orientation training for west virginia schools and school systems

OEPA

West Virginia Board of Education

Orientation Training for West Virginia Schools and

School Systems

Office of Education Performance Audits

OEPA


Opening CommentsSession Introduction

Accreditation/Accountability

Dr. Gus PenixDirector, OEPA

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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.

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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

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Section 2: Historical Perspective of Policy

2320

Dr. Donna DavisDeputy Director, OEPA

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Overview – Section 2West 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

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Accreditation Background• Pauley v Bailey Opinion (1982)

-Master Plan for Public Education-Senate Bill 15

• Senate Bill 14 (1988)


• Tomblin vs. Gainer Agreed Order (2001)

• House Bill 4306 – A Process for Improving Education (1998)

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Accreditation Background• House Bill 4674 (2000)

• House Bill 4319 (2002)

• House Bill 4301 (2004)


• Waiver NCLB

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Standards-Based Accountability System

• Accountability• Accreditation

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Rationale for Aligning Accountability and Accreditation

Overview of Policy Sections

Gus PenixDirector, OEPA

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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 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.

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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.

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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.

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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.

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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.

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WVBE EXPECTATIONS1. 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.”

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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

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Section 3: Premises and Purposes

Bill NidayConsultant, OEPA

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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.

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Premises and PurposesPurposes• Establishing standards and performance

measures• Holding schools and school systems

accountable• Implementing a system of public notification• Evaluating educational progress• Ensuring equity of opportunity

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Premises and PurposesPurposes• 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

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Section 5: WV Accountability System

Robert HullAssociate 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, 2014.

• Schools will receive their first A-F grade for the 2014-15 school year based on the data from the 2014-15 assessment.

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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.

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Accreditation System

Foundational Understanding

Beliefs and Values

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Accreditation System3.1.a. All children can learn... 3.1.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... 3.1.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…

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Accreditation SystemMeasuring 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

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Accreditation SystemGrading 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.

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Accreditation SystemGrade Designations

• A = distinctive student proficiency • B = commendable student proficiency • C = acceptable student proficiency • D = unacceptable student proficiency• F = lowest student proficiency

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Elementary/Middle Schools High SchoolsMath Proficiency 200 points Math Proficiency 200 pointsReading Proficiency 200 points Reading Proficiency 200 pointsMath Observed Growth 100 points Math Observed Growth 100 pointsReading Observed Growth 100 points Reading Observed Growth 100 pointsMath Adequate Growth 100 points Math Adequate Growth 100 pointsReading Adequate Growth 100 points Reading Adequate Growth 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

Accelerated Performance of the Lowest 25% in Reading 100 points

4-Year Graduation Rate 100 points5-Year Graduation Rate 100 points

Total Points 1000 points Total Points 1200 points


Accreditation SystemGrade Assignment

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Letter Grade

Description

Elementary/ Middle School Score on the

WVAS

High School Score on the 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.

Results: MathNot Proficient

(53%)Proficient

(47%)

27% are Catching Up

64% are Keeping Up

73% are Falling Behind


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Results: RLANot Proficient

(50%)Proficient

(50%)

32% are Catching Up

70% are Keeping Up



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Accreditation System1. 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

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ELEMENTARY SCHOOLSSample Scenarios

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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

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Blooming Rose Elementary School• Overall high performing school• Overall high growth schoolComponent % 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

TOTAL 1000 65839

Trailing Vine Elementary School– Moderately performing school– Moderate observed growth– Low adequate growth– Lower performing bottom 25%

Component % Points Possible Points Earned









TOTAL 1000 47140

Briar Patch Elementary School– Overall low performing school– Overall low growth school










TOTAL 1000 34741

MIDDLE SCHOOLS

Sample Scenarios

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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

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Hickory Middle School• Overall high performing school• Overall high growth schoolComponent % Points Possible Points Earned









TOTAL 1000 65444

Walnut Middle School– Moderately performing school– Moderate observed growth– Moderate adequate growth– Lower performing bottom 25%










TOTAL 1000 47945

Oak Middle School– Overall low performing school– Overall low growth school










TOTAL 1000 33046

HIGH SCHOOLS

Sample Scenarios

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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

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Evergreen High School• Overall high performing school• Overall high growth school• High graduation ratesComponent % Points Possible Points Earned









4-Year Adjusted Cohort Graduation Rate 88% 100 88


TOTAL 1200 83449

Hemlock High School• Moderately performing school Lower performing bottom 25%• Moderately high observed growth Moderate graduation rates• Low adequate growthComponent % Points Possible Points Earned











TOTAL 1200 62850

Redwood High School• Overall low performing school• Overall low growth school• Low graduation ratesComponent % Points Possible Points Earned











TOTAL 1200 45651

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.

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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 with new schools identified in 2016-17 53

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WV Accountability System

Questions/Discussion

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BREAK TIME!

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Section 6: School Accreditation

Debbie AshwellCoordinator, OEPA

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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.

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• System of self-study • Method for promoting continuous improvement • Basis for determining rewards, supports,

technical assistance, and intervention

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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.

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Principles and Processes

• Operating Principles

• Review Processes

• Conditions Affecting Grade Verification

• Circumstances for Modifying Grades

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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.

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Review ProcessesAnnual 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.

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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

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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

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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.

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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 nature3. Significant policy and Code violations

– Pervasive and/or serious in nature

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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

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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

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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

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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.

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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

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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

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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

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Section 9: Continuous Improvement and

Strategic Planning

Charlene CoburnCoordinator, OEPA

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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

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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.

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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

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School System Strategic Planning

Development Process1. Analysis of accountability data (WVAS)2. Strategies to provide targeted support and technical assistance for schools with a D or F performance grade3. Support for schools with findings and directives from the WVBE resulting from an accreditation review4. Strategies for improving overall performance of all schools

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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

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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.

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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.

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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.

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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

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At a minimum, every school MUST utilize:• School Monitoring Report, and • Summary of employee evaluation

data to guide improvement efforts.

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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

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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

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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.

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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.

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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.

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WVBE Responsibilities

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

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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

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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

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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.

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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.

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School Accreditation and Continuous Improvement

and Strategic Planning


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LUNCH TIME!

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Overview of Implementation

Process and Schedule

Gus Penix Director, OEPA

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

2013-14 Prepare for Implementation of New

System

2014-15 Conduct Initial On-site Reviews

2015-16 Conduct Initial On-site Reviews

2016-17 Begin Cyclical On-site

Reviews April April May

May/June June/Aug.

July

Policy 2320 placed on comment by WVBE.

Conduct orientation with superintendents.

Policy placed on WVBE agenda for adoption. If adopted, implementation schedule begins.

Nominations sought for on-site review team members.

Key informational documents sent to schools and school systems.

Electronic School Monitoring Report distributed to schools.

Orientation to Initial on-site review process for principals, et al, in RESA 6 and RESA 7.

Training for on-site review teams.

Orientation to Initial on-site review process conducted for principals, et al, in RESA 2 and RESA 5.

Sept 1

Sept. 15–Oct.

Oct. 15

Nov. 15

Nov. –Dec.

Jan–Feb.

March

Sept –April

April –June

June –August

School Monitoring Report due for RESA 7.

Initial on-site review for RESA 7.

School Monitoring Report due for RESA 6.

All schools in RESAs 1, 2, 3, 4, 5, and 8 submit the School Monitoring Report.




Orientation to Initial on-site review process conducted for principals, et al, for RESAs 1, 3, 4, and 8.

Solicit input on on-site review process and tools and modify process as needed.

Training for additional on-site review team members.

Sept 1

Sept 15

Sept 14 – Oct.

Oct – Nov.

Dec. – Jan.

Feb – March

April –June June –August

Updates of School Monitoring Report Submitted for RESA 4.

Updates of School Monitoring Report due for RESA 1, 2, 3, 5, 6, 7, and 8.





Solicit input on on-site review process and tools and modify process as needed.

Training for additional on-site review team members.

Sept 15 Sept –March

All schools submit annual update of the School Monitoring Report.

Cyclical on-

site reviews for 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

2014 County Days County Days 2015 County Days County Days15-Sep Monongalia 3 Preston 2 5-Jan REPORT WRITING22-Sep Randolph 3 Barbour 2 12-Jan Cabell 429-Sep Doddridge 1 Harrison 4 19-Jan Lincoln 2 Mason 3

6-Oct Gilmer 2 Upshur 2 26-Jan Logan 313-Oct Lewis 2 Taylor 2 2-Feb Mingo 3

20-Oct Tucker 1 Marion 4 9-Feb Wayne 3 27-Oct REPORT WRITING 16-Feb REPORT WRITING 3-Nov REPORT WRITING 23-Feb REPORT WRITING

10-Nov Brooke 2 Hancock 2 2-Mar Calhoun 1.5 Wirt 1.517-Nov Marshall 3 9-Mar Jackson 324-Nov THANKSGIVING BREAK 16-Mar Pleasants 2 Roane 2

1-Dec Ohio 3 23-Mar Ritchie 2 Tyler 28-Dec Wetzel 3 30-Mar Wood 4

15-Dec REPORT WRITING 6-Apr EASTER BREAK22-Dec CHRISTMAS BREAK 13-Apr REPORT WRITING29-Dec CHRISTMAS BREAK 20-Apr REPORT WRITING

2015 County Days County Days 2016 County Days County Days County Days14-Sep Braxton 2 Fayette 3 4-Jan REPORT WRITING21-Sep Pocahontas 2 Greenbrier 3 11-Jan Kanawha 528-Sep Webster 2 Nicholas 3 18-Jan Kanawha 4

5-Oct REPORT WRITING 25-Jan Kanawha 412-Oct REPORT WRITING 1-Feb REPORT WRITING19-Oct Mercer 4 8-Feb REPORT WRITING26-Oct McDowell 2 Summers 2 15-Feb REPORT WRITING2-Nov Raleigh 5 22-Feb Berkeley 5

9-Nov Wyoming 3 Monroe 1 29-Feb Grant 1 Hardy 1 Hampshire 3

16-Nov REPORT WRITING 7-Mar Mineral 3 Pendleton 123-Nov THANKSGIVING BREAK 14-Mar Jefferson 430-Nov REPORT WRITING 21-Mar Morgan 2

7-Dec Clay 1 Boone 3 28-Mar EASTER BREAK14-Dec Putnam 4 4-Apr REPORT WRITING21-Dec CHRISTMAS BREAK' 11-Apr REPORT WRITING28-Dec CHRISTMAS BREAK'

INITIAL Audits of All Schools

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

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

OEPA AUDIT SCHEDULES 2014-2020

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Overview of the OEPA Monitoring Report

Gus Penix Director, OEPA

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Preparing for the Initial Audit

Resources and Supports

Dr. Michelle SamplesCoordinator, OEPA

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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

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• 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.

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• 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).

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BREAK TIME!

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Suggested Strategies for Policy 2320

Implementation

Bill NidayConsultant, OEPA

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OEPA


NEXT STEPSGus 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)

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NEXT STEPS• Date for electronic submission of the School Monitoring Report for RESA

7 is September 1, 2014. • Date for completion of School Facilities Checklist (paper format) for

RESA 7 is September 1, 2014.• 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 2017-18.

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 conditions in ways that improve student performance and well-being.

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 in the context of helping West Virginia’s schools continuously improve.

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 for your school.

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/




orientation training for west virginia schools and school systems

Documents

west virginia schools

west virginia legislature

public educationsenate

education act

new accreditation process

oepa oepaeducation

county accreditation

major education initiatives