OEPA Orientation Training for West Virginia Schools and

OEPA Orientation Training for West Virginia Schools and

OEPA Orientation Training for West Virginia Schools and School Systems Office of Education Performance Audits Education = West Virginia Board of OEPA Opening Comments Session Introduction Accreditation/Accountability Dr. Gus Penix Director, OEPA Education = West Virginia Board of OEPA Materials and Procedures

Materials a copy of todays agenda a copy of Policy 2322 a copy of todays Power Point, and an Orientation Training Booklet Procedures Large Group Discussion and Questions Agenda Timelines Education = West Virginia Board of OEPA TODAYS PURPOSE The purpose of todays presentation is to introduce you to: the newly adopted Policy 2320, the new accreditation process, and the School Monitoring Report. Education = West Virginia Board of

OEPA Section 2: Historical Perspective of Policy 2320 Dr. Donna Davis Deputy Director, OEPA Education = West Virginia Board of OEPA 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 WVs 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 2320 (which repeals and replaces the former) is a result of

the Governors leadership, direction from the WVBE Committee on Accountability, and input Stakeholders Education = West Virginia Board of Standards-Based Accountability System OEPA Accountability Accreditation Education = West Virginia Board of OEPA Rationale for Aligning Accountability and Accreditation

Overview of Policy Sections Gus Penix Director, OEPA Education = West Virginia Board of OEPA NEW ACCREDITATION SYSTEM The WVBE approved a new policy for accrediting WVs 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 (whats 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. Education = West Virginia Board of OEPA

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 Education = rewards. West Virginia Board of OEPA WVBE BELIEFS All students deserve quality educational programs. WVs 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 Education = in schools. West Virginia Board of OEPA 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 selfreported compliance. Education = NEW Focuses on student performance measures. West Virginia Board of OEPA

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 Education = years. West Virginia Board of OEPA WVBE EXPECTATIONS 1. 2. 3. 4. 5. 6.

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. 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. Education = West Virginia Board of OEPA

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 Education = Section 15 Severability West Virginia Board of OEPA Section 3: Premises and Purposes Bill Niday Consultant, OEPA Education = West Virginia Board of

OEPA 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. Education = West Virginia Board of OEPA 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 Education = West Virginia Board of OEPA 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 Education = West Virginia Board of OEPA Section 5: WV Accountability System

Robert Hull Associate Superintendent, WVDE Education = West Virginia Board of 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 2014-15 school year based on the data from the 2014-15 assessment. 21 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. 22 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 23 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 schools four-year and five-year adjusted cohort graduation rates. 24 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 25 Policy 2320, A Process for Improving Education: Performance Based Accreditation System Elementary/Middle Schools High Schools Math Proficiency Reading Proficiency Math Observed Growth Reading Observed Growth Math Adequate Growth Reading Adequate Growth 200 points 200 points 100 points 100 points 100 points 100 points

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

Elementary/ Middle Grade School Score on the Description Assignment High School Score on the WVAS WVAS A Distinctive proficiency 800-1000 960-1200 B Commendable proficiency 650-800 780-960

C Acceptable proficiency 500-650 600-780 D Unacceptable proficiency 400-500 480-600 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. 27 28 Results: Math Not Proficient (53%) Proficient (47%) 27% are Catching Up 64% are Keeping Up 73% are Falling Behind 36% are Falling Behind 29

Results: RLA Not Proficient (50%) Proficient (50%) 32% are Catching Up 70% are Keeping Up 68% are Falling Behind 30% are Falling Behind 30 31 Policy 2320, A Process for Improving Education: Performance Based Accreditation System

1. Proficiency Rates 2. 200 points based on % proficient in Math 200 points based on % proficient in E/LA Observed Growth 3. 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 4.

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 5. 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 32 Sample Scenarios ELEMENTARY SCHOOLS 33

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 34 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% 200 144 Observed Growth in Math (% typical or higher) 56%

100 56 Observed Growth in E/LA (% typical or higher) 55% 100 55 Adequate Growth in Math (% meeting or exceeding target) 65% 100 65 Adequate Growth in E/LA (% meeting or exceeding target) 67% 100

67 Accelerated Growth of Lowest 25% in Math (% high growth) 59% 100 59 Accelerated Growth of Lowest 25% in E/LA (% high growth) 62% 100 62 1000 658 TOTAL

35 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% 200 110 Observed Growth in Math (% typical or higher) 45% 100 45 Observed Growth in E/LA (% typical or higher) 49% 100 49 Adequate Growth in Math (% meeting or exceeding target) 40%

100 40 Adequate Growth in E/LA (% meeting or exceeding target) 42% 100 42 Accelerated Growth of Lowest 25% in Math (% high growth) 41% 100 41 Accelerated Growth of Lowest 25% in E/LA (% high growth) 48%

100 48 1000 471 TOTAL 36 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% 200 74 Observed Growth in Math (% typical or higher) 40% 100 40 Observed Growth in E/LA (% typical or higher) 44%

100 44 Adequate Growth in Math (% meeting or exceeding target) 35% 100 35 Adequate Growth in E/LA (% meeting or exceeding target) 37% 100 37 Accelerated Growth of Lowest 25% in Math (% high growth) 25%

100 25 Accelerated Growth of Lowest 25% in E/LA (% high growth) 22% 100 22 1000 347 TOTAL 37 Sample Scenarios MIDDLE SCHOOLS 38

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 39 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% 200 144 Observed Growth in Math (% typical or higher) 62%

100 62 Observed Growth in E/LA (% typical or higher) 65% 100 65 Adequate Growth in Math (% meeting or exceeding target) 57% 100 57 Adequate Growth in E/LA (% meeting or exceeding target) 60% 100

60 Accelerated Growth of Lowest 25% in Math (% high growth) 65% 100 65 Accelerated Growth of Lowest 25% in E/LA (% high growth) 61% 100 61 1000 654 TOTAL

40 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% 200 96 Observed Growth in Math (% typical or higher) 46% 100 46 Observed Growth in E/LA (% typical or higher) 50% 100 50 Adequate Growth in Math (% meeting or exceeding target) 46%

100 46 Adequate Growth in E/LA (% meeting or exceeding target) 50% 100 50 Accelerated Growth of Lowest 25% in Math (% high growth) 39% 100 39 Accelerated Growth of Lowest 25% in E/LA (% high growth) 42%

100 42 1000 479 TOTAL 41 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% 200 78 Observed Growth in Math (% typical or higher) 45% 100 45 Observed Growth in E/LA (% typical or higher) 42%

100 42 Adequate Growth in Math (% meeting or exceeding target) 25% 100 25 Adequate Growth in E/LA (% meeting or exceeding target) 27% 100 27 Accelerated Growth of Lowest 25% in Math (% high growth) 19%

100 19 Accelerated Growth of Lowest 25% in E/LA (% high growth) 22% 100 22 1000 330 TOTAL 42 Sample Scenarios HIGH SCHOOLS 43

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 44 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% 200 144

Observed Growth in Math (% typical or higher) 62% 100 62 Observed Growth in E/LA (% typical or higher) 65% 100 65 Adequate Growth in Math (% meeting or exceeding target) 57% 100 57 Adequate Growth in E/LA (% meeting or exceeding target)

60% 100 60 Accelerated Growth of Lowest 25% in Math (% high growth) 65% 100 65 Accelerated Growth of Lowest 25% in E/LA (% high growth) 61% 100 61 4-Year Adjusted Cohort Graduation Rate

88% 100 88 5-Year Adjusted Cohort Graduation Rate 92% 100 92 1200 834 TOTAL 45 Hemlock High School Moderately performing schoolLower 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% 200 100 Observed Growth in Math (% typical or higher)

62% 100 62 Observed Growth in E/LA (% typical or higher) 65% 100 65 Adequate Growth in Math (% meeting or exceeding target) 36% 100 36 Adequate Growth in E/LA (% meeting or exceeding target) 33%

100 33 Accelerated Growth of Lowest 25% in Math (% high growth) 30% 100 30 Accelerated Growth of Lowest 25% in E/LA (% high growth) 30% 100 30 4-Year Adjusted Cohort Graduation Rate 79%

100 79 5-Year Adjusted Cohort Graduation Rate 83% 100 83 1200 628 TOTAL 46 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% 200 66 Observed Growth in Math (% typical or higher)

35% 100 35 Observed Growth in E/LA (% typical or higher) 39% 100 39 Adequate Growth in Math (% meeting or exceeding target) 27% 100 27 Adequate Growth in E/LA (% meeting or exceeding target) 25%

100 25 Accelerated Growth of Lowest 25% in Math (% high growth) 20% 100 20 Accelerated Growth of Lowest 25% in E/LA (% high growth) 21% 100 21 4-Year Adjusted Cohort Graduation Rate 74%

100 74 5-Year Adjusted Cohort Graduation Rate 79% 100 79 1200 456 47 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 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. 48 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

49 50 51 OEPA WV Accountability System Questions/Discussion Education = West Virginia Board of OEPA BREAK TIME! Education = West Virginia Board of OEPA

Section 6: School Accreditation Debbie Ashwell Coordinator, OEPA Education = West Virginia Board of OEPA 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 Education = operation of the school. West Virginia Board of OEPA

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

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

Education = improvement priorities. West Virginia Board of OEPA Review Processes Annual and cyclical reviews are designed to: 1. verify the schools 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 Education = capacity building needs. West Virginia Board of OEPA 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 Education = West Virginia Board of OEPA 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 Education =

West Virginia Board of OEPA 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. Education = West Virginia Board of OEPA 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 Education = West Virginia Board of OEPA 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

Education = West Virginia Board of OEPA 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 Education = West Virginia Board of OEPA 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 Education = West Virginia Board of County Board of Education OEPA 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. Education = Ensure audit review findings are addressed. West Virginia Board of County Board of Education OEPA 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 Education = grade and school need West Virginia Board of OEPA

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 Education = West Virginia Board of OEPA 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 Education = schools performance grade West Virginia Board of OEPA Section 9: Continuous Improvement and Strategic Planning Charlene Coburn Coordinator, OEPA Education = West Virginia Board of OEPA 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 Education = West Virginia Board of OEPA Ultimately, the school systems 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. Education = West Virginia Board of

OEPA 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 Education = West Virginia Board of School System Strategic Planning OEPA 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 Education = West Virginia Board of Contents of School System Strategic Plan OEPA 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 Education = West Virginia Board of OEPA 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 Education = to the WVBE for approval. West Virginia Board of OEPA

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 schools improvement priorities. Education = West Virginia Board of OEPA 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 Education = practice. West Virginia Board of OEPA School Continuous Improvement 1. Designated team or committee to orchestrate the schools 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 Education = West Virginia Board of OEPA School Continuous Improvement At a minimum, every school MUST utilize:

School Monitoring Report, and Summary of employee evaluation data to guide improvement efforts. Education = West Virginia Board of OEPA School Strategic Planning Development Process The school electronic strategic improvement plan is the culmination of : Schools self-study of student performance Schools self-study of school and classroom learning conditions Education = West Virginia Board of School Strategic Planning Development Process OEPA

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 Education = West Virginia Board of OEPA 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 Education = quality or compliance. West Virginia Board of OEPA 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 Education = improvement efforts. West Virginia Board of OEPA 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 Education = superintendent or designee. West Virginia Board of OEPA WVBE Responsibilities The West Virginia Board of Education

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

WVDE, RESAs, and West Virginia Center for Professional Development OEPA 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. Education = West Virginia Board of OEPA Section 8: School and School System Supports and Consequences Allen Brock Coordinator, OEPA Education = West Virginia Board of

OEPA 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. Education = West Virginia Board of OEPA 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. Education =

West Virginia Board of OEPA 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 Education = West Virginia Board of OEPA 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 Education = West Virginia Board of OEPA 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. Education = West Virginia Board of OEPA 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 schools resources in facilities, personnel, curriculum, and/or equipment and materials. Education = West Virginia Board of OEPA

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 Education = West Virginia Board of OEPA 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

Education = West Virginia Board of Conditions of Extraordinary Circumstances for County Systems OEPA 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. Education =

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

West Virginia Board of OEPA Overview of the School Monitoring Report And Overview of Implementation Process and Schedule Gus Penix Director, OEPA Education = West Virginia Board of Implementation Timeline Policy 2320: A Process for Improving Education: Performance Based Accreditation System 2013-14 2014-15 2015-16 Prepare for Implementation of New Conduct Initial On-site Reviews Conduct Initial On-site Reviews System April

Sept 1 Policy 2320 placed on School Monitoring Report due for Sept 1 Updates of School comment by WVBE. RESA 7. Monitoring Report April Submitted for RESA Conduct orientation with Sept. 15 Initial on-site review for RESA 7. 4. superintendents. Oct. May Policy placed on WVBE Sept 15 Updates of School agenda for adoption. If Oct. 15 School Monitoring Report due for Monitoring Report adopted, implementation RESA 6. due for RESA 1, 2, 3, schedule begins.

5, 6, 7, and 8. All schools in RESAs 1, 2, 3, 4, 5, Nov. 15 Nominations sought for and 8 submit the School on-site review team Sept 14 Initial on-site review Monitoring Report. members. Oct. for RESA 4. Nov. Initial on-site review for RESA 6. Oct Initial on -site review May/June Key informational Dec. Nov. documents sent to schools for RESA 1. and school systems. JanFeb. Initial on-site review for RESA 2. Dec. Initial on -site review Electronic School Jan.

for RESA 3. March Initial on-site review for RESA 5. Monitoring Report distributed to schools. Feb Initial on -site review Orientation to Initial on-site Sept March Orientation to Initial onfor RESA 8. review process conducted for April site review process for principals, et al, for RESAs 1, 3, 4, April Solicit input on onprincipals, et al, in RESA 6 and 8. June site review process and RESA 7. and tools and modify April Solicit input on on-site review June/Aug. Training for on-site review June process as needed. process and tools and modify

teams. process as needed. June Training for July August Orientation to Initial onadditional on -site Training for additional on -site June site review process review team review team members. August conducted for principals, members. et al, in RESA 2 and RESA 5. *2017-18: Cyclical On-site Reviews Conducted in RESAs 6 and 7 *2018-19: Cyclical On-site Reviews Conducted in RESAs 3 and 4 *2019-20: Cyclical On-site Reviews Conducted in RESAs 1 and 8 2016-17 Begin Cyclical On-site Reviews Sept 15 All schools submit

annual update of the School Monitoring Report. Sept March Cyclical onsite reviews for RESA 2 and RESA 5. INITIAL Audits of All Schools 2014 15-Sep 22-Sep 29-Sep 6-Oct 13-Oct County Monongalia Randolph

Doddridge Gilmer Lewis 20-Oct 27-Oct 3-Nov 10-Nov 17-Nov 24-Nov 1-Dec 8-Dec 15-Dec 22-Dec 29-Dec Tucker REPORT WRITING REPORT WRITING Brooke Marshall THANKSGIVING BREAK Ohio Wetzel REPORT WRITING CHRISTMAS BREAK

CHRISTMAS BREAK 14-Sep 21-Sep 28-Sep 5-Oct 12-Oct 19-Oct 26-Oct 2-Nov County Braxton Pocahontas Webster REPORT WRITING REPORT WRITING Mercer McDowell Raleigh 2015 9-Nov Wyoming 16-Nov 23-Nov

30-Nov 7-Dec 14-Dec 21-Dec 28-Dec REPORT WRITING THANKSGIVING BREAK REPORT WRITING Clay Putnam CHRISTMAS BREAK' CHRISTMAS BREAK' Days 3 3 1 2 2 County Preston Barbour Harrison Upshur

Taylor Days 2 2 4 2 2 1 Marion 4 2 3 Hancock 2 3 3 Days

2 2 2 County Fayette Greenbrier Nicholas Days 3 3 3 4 2 5 Summers 2 3 Monroe

1 1 4 Boone 3 2015 County REPORT WRITING Cabell Lincoln Logan Mingo Days 5-Jan 12-Jan 19-Jan 26-Jan 2-Feb 9-Feb

16-Feb 23-Feb 2-Mar 9-Mar 16-Mar 23-Mar 30-Mar 6-Apr 13-Apr 20-Apr Wayne REPORT WRITING REPORT WRITING Calhoun Jackson Pleasants Ritchie Wood EASTER BREAK REPORT WRITING REPORT WRITING 3 2016

4-Jan 11-Jan 18-Jan 25-Jan 1-Feb 8-Feb 15-Feb 22-Feb County REPORT WRITING Kanawha Kanawha Kanawha REPORT WRITING REPORT WRITING REPORT WRITING Berkeley 4 2 3 3 1.5 3

2 2 4 Days County Mason Wirt Roane Tyler County Days 3 1.5 2 2 Days

Days 5 4 4 5 29-Feb Grant 1 Hardy 1 7-Mar 14-Mar 21-Mar 28-Mar 4-Apr 11-Apr 3 4 2

Pendleton 1 Mineral Jefferson Morgan EASTER BREAK REPORT WRITING REPORT WRITING County Hampshire 3 OEPA AUDIT SCHEDULES 2014-2020 RESA 1 RESA 2 RESA 3 RESA 4 RESA 5

RESA 6 RESA 7 RESA 8 2014-2015 RESA 2 RESA 5 RESA 6 RESA 7 2015-2016 RESA 1 RESA 3 RESA 4 RESA 8 2014-2015 2015-2016 X X 2016-2017 2017-2018 2018-2019 2019-2020 RESA 2

RESA 6 RESA 3 RESA 1 RESA 5 RESA 7 RESA 4 RESA 8 2016-2017 2017-2018 2018-2019 2019-2020 X X X X X X X X

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

West Virginia Board of OEPA 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 Education = West Virginia Board of OEPA

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 Education = in the Notification Letter. West Virginia Board of OEPA 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). Education = West Virginia Board of OEPA Orientation Booklet Section Frequently Asked Questions (Pages 26-28) Education = West Virginia Board of OEPA 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 Education = 2016-17. West Virginia Board of OEPA 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 Education = conditions in ways that improve student performance and well-being.

West Virginia Board of OEPA 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 inEducation the = context of helping West Virginias schools continuously improve. West Virginia Board of OEPA

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 Education = for your school. West Virginia Board of OEPA 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. http://oepa.state.wv.us/ Education =

West Virginia Board of OEPA Suggested Strategies for Policy 2320 Implementation Bill Niday Consultant, OEPA Education = West Virginia Board of OEPA Questions Session Evaluation and Closure Education = West Virginia Board of

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