISTMAS BREAK' INITIAL Audits of All Schools

RESA 2RESA 1RESA 2RESA 6RESA 3RESA 1 RESA 5RESA 3RESA 5RESA 7RESA 4RESA 8 RESA 6RESA 4 RESA 7RESA RESA 1 X X RESA 2X X RESA 3 X X RESA 4 X X RESA 5X X RESA 6X X RESA 7X X RESA 8 X X OEPA AUDIT SCHEDULES

OEPA West Virginia Board of Education Overview of the OEPA Monitoring Report Gus Penix Director, OEPA

OEPA West Virginia Board of Education Preparing for the Initial Audit Resources and Supports Dr. Michelle Samples Coordinator, OEPA

OEPA West Virginia Board of Education 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

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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).

OEPA West Virginia Board of Education BREAK TIME!

OEPA West Virginia Board of Education Suggested Strategies for Policy 2320 Implementation Bill Niday Consultant, OEPA

OEPA West Virginia Board of Education Questions/Discussion

OEPA West Virginia Board of Education NEXT STEPS Gus Penix, Director, Office of Education Performance Audits Frequently Asked Questions (Pages 26-28) Letter of Notification (Pages 63-64) The School Facilities Evaluation Checklist (Pages 65-81)

OEPA West Virginia Board of Education NEXT STEPS Date for electronic submission of the School Monitoring Report for RESA 7 is September 1, Date for completion of School Facilities Checklist (paper format) for RESA 7 is September 1, Dates for on-site reviews for RESA 7 are: Monongalia 9/15 (3)Preston 9/15 (2) Randolph 9/22 (3)Barbour 9/22 (2) Doddridge 9/29 (1)Harrison 9/29 (4) Gilmer 10/6 (2)Upshur 10/6 (2) Lewis 10/13 (2)Taylor 10/13 (2) Tucker 10/20 (1)Marion 10/20 (4) Date for first four-year cyclical review for RESA 7 is school year

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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.

OEPA West Virginia Board of Education 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.