Orientation Training for West Virginia Schools and School Systems

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

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

3. 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.

4. 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

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

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

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

8. Accreditation Background • House Bill 4674 (2000) • House Bill 4319 (2002) • House Bill 4301 (2004) • Senate Bill 359 (2013) • Waiver NCLB

9. Standards-Based Accountability System Accountability Accreditation

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

11. 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.

12. 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) reviewing all schools, (5) emphasizing local control and accountability, and (6) differentiating supports, consequences, and rewards.

13. 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.

14. 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.

15. 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.

16. 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.”

17. 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

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

19. 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.

20. 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

21. 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

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

23. 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.

24. 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.

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

26. Policy 2320, A Process for Improving Education: Performance Based Accreditation System • 3.1.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…

27. 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

28. 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.

29. 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

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

31. Policy 2320, A Process for Improving Education: Performance Based Accreditation System • Grade Assignment

33. Results: Math

34. Results: RLA

36. 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

37. Sample Scenarios Elementary Schools

38. 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

39. Blooming Rose Elementary School • Overall high performing school • Overall high growth school

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

41. Briar Patch Elementary School • Overall low performing school • Overall low growth school

42. Sample Scenarios MIDDLE Schools

43. 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

44. Hickory Middle School • Overall high performing school • Overall high growth school

45. Walnut Middle School • Moderately performing school • Moderate observed growth • Moderate adequate growth • Lower performing bottom 25%

46. Oak Middle School • Overall low performing school • Overall low growth school

47. Sample Scenarios High Schools

48. 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

49. Evergreen High School • Overall high performing school • Overall high growth school • High graduation rates

50. Hemlock High School • Moderately performing school Lower performing bottom 25% • Moderately high observed growth Moderate graduation rates • Low adequate growth