OEPA
Policy 2320: A Process for
Improving Education: PerformanceBased Accreditation System
RESA 6 – October, 2014
Office of Education Performance Audits
West Virginia Board of Education
OEPA
Policy Review
West Virginia Board of Education
OEPA
Characteristics of the New Policy
There are six major characteristics of the new policy:
(1) improving student performance,
(2) clearly communicating the level of school quality,
(3) focusing on all schools,
(4) purpose – quality and self-improvement,
(5) emphasizing local control and accountability, and
(6) differentiating supports, consequences, and rewards.
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Section 6:
School Accreditation
West Virginia Board of Education
OEPA
Accreditation System
• Verifying A-F.
• Assessing and reporting Policy 2322,
adherence to policy and Code, reporting best
practices, efficiencies, and resource, facility,
and capacity building needs.
• Identifying and reporting classroom conditions
and non-compliances.
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OEPA
Accreditation System
• 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 of Policy 2320)
• 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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Operating Principles
• Focus on Student Performance
• Transparency and Clarity
• Vehicle for Local Decision-Making
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Review Processes
Annual and cyclical reviews are designed to:
1. verify the school’s annual performance grade;
2. provide feedback for local school improvement
efforts;
3. verify compliance with core policy and Code;
4. document best practices; and
5. identify efficiencies, resource, facility, and
capacity building needs.
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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
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OEPA
Cyclical Reviews
• On-site review
• At least every 4 years
• Assures all schools are accountable
– common set of high quality standards
– core policy and Code compliance
– continuous improvement
• External Team managed by OEPA
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OEPA
Cyclical Reviews
• Team responsibilities:
– Determine accuracy of School Monitoring Report.
– Review School Strategic Plan.
– Examine school practices (Policy 2322) and
provide feedback on strengths and needs.
– Document best practices.
– Identify resource, facility, efficiency, and capacity
building needs impeding improvement.
West Virginia Board of Education
OEPA
Section 9:
Continuous Improvement
and Strategic Planning
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School Continuous Improvement
• Facilitated
– Principal
• Involves
– teachers
– staff
– stakeholders in decision-making
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School Continuous Improvement
OEPA
• Data Sources
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•
•
•
school system
RESA
WVDE
other entities
• Data Use
• determining root causes of student deficits
• determine changes needed in practice.
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School Continuous Improvement
1. Designated team or committee
2. Process of using data and
information
3. On-going professional
development and research
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School Continuous Improvement
Guiding Improvement Efforts:
• School Monitoring Report
• Summary of employee evaluation
data
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School Strategic Planning
Development Process
School electronic strategic improvement
plan
• 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
OEPA
– The plan is developed under the direction of the
principal with collective involvement and input from
the staff and the LSIC.
– The plan must includes the following:
•
•
•
•
•
•
Core beliefs
Mission
Goals
Measurement evidence
Action steps
Professional development needs
West Virginia Board of Education
OEPA
School Strategic Planning
Development Process
– The action steps are based on examination of best
practices and innovative approaches to improve student
performance and address student needs.
– All members of the school staff are responsible for
implementing the plan.
– The principal is responsible for monitoring the
implementation of the plan.
– The plan is updated and revised as data and information
dictate based on the tenets of continuous improvement.
– Annual updates to the plan must consider the OEPA
School Monitoring Report when the report identifies
deficits in quality or compliance.
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School Onsite
Review Process
West Virginia Board of Education
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School Onsite Review Process
• Overall Intent
• Review Purposes
• 80/20 Principle
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School Onsite Review Process
• SECTION 1
– Examination of High Quality Standards
– Verifying Evidence of High Quality
Standards
– Rating the High Quality Standards
– Function Statements
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OEPA
School Onsite Review Process
• Section 2
–Resource Needs
–Facility Needs
–Capacity Building Needs
• Section 3
–Best Practices
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School Onsite Review Process
• Section 4
– Policy Compliance
– Code Compliance
• Section 5
– Principal’s Verification
– Superintendent’s Verification
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School Onsite Review Process
• Rating Determination
–Consensus
• Final Report
–Recommendations
–Commendations
–Findings
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LESSON PLANS
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Lesson Plans
§18A-2-12 states that “Lesson plans are intended to serve as a
daily guide for teachers and substitutes for the orderly
presentation of the curriculum.“
Policy 2322: Standard 3 – Function C
• Designed
– long term
– short term
• Based On Students
– Needs
– Interests
– Performance Levels
West Virginia Board of Education
OEPA
Lesson Plans
• The OEPA does not recommend any particular Lesson Plan
Format.
• The focus of an OEPA review is primarily on Instructional
Quality .
• Classroom Lesson Plan review documentation:
– Written lesson plans are evident for classroom instruction (could
include weekly lessons or extended project-based learning).
– Lesson plans focus on delivery of instructional objectives.
– The instructional intent of lesson plans is clear and discernible.
– Lesson plans adequately cover the instructional time allotted for
the class or subject.
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OEPA
Questions
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