STRATEGIC PLAN:
METRICS THAT MATTER
W e s t Vi r g i n i a D e p a r t m e n t o f E d u c a t i o n
West Virginia Board of Education
2015-2016
Michael I. Green, President
Lloyd G. Jackson II, Vice President
Tina H. Combs, Secretary
Thomas W. Campbell, Member
Beverly E. Kingery, Member
L. Wade Linger, Jr., Member
Gayle C. Manchin, Member
William M. White, Member
James S. Wilson, Member
Paul L. Hill, Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
Sarah A. Tucker, Ex Officio
Interim Chancellor
West Virginia Community and Technical College Education
Michael J. Martirano, Ex Officio
State Superintendent of Schools
West Virginia Department of Education
STRATEGIC PLAN:
METRICS THAT MATTER
Michael J. Martirano, Ed.D.
State Superintendent of Schools
West Virginia Department of Education
wvde.state.wv.us
October 22, 2015
1
INTRODUCTION
Since I began my tenure as the 30th State Superintendent of Schools for West Virginia, I have worked
with our West Virginia Board of Education, our Governor, our elected officials, community and business
leaders, educational leaders, parents and most importantly, our teachers and students to institutionalize
my entry and vision plan: “One Voice, One Focus: All Students Achieving”.
The entry and vision plan established my initial goals as well as 10 World Class System Priorities for all
West Virginia Schools. Once these goals and priorities were presented to the State Board of Education,
the Department and our educational leaders, I embarked on a robust “Listening and Learning”
communication opportunity - an endeavor to build relationships and trust, and begin the work of
actualizing my entry and vision plan into a five year strategic plan.
Along the way, we took a pause to engage with the legislature, ensure that our resources were aligned
to the plan and to build an organizational structure at the West Virginia Department of Education that
is staffed with a skilled and innovative team that is poised to respond to the urgent work outlined in the
goals and newly defined objectives.
In addition, I brought together a key advisory group made up of diverse stakeholders including
educational leaders, experts, practitioners and community partners to provide input in strategic areas
of operations, innovation, teaching and learning opportunities. This advisory group will meet on a
periodic basis to assist the Department in making sure the outlined goals and objectives are being met.
Throughout my thoughtful engagement with key leaders and stakeholders across our great state and
careful reflection on the best means for improving the educational quality for each young person in
West Virginia, I am ready to unveil the five year Strategic Plan. As I previously stated in the early days
of my tenure, “I cannot do this work alone - we must galvanize every citizen in West Virginia to eliminate
academic failure for our youth”. Again, I firmly believe that our best days are yet to come as we
implement the measurable goals and objectives outlined in our 2016-2020 Strategic Plan.
Michael J. Martirano, Ed.D
State Superintendent of Schools
2
2016-2020
BOARD GOAL
Provide a statewide system of education that ensures all students graduate from high school prepared
for success in high-quality postsecondary opportunities in college and/or careers.
MISSION
The West Virginia Board of Education establishes policies and rules to assure implementation of
West Virginia’s education goals and to ensure the general supervision, oversight and monitoring of a
thorough and efficient educational system.
DEPARTMENT VISION
“One Voice, One Focus: All Students Achieving”
Creating a World Class Educational System for the State of West Virginia
Shared Values and Beliefs
We believe the West Virginia Department of Education (WVDE) partnered with our key educational
leaders and districts should:
• Establish high expectations and create an engaging and orderly atmosphere to foster learning for
all.
• Encourage and develop distributed leadership among staff, students, and stakeholders in order to
focus collective action for improved school performance.
• Deliver a standards-focused curriculum which values children’s developmental stages to assure all
students attain the essential knowledge, skills and dispositions necessary in our global and digital
age.
• Provide support services to address students’ physical, social/emotional and academic growth, and
form positive connections to families and the community.
• Encourage processes of self-reflection, collaboration and evaluation that lead to professional growth
and development.
• Assure that facilities, fiscal resources, personnel, data, and technology systems add value to
student learning.
3
GOAL 1:
ENSURE ALL STUDENTS GRADUATE FROM
HIGH SCHOOL WITH A WORLD-CLASS
EDUCATION, PRE-K-12, WHO ARE COLLEGE
AND CAREER READY.
OBJECTIVE 1.5
Graduation Rate
(90% by 2020)
OBJECTIVE 1.4
College & Career
Readiness
OBJECTIVE 1.3
Higher Levels of
Rigor
OBJECTIVE 1.2
Grades 3-8 ELA &
Math Proficiency
4
OBJECTIVE 1.1
3rd Grade Reading
STRATEGIES:
»» Establish the structure and culture for universal access and
continuous improvement of relevant and rigorous curriculum by
implementing best practices through a systemic, professional
and personalized learning system for both teachers and
students.
»» Develop and implement a system of support for graduation
by focusing on middle to high school students through
a coordinated, comprehensive Graduation 20/20 School
Improvement Framework.
»» Increase focus on the implementation of a Simulated Workplace
Company Environment, Advanced Career Programs, enhanced
Career Technical Education (CTE) project-based learning, and
Tech Centers That Work in all CTE programs.
»» Maintain and enhance the current Pre-K-12 seamless education
partnerships as a means to ensure effective transitions for all
students.
»» Advance a unified commitment to excellence and equity
in early childhood education and early learning through a
comprehensive Pre-K – 5th Grade approach and a statewide
Campaign for Early Literacy.
»» Use Math/Science Partnership initiative to target math and
science achievement at the middle grades and use transition
courses to target math achievement at the high school level.
»» Expand Innovation Zones to develop, implement and evaluate
Science, Technology, Engineering, and Math (STEM) initiatives
and educational opportunities for all students Pre-K-12.
»» Support capacity building within all local education agencies
and RESAs to guarantee high quality instructional programs
that contain rigorous and vertically aligned standards, effective
teaching, and ongoing assessments.
»» Support capacity building within all local education agencies
and RESAs to provide differentiated instruction for all students
and interventions/remediation for students who are not yet
proficient nor college and career ready.
»» Use WV standards based accountability system (A-F) to report
progress in improving overall student achievement.
5
OBJECTIVE 1.1
Improve the Grade 3 reading proficiency rate, supported by a statewide
Pre-K-Grade 3 comprehensive literacy initiative.
OBJ. 1.1.A.
Increase Grade 3 reading proficiency rate by 5 percentage
points in the 2015 – 2016 school year as measured by the
WV General Summative Assessment.
Long-term proficiency rate trajectories will be determined
following the second-year administration of the WV General
Summative Assessment (WVGSA). Reading proficiency rates
will be compared with the biennial National Assessment of
Education Progress (NAEP) results.
Percent Proficient
51%
46%
Number of Third Grade Students at or above Proficiency in
2015 and Projected for 2016: English Language Arts/Literacy
Number of Students
Students at proficiency
Students
Projected
Tested 2015
increase 2016
2015
2016
19,551
8,994
9,971
977
2015 rate
2016 rate
OBJ. 1.1.B.
Reduce to 20% by 2020 the rate of Grade 3 students in the Below Standard category for the
Reading Claim as measured by the WVGSA English language arts assessment.
Percent of Grade 3 Students in Below Standard Category for the Reading Claim
36%
32.8%
29.6%
26.4%
23.2%
20%
2015
6
2016
2017
2018
2019
2020
OBJECTIVE 1.2
Increase the percentage of students in Grades 3-8 who are proficient in
English language arts/literacy and mathematics.
OBJ. 1.2.A.
Increase Grades 3 - 8 English Language Arts (ELA) and mathematics proficiency rate by 5
percentage points in the 2015 - 2016 school year, as measured by the West Virginia General
Summative Assessment.
Long-term proficiency rate trajectories will be determined following the second-year administration of
the WV General Summative Assessment (WVGSA). Reading proficiency rates will be compared with the
biennial National Assessment of Education Progress (NAEP) results.
Number and Percent of Students Grades 3 - 8 at or above Proficiency in 2015 and Projected for 2016:
English Language Arts/Literacy
Number of Students
Students at Proficiency
Students Tested
2015
2015
2016
Grade 3*
19,551
8,994
9,971
Grade 4
19,676
8,854
9,838
Grade 5
19,831
10,114
11,105
Grade 6
19,577
8,418
9,397
Grade 7
19,966
8,985
9,983
Grade 8
19,765
8,499
9,487
*Grade 3 ELA scores also appear in Objective 1.1.
Increase
977
984
991
979
998
988
Percent of Students
56%
51
%
50%
51
%
46%
45%
48%
43
50%
45%
%
3
4
5
6
Grade Level
7
48%
43%
8
2015 proficiency rate
2016 proficiency target
7
Number and Percent of Students Grades 3 - 8 at or above Proficiency in 2015 and Projected for 2016:
Mathematics
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Number of Students
Students at Proficiency
Students Tested 2015
2015
2016
19,555
8,604
9,582
19,685
6,890
7,874
19,821
5,946
6,937
19,592
5,094
6,074
19,983
4,996
5,995
19,814
4,954
5,945
Percent of Students
49%
40%
44%
35
35%
31%
30%
30%
26%
25%
25%
7
8
%
3
4
30%
5
6
Grade Level
2015 proficiency rate
2016 proficiency target
8
Increase
978
984
991
980
999
991
OBJ. 1.2.B.
Improve WV’s ranking to 40th on the National Assessment of Educational Progress (NAEP) by
2020 for Grades 4 and 8 in reading.
Ranking projections are based on the most current available data (NAEP 2013). Numbers of students
performing at or above proficient cannot be shown because NAEP testing is based on a sampling of
students.
GRADE 4 READING PERCENT PROFICIENT
40%
GRADE 4 READING RANK* EQUIVALENT
40
40th
41
st
30%
47th
10%
0%
44th
45
20%
27%
28%
29%
30%
2013
2015
2017
2019
GRADE 8 READING PERCENT PROFICIENT
40%
50
2013
2015
2019
GRADE 8 READING RANK* EQUIVALENT
40
40th
30%
43rd
45
20%
45th
47th
10%
0%
2017
25%
28%
29%
30%
2013
2015
2017
2019
50
2013
2015
2017
2019
* Includes 52 jurisdictions (50 states, the District of Columbia and Department of Defense Activity
schools)
9
OBJ. 1.2.C.
Improve WV’s ranking to 40th on the National Assessment of Educational Progress (NAEP) by
2020 for Grades 4 and 8 in mathematics.
Ranking projections are based on the most current available data (NAEP 2013). Numbers of students
performing at or above proficient cannot be shown because NAEP testing is based on a sampling of
students.
GRADE 4 MATHEMATICS PERCENT PROFICIENT
GRADE 4 MATHEMATICS RANK* EQUIVALENT
40
40%
41st
30%
40th
43rd
45
20%
44th
10%
0%
35%
36%
37%
39%
2013
2015
2017
2019
GRADE 8 MATHEMATICS PERCENT PROFICIENT
40%
50
2013
2015
2019
GRADE 8 MATHEMATICS RANK* EQUIVALENT
40
40th
30%
43rd
20%
45
47th
10%
0%
2017
24%
26%
28%
30%
2013
2015
2017
2019
50
2013
46th
2015
2017
2019
* Includes 52 jurisdictions (50 states, the District of Columbia and Department of Defense Activity
schools)
10
OBJECTIVE 1.3
Increase the rate of student success in rigorous courses leading to
college credit or industry-recognized credentials while in high school.
OBJ. 1.3.A.
Increase the number of students who enroll in at least 1 Advanced Placement® (AP) course by 2
percent a year.
10,304
10,102
9,904
9,710
9,520
9,333
Number of Students Enrolled in at least 1 AP
Course Projected, 2014 – 2020
Number*
Increase
2013 – 2014
9,150
2014 – 2015
9,333
183
2015 – 2016
9,520
187
2016 – 2017
9,710
190
2017 – 2018
9,904
194
2018 – 2019
10,102
198
2019 – 2020
10,304
202
*This number reflects an unduplicated student count and
does not reflect students who take multiple AP courses.
9,150
Students Enrolled in an AP Course
2014 2015 2016 2017 2018 2019 2020
OBJ. 1.3.B.
Increase the number students who take at least 1 AP exam by 2 percent a year.
7,660
7,510
7,363
7,218
7,077
6,938
Students Taking at least 1 AP Exam
6,802
Number of Students taking at least 1 AP Exam
Projected, 2014 – 2020
Number
Increase
2013 – 2014
6,802
2014 – 2015
6,938
136
2015 – 2016
7,077
139
2016 – 2017
7,218
141
2017 – 2018
7,363
145
2018 – 2019
7,510
147
2019 – 2020
7,660
150
2014 2015 2016 2017 2018 2019 2020
11
OBJ. 1.3.C.
Increase the number students who score a 3 or higher on at least 1 AP exam by 2 percent a year.
3,217
3,154
3,092
3,031
2,972
2,914
Number of AP Test Takers
Scoring 3 or Higher
2,857
Number of AP Students Projected to have an exam
with a score of 3 or higher, 2014 – 2020
Students with exam
score of 3 or higher
Increase
2013 – 2014
2,857
2014 – 2015
2,914
57
2015 – 2016
2,972
58
2016 – 2017
3,031
59
2017 – 2018
3,092
61
2018 – 2019
3,154
62
2019 – 2020
3,217
63
2014 2015 2016 2017 2018 2019 2020
OBJ. 1.3.D.
Increase the rate of students in CTE pathways who enter a WV Community Techincal College
(CTC) with Earn a Degree-Graduate Early (EDGE) credit(s) by 5 percent a year.
Number of Students
Entering CTCs with EDGE
Increase
667
635
605
576
510
486
23
24
26
29
30
32
463
2013 – 2014
2014 – 2015
2015 – 2016
2016 – 2017
2017 – 2018
2018 – 2019
2019 – 2020
Students entering
CTCs with EDGE
463
486
510
576
605
635
667
2014 2015 2016 2017 2018 2019 2020
12
OBJ. 1.3.E.
Increase the number of students who enroll in at least 1 dual credit course by 2 percent a year.
Dual Credit Course
Enrollments
4,481
4,571
4,662
4,755
86
88
90
91
93
4,393
Increase from
2014-2015
4,307
Number of Dual Credit Course Enrollments
Projected, 2015 - 2020
Dual credit course
enrollments
2014 – 2015
4,307
2015 – 2016
4,393
2016 – 2017
4,481
2017 – 2018
4,571
2018 – 2019
4,662
2019 – 2020
4,755
2015
2016
2017
2018
2019
2020
OBJ. 1.3.F.
Increase the number of students who earn dual course credit by 2 percent a year.
Number and Percentage of Dual Credit Enrollments Projected
to Receive College Credit, 2015-2020
Number of Students
Students Earning
Increase since
Course Credit
2014-2015
2014 – 2015
4,153
2015 – 2016
4,236
83
2016 – 2017
4,321
85
2017 – 2018
4,407
86
2018 – 2019
4,495
88
2019 – 2020
4,585
90
Percent Enrollments Receiving
Credits
91%
92%
93%
94%
95%
90%
2015
2016
2017
2018
2019
2020
13
OBJ. 1.3.G.
Increase the rate of students in CTE concentrations who earn industry credentials by 2 percent a
year.
Number and Percent of Students in CTE Concentrations Who
Earn an Industry Credential
Number of CTE Students
Students attaining
Increase from
credential
previous year
2014 – 2015
3,511
2015 – 2016
3,922
411
2016 – 2017
4,383
872
2017 – 2018
4,845
1,334
2018 – 2019
5,306
1,795
2019 – 2020
5,768
2,257
Based on a constant 2014-2015 enrollment of 23,070
students in CTE concentrations.
Percent of CTE Students
21
%
15%
2015
17%
2016
19%
2017
2018
23%
2019
25%
2020
Attainment of credential can be cost prohibitive for some students. See chart below for comparison
of 2014 – 2015 credential attainment numbers when the state pays for the assessment (highlighted)
versus when the student must pay for it.
Unduplicated Number of Students Earning Industry Credentials in 2014 – 2015
by Type of Credential
Number of students earning
Industry credential
credential (unduplicated)
TOTAL
3,511
Certified nurse assistant (CNA)
200
Direct care worker
100
Food handler
184
IT Academy*
834
National Center for Construction Education and Research (NCCER)*
1,899
Pharmacy technician
20
ServSafe managers
6
State welding certifications*
165
West Virginia Welcome*
103
*The cost of the assessment for this credential is paid for by the State.
Note: Students completing Automotive and/or Electrical CTE programs are eligible to sit for the
Automotive Service Excellence (ASE) and Electrical Journeyman’s certification upon high
school graduation.
14
OBJECTIVE 1.4
Increase the percentage of students who are college and career ready
at graduation.
OBJ. 1.4.A.
Increase Grade 11 proficiency in English language arts/literacy and mathematics rate by 5 percent
in the 2015-2016 school year, as measured by the West Virginia General Summative Assessment
(WVGSA).
Long-term proficiency rate trajectories will be determined following the second-year administration of
the WVGSA. Proficiency rates will be compared with the biennial National Assessment of Education
Progress (NAEP) results.
Number and Percentage of Grade 11 Students at or above
Proficiency* in 2015 and Projected for 2016: English language
arts/literacy
Number Proficient: ELA
Students at proficiency
Total enrollment
Increase
2015
2016
16,970
7,976
8,824
848
*Proficiency is defined as a score of 3 or 4 on the WVGSA
and is recognized by the WV Higher Education Policy
Commission (HEPC) as having met pre-requisites for
college-level, credit-bearing courses.
Percent Proficient: ELA
52%
47
%
2015
Number and Percentage of Grade 11 Students at or above
Proficiency* in 2015 and Projected for 2016: Mathematics
Number Proficient: Math
Students at proficiency
Total enrollment
Increase
2015
2016
16,946
3,389
4,237
848
*Proficiency is defined as a score of 3 or 4 on the WVGSA
and is recognized by the WV Higher Education Policy
Commission (HEPC) as having met pre-requisites for
college-level, credit-bearing courses.
2016
Percent Proficient: Math
25%
20
%
2015
2016
15
OBJ. 1.4.B.
Increase by 2 percent a year, with an ultimate goal of 40% by 2020, the rate of student completers
in enhanced career technical education (CTE) programs delivered within Simulated Workplace
Company environments.
Percent of 12th Grade
Students
Number and Percent of Grade 12 Students Completing
Enhanced CTE programs
Number of Program Completers
Program
Increase from
completers
2015-2020
2014 – 2015
5,532
2015 – 2016
5,812
280
2016 – 2017
6,175
643
2017 – 2018
6,539
1,007
2018 – 2019
6,902
1,370
2019 – 2020
7,265
1,733
Based on a constant 2014-2015 enrollment of 18,163 12thGrade students.
30%
2015
32%
2016
34%
2017
36
%
2018
38%
2019
40%
2020
OBJ. 1.4.C.
Increase by 2 percentage points annually, with an overall increase of 10 percentage points by
2020, the rate of West Virginia test takers who are college and career ready as measured by the
SAT.
Number and Percent of Students Taking SAT Identified as
College and Career Ready
Percent College and Career Ready
Number College and Career Ready
2014
testers
reaching
benchmark
58%
Students at proficiency
2015
2016
2017
2018
2019
2020
Increase
20142020
Critical
Reading
1,212
1,255
1,298
1,342
1,385
1,428
1,472
908
Math
1,082
1,125
1,169
1,212
1,255
1,298
1,342
909
Writing
1,017
1,060
1,104
1,147
1,190
1,233
1,277
909
Numbers projected for 2015 - 2020 are projected based on the 2014 number of
test takers (2,164) the most recent year for which data are available.
56%
52%
50%
49%
47%
2014
2015
Critical Reading
Math
Writing
16
OBJ. 1.4.D.
Increase by 2 percentage points annually, with an overall increase of 10 percentage points by
2020, the rate of West Virginia test takers who are college and career ready as measured by the
ACT.
Percent College and Career Ready
Number and Percent of Students Taking the ACT Identified as
College and Career Ready
Number College and Career Ready
2015
testers
reaching
benchmark
49%
Students at proficiency
2016
2017
2018
2019
70%
68%
2020
Increase
20152020
All Four
2,371
2,596 2,822 3,048 3,274 3,500
3,385
English
7,789
8,015 8,241 8,467 8,693 8,918
3,389
Math
3,838
4,064 4,290 4,516 4,741 4,967
3,388
Reading
5,419
5,645 5,870 6,096 6,322 6,548
3,386
Science
3,838
4,064 4,290 4,516 4,741 4,967
3,388
47%
33%
35%
23%
21%
2015
2016
English Test
Math Tests
Science Tests
Note: Increases are projected based on the number of 2015 test takers
(11,289).
Reading Test
All Four Tests
28
21
64
68
42
33
46
47
38
33
Comparison of US and WV
ACT Average Scores
All Four
English
Math
Reading
Science
US
WV
17
OBJECTIVE 1.5
Improve the graduation rate annually with an ultimate goal of 90% for
all students by 2020.
Number and Percent of 4-Year Cohort Graduates in
2014 and Projected Through 2020
Number of Graduates
Increase
4-year cohort*
2014 - 2020
2013-2014
16,719
2014-2015
16,886
167
2015-2016
17,055
336
2016-2017
17,226
507
2017-2018
17,398
679
2018-2019
17,572
853
2019-2020
17,748
1,029
*Projections based on 16,719 four-year cohort
graduates statewide in 2013-2014, the most recent
year for which data are available.
18
Graduation Rate
84%
85%
86%
87
%
88%
89%
90%
2014 2015 2016 2017 2018 2019 2020
19
GOAL 2:
IMPROVE SAFE AND SUPPORTIVE SCHOOL
ENVIRONMENTS WHICH MEET THE PHYSICAL,
SOCIAL, EMOTIONAL AND ACADEMIC NEEDS
OF EVERY CHILD.
OBJECTIVE 2.3
Increase
Attendance Rates
OBJECTIVE 2.2
Decrease Bullying
20
OBJECTIVE 2.1
Decrease Aggressive
Conduct
STRATEGIES:
»» Provide comprehensive focus on school improvement initiatives
through the Grad 20/20 School Improvement Framework and
Community Schools policy to ensure the needs of the whole
child are being met.
»» Launch a statewide “Attendance Matters in WV” campaign to
provide schools with ongoing strategies to engage students
daily.
»» Leverage Policy 4110 in an effort to standardize attendance
reporting at the local and state level.
»» Ensure that students in West Virginia benefit from nutritious
meals that foster better learning and a lifetime of good health.
»» Utilize the Early Warning System through school leadership
teams, making data readily available to educators on at-risk
students and matching them with appropriate interventions.
»» Leverage the Local School Dropout Prevention and Recovery
Innovation Zones and Truancy Diversion grants to expand local
efforts to target dropout prevention.
»» Partner with community agencies to meet the needs of all West
Virginia students and provide supports to school systems.
»» Provide ongoing support and resources for reimagining
instructional time to increase the capacity of counties to provide
180 days of instruction.
»» Evaluate data from the Extended Stop Arm Pilot program to
determine next steps to decrease illegal vehicle passings
statewide.
21
OBJECTIVE 2.1
Decrease the total number of aggressive conduct incidences by 2
percentage points annually, to fewer than 20,500 by 2020.
Aggressive conduct behaviors include the following: physical fights without injury; battery against a
student or school employee; hazing; sexual misconduct; threats of injury or assault against a student
or employee; harassment, intimidation or bullying; and verbal assaults against students or school
employees (for full text of this definition see WV Code §18-2C-3).
22
22,195
21,742
21,289
20,836
20,383
Number Aggressive Conduct
Incidents
22,648
Number of Aggressive Conduct Incidences and Projected
Decrease, 2015 – 2020
Aggressive
conduct
Decrease from
incidences
2014-2015
2014 – 2015
22,648
2015 – 2016
22,195
-453
2016 – 2017
21,742
-906
2017 – 2018
21,289
-1,359
2018 – 2019
20,836
-1,812
2019 – 2020
20,383
-2,265
2015
2016
2017
2018
2019
2020
OBJECTIVE 2.2
Decrease the number of bullying incidences by 2 percentage points
annually to fewer than 3,200 by 2020.
Harassment, intimidation or bullying means any intentional gesture or electronic, written, verbal
or physical act, communication, transmission or threat that (a) has the effect of physically harming a
student or a student’s property, or of placing a student in reasonable fear of harm to his or her person or
property; (b) is sufficiently severe, persistent or pervasive that it creates an intimidating, threatening or
emotionally abusive educational environment for a student; or (c) disrupts or interferes with the orderly
operation of the school (for full text of this definition see WV Code WV Code §18-2C-2).
3,442
3,372
3,301
3,231
3,161
Bullying Incidences
3,512
Number of Bullying Incidences and Projected
Decrease, 2015 – 2020
Decrease from
Bullying incidences
2014-2015
2014 – 2015
3,512
2015 – 2016
3,442
-70
2016 – 2017
3,372
-140
2017 – 2018
3,301
-211
2018 – 2019
3,231
-281
2019 – 2020
3,161
-351
2015
2016
2017
2018
2019
2020
OBJECTIVE 2.3
Improve the attendance rate with the ultimate goal of 95% for all
students by 2020.
Baseline will be determined with implementation of Policy 4110 based on actual attendance versus
attendance rate calculated with allowable deductions.
23
GOAL 3:
IMPROVE ORGANIZATIONAL EFFECTIVENESS
THROUGH PROMOTION, RECRUITMENT,
AND RETENTION OF A HIGHLY SKILLED
WORKFORCE FOCUSED ON STRONG
INSTRUCTIONAL LEADERSHIP.
OBJECTIVE 3.5
Teacher Salary
OBJECTIVE 3.4
Substitute Teacher
Utilization
OBJECTIVE 3.3
NBCTs in
Low-Performing
Schools
OBJECTIVE 3.2
Increase in
NBCTs
24
OBJECTIVE 3.1
Educator Growth
STRATEGIES:
»» Customize professional development aligned to the Educator
Evaluation System.
»» Build capacity for new and aspiring school and county leaders
through collaborative support systems and professional
learning.
»» Incorporate more clinical based partnerships and performance
assessments within teacher preparation programs aligned to the
Council for the Accreditation of Educator Preparation (CAEP).
»» Reform leader preparation through the National Governor’s
Association (NGA) based on the work of the Wallace Foundation
and the refreshed Interstate School Leader Licensure
Consortium (ISLLC) standards.
»» Advocate for increased salaries for West Virginia educators.
»» Implement Phase II of the WVDE reorganization to full fidelity
and continue to monitor the implementation.
»» Establish a calendar of ongoing professional learning to develop
the WVDE staff capacity, promote leadership succession and
eliminate single points of failure.
»» Continue to develop alternative pathways to the teaching
profession.
»» Strengthen existing efforts to recruit, retain and support
educators and craft new models for creating an educator
pipeline for West Virginia.
»» Utilize the Reimagining Time initiative to recreate the school day
to provide flexibility for both student and adult learning and to
provide instruction on what normally would be lost instructional
days.
»» Expand the Learning School (Catalyst Schools) initiative statewide to empower teachers and principals to take charge of their
own professional learning as members of collaborative learning
teams.
25
OBJECTIVE 3.1.
Increase the percentage of educators (teachers and principals) who
exhibit growth on the West Virginia Professional Teaching and West
Virginia Leadership Standards as measured by the educator evaluation
system.
Note: Since 2015-16 is the second full year of statewide implementation of the Educator Evaluation
System, baseline data will not be available until 2016. Progression figures will be projected at that time.
OBJECTIVE 3.2.
Number of NBCTs
in West Virginia
26
883
945
1,011
1,082
1,158
Number of NBCTs in 2015 and Projected for 2016-2020
Number
Increase
2014 – 2015
825
2015 – 2016
883
58
2016 – 2017
945
62
2017 – 2018
1,011
66
2018 – 2019
1,082
71
2019 – 2020
1,158
76
825
Advance teacher leadership by increasing
the number of National Board Certified
Teachers (NBCTs) annually.
2015
2016
2017
2018
2019
2020
OBJECTIVE 3.3.
Increase the percent of low-performing schools that have at least 1
National Board Certified Teacher (NBCT) on staff by 2 percent annually,
with an ultimate goal of 28 percent of low-performing schools having at
least 1 NBCT by 2020.
Number and Percent of Low-Performing Schools with
NBCTs on Staff
Number
Increase
2014 – 2015
23
2015 – 2016
26
3
2016 – 2017
28
2
2017 – 2018
31
3
2018 – 2019
33
2
2019 – 2020
36
3
Note: Projections are based on a constant 128
low-performing schools, as in 2014-2015.
Percent of Low-Performing
Schools with NBCTs
18%
20%
22%
24
%
26%
28%
2015 2016 2017 2018 2019 2020
OBJECTIVE 3.4.
Decrease the percentage of substitute teacher utilization days by 1%
annually, with an ultimate goal of 5% by 2020.
Development is underway to collect data for this metric. Baseline and projected decreases will be
included in the next edition of the strategic plan.
27
OBJECTIVE 3.5
Increase the state minimum salary for teachers with zero years of
experience and a B.A. degree to at least $37,675 by fiscal year 2019
(W. Va. Code §18A-4-2(a)).
28
$34,342
$36,008
$37,675
Minimum Teacher Salary
$32,675
Current Minimum Teacher Salary and Projected Increases
Increase
2015-2016
$32,675
2016-2017
$34,342
$1,667
2017-2018
$36,008
$1,666
2018-2019
$37,675
$1,667
2016
2017
2018
2019
29
GOAL 4:
DEVELOP EXTENSIVE AND MEANINGFUL
PARENT AND COMMUNITY RELATIONSHIPS
WHERE WE COMMUNICATE REGULARLY AND
OFTEN WITH ALL STAKEHOLDERS.
OBJECTIVE 4.5
Parent Resources
OBJECTIVE 4.4
Communications
OBJECTIVE 4.3
Superintendent’s
Advisory Group
OBJECTIVE 4.2
Student Voice
30
OBJECTIVE 4.1
One Voice Tour
STRATEGIES:
»» Update the WVDE website to be more user friendly.
»» Create a Legislative Plan to ensure our elected officials fully
understand educational issues and plans.
»» Direct the WV Academic Spotlight: A Community Evaluation
of Our Standards, the public review of the West Virginia Next
Generation Standards.
»» Increase the use of social media to communicate with all
stakeholders.
»» Publish findings from the One Voice Tour documenting all
“listening and learning” observations.
»» Continue to engage families with resources regarding standards,
curriculum and assessment via websites, apps, and social
media.
»» Design and supply districts and schools with family-friendly
resources and toolkits to help families better understand and
support their child’s achievement in school.
31
OBJECTIVE 4.1
Complete the 55-County One Voice Tour.
Tyler
Hancock
Wetz
Brooke
Ohio
Broo
Marshall
Marion
Tyler
Pleasants
Wood
Wirt
Jackson
Mason
Wayne
Kanawha
Mingo
Logan
Mineral
Taylor
Tucker
Upshur
Hampshire
Grant
Pendleton
Pocahontas
Nicholas
Fayette
McDowell
Brax
Clay
Loga
Greenbrier
Raleigh
Wyoming
Jefferson
Barb
Webster
Clay
Maso
Taylo
Randolph
Braxton
Berkeley
Hardy
Lewis
Calhoun Gilmer
Lincoln
Boone
Harrison
Morgan
Preston
Barbour
Roane
Putnam
Cabell
Doddridge
Ritchie
Hanc
Monongalia
Wetzel
Sum
Summers
Monroe
Web
Mercer
Upsh
Lewis County
Preston County Schools
Harrison County Schools
Ohio County Schools
Raleigh County (RESA 1)
Marshall County Schools
Gilmer County
Cabell County Schools
McDowell County Schools
Pendleton County Schools
Marion County Schools
Fayette County Schools
32
Tuck
Gran
Hard
Poca
Rand
Wayn
OBJECTIVE 4.2
Convene the Student Voice Forum, composed of two students from
each county that will meet semiannually.
OBJECTIVE 4.3
Establish the Superintendent’s Advisory Group that will meet
semiannually.
OBJECTIVE 4.4
Implement a strategic communication and marketing plan to ensure
our stakeholders and public understand the strategic plan and how it
will be monitored.
OBJECTIVE 4.5
Develop and distribute resources to parents that assist with their
child’s education.
33
GOAL 5:
IMPLEMENT AND EXPAND DATA
MANAGEMENT SYSTEMS, EDUCATOR
EVALUATION SYSTEMS THAT INCLUDE
STUDENT PERFORMANCE, AND OVERALL
PERFORMANCE MANAGEMENT SYSTEMS.
OBJECTIVE 5.3
secondlaunchWV
OBJECTIVE 5.2
Educators’ Use of
Data Tools
34
OBJECTIVE 5.1
1:1 Computer/Device
Ratio
STRATEGIES:
»» Implement a portal to serve as a front end access point for the
West Virginia Education Information System (WVEIS).
»» Create an identity management system that allows for a single
sign-on solution for each user.
»» Provide the ability for districts to host state provided as well as
locally implemented solutions through the portal.
»» Increase wireless network access within schools to support the
advancement of mobile technologies, including the investigation
of the feasibility of wireless access on WV school buses.
»» Continually monitor and update bandwidth as needed to meet
the needs of increased computer/device to student ratios.
»» Implement strategies to ensure that both the K-12 Network
and Confidential Student Data are properly safeguarded from
unauthorized access.
»» Provide data management in support of Policy 2320, A Process
for Improving Education: Performance Based Accreditation
System (i.e A-F Rating System).
35
OBJECTIVE 5.1
Continue to increase computer/device-to-student ratios in West Virginia
schools, achieving a 1:1 ratio in Grades 3-12 by 2020
Development is underway to collect data for this metric. Baseline and projected increases will be
included in the next edition of the strategic plan.
OBJECTIVE 5.2
Increase educators’ use of state-supported data tools.
OBJECTIVE 5.3
Continue to implement*
Hancock
Brooke
Ohio
secondlaunchWV
Marshall
Monongalia
Wetzel
Marion
Tyler
Pleasants
Wood
Ritchie
Wirt
Jackson
Mason
Wayne
Kanawha
Mingo
Logan
Barbour
Upshur
McDowell
Jefferson
Grant
Hardy
Webster
Clay
Pocahontas
Nicholas
Fayette
Greenbrier
Summers
Monroe
Counties who have
received secondlaunchWV
computers.
Mercer
* Total savings as of October 1, 2015: $1,375,401.25
36
Berkeley
Pendleton
Raleigh
Wyoming
Tucker
Hampshire
Randolph
Braxton
Lincoln
Boone
Harrison
Mineral
Taylor
Lewis
Calhoun Gilmer
Roane
Putnam
Cabell
Doddridge
Morgan
Preston
37
Michael J. Martirano, Ed.D.
State Superintendent of Schools