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Orientation Training for West Virginia Schools and School Systems. Office of Education Performance Audits. Opening Comments Session Introduction Accreditation/Accountability Dr. Gus Penix Director, OEPA. Materials and Procedures. Materials a copy of today’s agenda

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Orientation training for west virginia schools and school systems

Orientation Training for West Virginia Schools and School Systems

Office of Education Performance Audits


Orientation training for west virginia schools and school systems

Opening Comments

Session Introduction

Accreditation/Accountability

Dr. Gus Penix

Director, OEPA


Orientation training for west virginia schools and school systems

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


Orientation training for west virginia schools and school systems

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.


Orientation training for west virginia schools and school systems

Section 2:

Historical Perspective of Policy 2320

Dr. Donna Davis

Deputy Director, OEPA


Background

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 2320 (which repeals and replaces the former) is a result of the Governor’s leadership, direction from the WVBE Committee on Accountability, and input Stakeholders


Standards based accountability system

Standards-Based Accountability System

Accountability

Accreditation


Orientation training for west virginia schools and school systems

Rationale for Aligning Accountability and Accreditation

Overview of Policy Sections

Gus Penix

Director, OEPA


Orientation training for west virginia schools and school systems

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.


Orientation training for west virginia schools and school systems

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 allschools,

(4) purpose – quality and self-improvement,

(5) emphasizing local control and accountability, and

(6) differentiating supports, consequences, and rewards.


Orientation training for west virginia schools and school systems

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.


Orientation training for west virginia schools and school systems

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.


Orientation training for west virginia schools and school systems

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.


Orientation training for west virginia schools and school systems

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.”


Orientation training for west virginia schools and school systems

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


Orientation training for west virginia schools and school systems

Section 3:

Premises and Purposes

Bill Niday

Consultant, OEPA


Section 3 premises and purposes

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.


Premises and purposes

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


Premises and purposes1

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


Orientation training for west virginia schools and school systems

Section 5:

WV Accountability System

Robert Hull

Associate Superintendent, WVDE


Policy 2320 a process for improving education performance based accreditation system

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.


Policy 2320 a process for improving education performance based accreditation system1

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.


Policy 2320 a process for improving education performance based accreditation system2

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


Policy 2320 a process for improving education performance based accreditation system3

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.


Policy 2320 a process for improving education performance based accreditation system4

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


Policy 2320 a process for improving education performance based accreditation system5

Policy 2320, A Process for Improving Education: Performance Based Accreditation System


Policy 2320 a process for improving education performance based accreditation system6

Policy 2320, A Process for Improving Education: Performance Based Accreditation System

  • Grade Assignment


Results math

Results: Math


Results rla

Results: RLA


Policy 2320 a process for improving education performance based accreditation system7

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


Elementary schools

Sample Scenarios

Elementary Schools


Elementary schools1

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


  • Blooming rose elementary school

    Blooming Rose Elementary School

    • Overall high performing school

    • Overall high growth school


    Trailing vine elementary school

    Trailing Vine Elementary School

    • Moderately performing school

    • Moderate observed growth

    • Low adequate growth

    • Lower performing bottom 25%


    Briar patch elementary school

    Briar Patch Elementary School

    • Overall low performing school

    • Overall low growth school


    Middle schools

    Sample Scenarios

    MIDDLE Schools


    Middle schools1

    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


  • Hickory middle school

    Hickory Middle School

    • Overall high performing school

    • Overall high growth school


    Walnut middle school

    Walnut Middle School

    • Moderately performing school

    • Moderate observed growth

    • Moderate adequate growth

    • Lower performing bottom 25%


    Oak middle school

    Oak Middle School

    • Overall low performing school

    • Overall low growth school


    High schools

    Sample Scenarios

    High Schools


    High schools1

    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


  • Evergreen high school

    Evergreen High School

    • Overall high performing school

    • Overall high growth school

      • High graduation rates


    Hemlock high school

    Hemlock High School

    • Moderately performing schoolLower performing bottom 25%

    • Moderately high observed growthModerate graduation rates

    • Low adequate growth


    Redwood high school

    Redwood High School

    • Overall low performing school

    • Overall low growth school

    • Low graduation rates


    Points of clarity

    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.


    Points of clarity1

    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


    Orientation training for west virginia schools and school systems

    WV Accountability System

    Questions/Discussion


    Orientation training for west virginia schools and school systems

    BREAK TIME!


    Orientation training for west virginia schools and school systems

    Section 6:

    School Accreditation

    Debbie Ashwell

    Coordinator, OEPA


    Accreditation system

    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.


    Accreditation system1

    Accreditation System

    System of self-study

    Method for promoting continuous improvement

    Basis for determining rewards, supports, technical assistance, and intervention


    Measures and levels

    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.


    Principles and processes

    Principles and Processes

    Operating Principles

    Review Processes

    Conditions Affecting Grade Verification

    Circumstances for Modifying Grades


    Operating principles

    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.


    Review processes

    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.


    Annual reviews

    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


    Cyclical reviews

    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


    Cyclical reviews1

    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.


    Conditions affecting grade verification

    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


    Circumstances for modifying grades

    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


    School responsibilities for accreditation

    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


    Participate in on site review process

    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


    County board of education responsibilities for school accreditation

    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.


    County board of education responsibilities for school accreditation1

    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 responsibilities for school accreditation

    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 responsibilities for school accreditation1

    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


    Orientation training for west virginia schools and school systems

    Section 9:

    Continuous Improvement and Strategic Planning

    Charlene Coburn

    Coordinator, OEPA


    School system continuous improvement

    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


    Orientation training for west virginia schools and school systems

    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.


    School system continuous improvement1

    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


    School system strategic planning

    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


    Contents of school system strategic plan

    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


    Revisions and approval

    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.


    School continuous improvement

    School Continuous Improvement

    The improvement process is facilitated by the principal but involves teachers, staff, and stakeholdersin 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.


    School continuous improvement1

    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.


    School continuous improvement2

    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


    School continuous improvement3

    School Continuous Improvement

    At a minimum, every school MUST utilize:

    School Monitoring Report, and

    Summary of employee evaluation data to guide improvement efforts.


    School strategic planning development process

    School Strategic PlanningDevelopment 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


    School strategic planning development process1

    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


    School strategic planning development process2

    School Strategic PlanningDevelopment 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.


    School system responsibilities

    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.


    School system responsibilities1

    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.


    Wvbe responsibilities

    WVBE Responsibilities

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


    Wvde responsibilities

    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


    Wvde responsibilities1

    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 responsibilities

    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.


    Wvde resas and west virginia center for professional development

    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.


    Orientation training for west virginia schools and school systems

    Section 8:

    School and School System Supports and Consequences

    Allen Brock

    Coordinator, OEPA


    Schools with a d performance grade

    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.


    Schools with two consecutive d performance grades

    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.


    Schools with three consecutive d performance grades

    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


    Schools with an f performance grade

    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


    Schools with two consecutive f performance grades

    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.


    School extraordinary circumstances

    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.


    Wvbe intervention

    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


    County system nonapproval status

    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


    Conditions of extraordinary circumstances for county systems

    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.


    Addressing deficits

    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.


    Wvbe intervention1

    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.


    Immediate county intervention

    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.


    Orientation training for west virginia schools and school systems

    School Accreditation and Continuous Improvement and Strategic Planning

    Questions/Discussion


    Orientation training for west virginia schools and school systems

    Overview of the School Monitoring Report

    And

    Overview of Implementation Process and Schedule

    Gus Penix

    Director, OEPA


    Orientation training for west virginia schools and school systems

    INITIAL Audits of All Schools


    Orientation training for west virginia schools and school systems

    OEPA AUDIT SCHEDULES 2014-2020


    Orientation training for west virginia schools and school systems

    LUNCH TIME!


    Orientation training for west virginia schools and school systems

    Preparing for the Initial Audit

    Resources and Supports

    Dr. Michelle Samples

    Coordinator, OEPA


    Completing the school monitoring report

    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


    Orientation training for west virginia schools and school systems

    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.


    Orientation training for west virginia schools and school systems

    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).


    Orientation training for west virginia schools and school systems

    Orientation Booklet Section

    Frequently Asked Questions

    (Pages 26-28)


    Orientation training for west virginia schools and school systems

    NEXT STEPS

    Date for electronic submission of the School Monitoring Report for RESA 5is November 15, 2014.

    Date for completion of School Facilities Checklist (paper format) for RESA 5is November 15, 2014.

    Dates for on-site reviews for RESA 5are:

    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 5is school year 2016-17.


    Orientation training for west virginia schools and school systems

    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.


    Orientation training for west virginia schools and school systems

    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.


    Orientation training for west virginia schools and school systems

    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.


    Orientation training for west virginia schools and school systems

    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/


    Orientation training for west virginia schools and school systems

    Suggested Strategies for Policy 2320 Implementation

    Bill Niday

    Consultant, OEPA


    Orientation training for west virginia schools and school systems

    Questions

    Session Evaluation and

    Closure


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