SCHOOL IMPROVEMENT
Technical Assistance Manual
for
A Handbook
Continuous Improvement
Office of School Improvement
West Virginia Board of Education
2013-2014
Gayle C. Manchin, President
Michael I. Green, Vice President
Robert W. Dunlevy, Secretary
Thomas W. Campbell, Member
Tina H. Combs, Member
Lloyd G. Jackson II, Member
L. Wade Linger Jr., Member
William M. White, Member
Paul L. Hill, Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex Officio
Chancellor
West Virginia Council for Community and Technical College Education
James B. Phares, Ex Officio
State Superintendent of Schools
West Virginia Department of Education
A Comprehensive Approach to Improvement
for Schools and Districts
The West Virginia Department of Education (WVDE) provides a differentiated, comprehensive
system of support for the purpose of improving student learning. WVDE provides leadership,
support and technical assistance to districts and schools by offering a wide variety of services and
resources customized to meet priority needs. All West Virginia schools and school districts work
collaboratively toward the goal of continuous school improvement. A strong and intentional
focus on building sustainable school systems that drive a continuous improvement approach will
produce positive results for students and prepare them for success in postsecondary education or
in the workplace.
State System of Support
The West Virginia Department of Education has restructured itself to provide efficient and effective
technical assistance to schools and districts. The restructuring effort consists of the establishment
of a multi-function, cross -office/division team called the State System of Support (SSOS). WVDE
staffs from various departments discuss current work within identified schools and intervention
counties to collaboratively monitor progress, identify resources and plan targeted assistance.
Within the WVDE, the Office of School Improvement and the Office of Federal Programs
coordinate the Statewide System of Support and provide tools and resources for schools and
school districts to focus efforts toward the common goal of student success. The WVDE has
created a structural process to serve schools through professional development, technical
assistance, and coordination of interagency services to create a cohesive process of assistance.
In addition, the WVDE is constantly evaluating current state policy and code to ensure that the
state provides an aligned, focused foundation for schools and educational personnel.
The purpose of the State System of Support includes the following:
• Support continuous school improvement in all schools and school districts;
• Assist identified lowest performing schools and districts;
• Assist identified schools with the largest achievement and graduation gaps;
• Focus on leadership at the building and school district levels;
• Build district capacity to support low performing and gap schools; and
• Support regional capacity to assist schools and school districts (RESAs).
A Handbook for Continuous Improvement
1
Differentiated Recognition, Accountability
and Support System
School Designations
The West Virginia Accountability Index (WVAI) assigns points to schools for progressively higher
performance on a balanced set of metrics that will be in place for the 2013-14 school year.
The resulting school designations carry with them a thorough and well-articulated system of
differentiated recognition, accountability, and supports to encourage continuous improvement
among schools and LEAs. West Virginia used the WVAI to define rigorous and realistic trajectories
coupled with rigorous and attainable proficiency-based Annual Measurable Objectives (AMOs).
These whole-school and subgroup-specific targets corresponding to a set of designations
that prioritize rewards and services to high performance/progress schools, persistently low
achieving schools, and schools with persistent achievement or graduation gaps have yielded an
accountability system that is at once rigorous, fair, valid, and transparent.
A school will receive an overall score based on multiple components of student and school
success and will examine subgroup-specific Annual Measureable Objectives addressing both
school-wide and student-focused interventions. These scores will be used to classify each school
into one of five designations:
1. Priority Schools: persistently lowest achieving schools;
2. Support Schools: schools that are not meeting both their index-based trajectories and
demonstrate that a majority of their subgroups are not making sufficient academic
progress;
3. Focus Schools: schools with persistent and pervasive subgroup achievement gaps/subgroup
graduation rate gaps;
4. Transition Schools: schools that are either not meeting their index-based trajectories or
demonstrate that a majority of their subgroups are making sufficient academic progress;
and
5. Success Schools: schools that are meeting both their index-based trajectories and
demonstrate that a majority of their subgroups are making sufficient academic progress.
Reward Schools: Our highest progress and highest achieving schools will be designated
reward schools. Schools designated as Success schools will be reviewed to identify whether
they meet the criteria of either High Progress or High Achieving schools. Schools designated
as Success or Transition schools will be reviewed to see if they meet the reward progress
criteria.
Depending on the designation a school receives, a variety of support services and actions will
be enacted with the goal of all schools reaching the index-based target that corresponds to the
2
School Improvement Technical Assistance Manual
performance of a highly effective school by the year 2020.
The West Virginia Accountability Index
Figure 1 depicts an overview of the West Virginia Accountability Index components that contribute
Success
WV Accountability
Index Components
Proficiency Rates
Subgroup Gaps
Observed Growth
Adequate Growth
Attendance or Graduation
Rates
Proficiency-Based
Annual Measurable
Objectives (AMOs)
Transition
Index
Score
Minimum Cell Size of 20
For each Subgroup in a
school
End Point of 75% by 2020
Majority of Subgroups in
a school
Reward:
Performance
and
Reward:
Progress
Focus (Subgroup Gaps Only)
Support
Priority (Proficiency Rates Only)
Figure 1
The West Virginia Accountability Index
to an overall index score which drives school designations.
West Virginia Differentiated Recognition, Accountability and Support System
West Virginia proposes to deliver a differentiated system of recognition, accountability and
support for each of the five school designations of the WVAI (Success, Transition, Focus, Support
and Priority). Figure 2 details the strategic plan and federal program plan requirements,
technical assistance responsibilities and expected interventions, as well as accountability, progress
review and rewards/consequences for each of the school categories. The differentiated nature
of the proposed system is demonstrated in the progressive nature of each element of the chart as
the intensity of service, support and accountability increases.
A Handbook for Continuous Improvement
3
Support Schools
Extended Strategic Plan
including deep analysis to
determine root causes &
targeted plan for meeting
applicable accountability
criteria
Consolidated IDEA & ESEA
applications must include
objectives for supporting Nonprogressing schools
TA from LEA & external
providers (including RESA) to
support planning process
School determined
interventions facilitated by
the LEA and articulated in the
School Strategic Plan & IDEA &
ESEA applications
Local operating procedures
Priority Schools
Extended Strategic Plan
including deep analysis to
determine root causes &
targeted plan for meeting
applicable accountability
criteria
Consolidated IDEA & ESEA
applications must include
objectives for supporting Nonprogressing schools
TA from LEA/SEA & approved
external providers (including
RESA) to support planning &
implementation processes
Turnaround Principles aligned
to the WV School Improvement
Framework
MOU articulating the
responsibilities & expectations
of each supporting agency &
the school leadership team
Expected
Interventions
Operational
Accountability
Plan
Requirements
Federal Program
Requirements
Annual progress review by LEA
and local board of education
• Extended strategic plan
requirements
• LEA facilitation of
interventions
• Local Board progress review
& redirection as warranted
Annual progress review by
local board of education &
state board of education
• Extended strategic plan
requirements
• Required implementation
of turnaround principles
& consequences with
alignment of ESEA/IDEA
funding
• MOU accountability
• Local Board & State
Board progress review &
redirection as warranted
TA
Responsibilities
Progress Review
4
Rewards & Consequences
• Extended strategic plan
requirements
• Required implementation of
approved interventions with
alignment of ESEA/IDEA
funding
• MOU accountability
• Local Board progress review
& redirection as warranted
Annual progress review by LEA
and local board of education
MOU articulating the
responsibilities & expectations
of each supporting agency &
the school leadership team
Targeted subgroup intervention
consistent with approved best
practices menu
TA from LEA/SEA & approved
external providers (including
RESA) to support planning &
implementation processes
Consolidated IDEA & ESEA
applications must include
objectives for supporting Nonprogressing schools
Extended Strategic Plan
including deep analysis to
determine root causes &
targeted plan for meeting
applicable accountability
criteria
Focus Schools
• Recognition for RewardHigh Performance
• Monitoring exemptions
• Showcase opportunities
• State-level committee
representation
• Limited monitoring for subgroup gaps
• Showcase opportunities
• State-level committee
representation
Annual progress review by LEA
and local board of education
Local operating procedures
School determined as
applicable
LEA
Consolidated IDEA & ESEA
Application
Basic Strategic Plan
Success Schools
• Recognition for RewardHigh Growth
Annual progress review by LEA
and local board of education
Local operating procedures
School-determined
interventions supported by the
LEA & articulated in the School
Strategic Plan & IDEA & ESEA
applications
LEA
Consolidated IDEA & ESEA
Application
Targeted Strategic Plan
for meeting AMO targets
(based on all or applicable
subgroups)
Transition Schools
Figure 2
Overview of Differentiated Recognition, Accountability and Support System
School Improvement Technical Assistance Manual
Differentiated Recognition, Accountability and Support System
Plan Requirements
a. The basic strategic plan consists of the following components: Vision, Mission, Core
Beliefs, prioritized issues based on data analysis, goals and objectives. The basic strategic
plan will be required of Success Schools.
b. The targeted strategic plan will include all components of the basic plan along with action
steps to address how applicable subgroups will meet AMO targets. The targeted strategic
plan will be required of all Transition Schools.
c. The extended strategic plan requires a more comprehensive analysis of data to identify root
causes and detailed action steps to improve student achievement. The extendend strategic
plan will be required of all Focus, Support and Priority Schools.
Federal Program Requirements will be met through the Consolidated IDEA and ESEA
application. Success and Transition Schools will simply complete the application while LEAs
with Support, Focus, and Priority Schools will be required to provide objectives to address how
resources will be utilized in identified schools.
Technical Assistance Responsibilities will be distributed among various providers including
the SEA, LEA, and approved external providers, including the Regional Education Service
Agencies. The school designation will determine the support provided.
External Providers Approval Process will require external supporting partners to submit an
application to the WVDE Offices of Federal Programs and School Improvement. Applications
will be reviewed based on services provided and prior success of the partner in turning around
low achieving schools along with the various credentials of employees and proper business
registration with the state. Approved partners will be posted on the Federal Programs and School
Improvement websites. Each LEA utilizing an External Partner must submit an annual review to the
SEA based on the supporting partners’ work in the identified schools.
Expected Interventions will be provided according to the school’s designation. Interventions
for priority schools will be aligned to the Turnaround Principles. Support, Focus, and Transition
schools will identify interventions consistent with the Turnaround Principles and the approved
menu based on needs identified in the diagnostic review.
Operational Accountability will be managed at the local level for Success, Transition, and
Support Schools. The State Board of Education, SEA, RESA, Local Board of Education, LEA,
external providers, and school leadership teams in the Focus and Priority Schools will be required
to sign a memorandum of understanding (MOU) detailing role definition and accountability at
each level.
Progress Reviews will be conducted annually by LEA and/or SEA based on school’s designation
and submitted to the local and/or state boards of education for appropriate action.
Rewards and Consequences range from monitoring exemptions and showcase opportunities
to extended strategic plan requirements and MOU describing accountability at various levels.
A Handbook for Continuous Improvement
5
Technical Assistance
The process the state will use to determine school designations ensures schools of every degree
of quality are represented in the accountability system. The school designation will determine
the source(s) and depth of technical assistance provided. As indicated in Figure 2 under TA
Responsibilities, the WVDE in conjunction with the LEA is responsible for providing technical
assistance to Priority and Focus Schools. The remainder of this document will concentrate on the
processes and procedures used to support schools identified as Priority or Focus.
WVDE School Improvement Model
West Virginia’s school improvement framework includes an extensive diagnostic process that
provides schools with the means to examine a variety of school effectiveness indicators to
determine root causes of poor school performance. Analysis of the WVAI components including
proficiency rates, subgroup gap, growth performance and attendance/graduation rates is a key
portion of the diagnostic process. Support for the diagnostic process will be differentiated by
designation - Priority Schools will receive extensive support from the SEA and LEA, Focus schools
will receive targeted support for subgroup analysis from the SEA, LEA and RESA, Support and
Transition schools will receive basic support from the RESA and LEA. From this WVAI component
analysis and other diagnostic processes, all designations of schools will determine root causes of
poor school performance from which to develop school improvement plans.
Once the school designation process is complete, schools that have been designated as Priority
Schools begin the work of school improvement with a diagnostic visit. This visit involves an
“audit” or an “operational assessment.” The diagnostic visit is designed to ascertain the current
quality of a multitude of school functions that contribute to student learning outcomes. It requires
that a diagnostic team with the requisite training and expertise conduct an on-site examination of
the school, analyze the findings, and report them in a way that will inform the development of an
Improvement Plan and help determine the technical assistance required of that particular school.
The West Virginia Standards for High Quality Schools (Policy 2322) form the basis for the
diagnostic visit. The visit typically includes interviews with leaders, teachers, counselors and
students, examination of the building and grounds, classroom observations and results from
climate, culture and leadership surveys, as well as other forms of data (i.e., student proficiency
rates, graduation rates, ACT scores, etc.)
The school improvement process approved by the West Virginia Board of Education follows the
USDE recommendations that schools in need of improvement:
1. conduct a needs assessment,
2. develop a plan for improvement,
3. implement the plan, and then
4. evaluate the implementation of the plan in order to inform future practice.
These tasks are the key responsibilities of school leadership teams. Technical assistance provided
6
School Improvement Technical Assistance Manual
by the state and other support groups is intended to complement rather than disrupt the
recommended cycle of improvement. Services typically provided to schools and districts include
the following:
a. establishment of school leadership team and collaborative teams,
b. assessment of readiness and building capacity,
c. development of improvement plans,
d. monitoring and adjustment of plans,
e. technical assistance related to curriculum and instruction, student engagement and culture
and climate,
f. data training and support for using assessments,
g. leadership development,
h. support with parent and community involvement and
i. dissemination of knowledge.
To improve, schools and districts need various kinds of knowledge. At the classroom level,
knowledge involves specialized content expertise as well as research-based practices, including
instruction of special populations such as students with disabilities, English language learners,
and low SES. Knowledge also involves classroom management, formative assessment and datadriven decisions. At the school level, knowledge of organizational practices —including change
processes that lead to better outcomes—is essential, as is knowledge about best practices, data
analysis, and resource allocation. At the district level, leaders require know-how regarding
governance and management approaches, adoption of data-driven decision making, and other
systems that will help school leaders and teachers support best instructional and managerial
practices in schools and classrooms.
There are multiple reasons why schools are unable to fully address the needs of all students;
therefore, efforts to help schools improve must be individualized. The actual services that are
provided should reflect the documented needs of the school. Once local needs are identified,
the State System of Support can draw from a host of supporting groups to customize services to
reflect the schools’ and districts’ unique challenges.
Support Structures
State Education Agency
The state education agency (SEA) identifies the lowest performing schools. The SEA facilitates the
development of systems to support school and district improvement. WVDE assigns personnel
who provide direct support to schools and districts. The School Improvement Coordinators
typically help schools craft and thereafter implement school improvement plans. They can also
play a role in assisting schools to understand state policies pertaining to school improvement and
accessing resources. They monitor the schools regularly to ensure ongoing implementation of the
improvement plans. Each county in the state will have a WVDE coordinator assigned to serve as
a liaison.
A Handbook for Continuous Improvement
7
State or Local School Improvement Coordinator
School Improvement Coordinators serve as liaisons to schools. They are effective change agents
and build solid bridges between schools, school districts and the SEA. The school improvement
coordinators (SIC) are expected to emphasize improvement by working with the school to assist
in designing an improvement plan specific to each individual school. They are expected to work
with principals, the school leadership team and the district leadership team; and communicate
clearly and effectively with all stakeholders. The primary work of the School Improvement
Coordinator is to build the capacity of school and district staff so that school improvement is an
ongoing process that can be sustained over time. The coordinators support the improvement
process through effective use of data, shared leadership development, communication,
embedded professional development, effective instructional and organizational practices and
monitoring and evaluation. When a school is ready to exit Priority status they are immersed in
the improvement process and are able to sustain the work of continuous improvement without the
assistance of a School Improvement Coordinator.
RESA
The eight Regional Education Service Agencies provide a regional approach to providing support
in order to offer flexible and customized services to local districts in an efficient and effective
manner. Each RESA has hired personnel who are responsible for supporting the work of school
improvement. The types of services provided by RESA staff are basically the same as those
described above (a – i).
District Leadership Team
The research indicates that school districts are central players in effective and sustainable school
reform; consequently, efforts to improve schools must incorporate school districts (Archer, 2006a;
Dwyer et al., 2005; McLaughlin & Talbert, 2003; O’Day & Bitter, 2003; Spillane, 1996, 1997,
1998). Of particular note, schools operate within a local context; if districts are not actively
engaged in assisting schools to succeed, district policies may actually undermine school-level
change efforts (Archer, 2006a). Communication between the school and district must be ongoing
and transparent so that the school’s efforts are aligned with district policies and procedures.
Thus, each district with one or more Priority Schools must designate a liaison from the central
office with whom other support groups or individuals will communicate and work. The liaison
also serves on the District Leadership Team and is responsible for allocating human and fiscal
resources and monitoring the progress of school improvement efforts.
School Leadership Team
Principals cannot lead schools in the school improvement process without the support of a team
of teacher leaders. Those who comprise the leadership team must constantly reinforce the
core beliefs and vision of the school. The school leadership team (SLT) is made up of school
administrators, teachers, the counselor(s) and others at the principal’s discretion.
8
School Improvement Technical Assistance Manual
The School Leadership Team (SLT) is accountable for creating focused and coherent school-wide
strategies to enhance student learning. The SLT is responsible for performing the following tasks,
which are vital to the improvement process:
• Develop an improvement plan;
• Implement the plan;
• Evaluate the implementation to inform future practice;
• Analyze school wide data;
• Provide a forum for communication among all staff;
• Promote a clear, consistent and compelling vision by cultivating trust through effective
collaboration;
• Establish and supports implementation of focused priorities for improving school and
classroom effectiveness; and
• Monitor the effectiveness of the Improvement Plan based on input and data.
Coordination Between and Among Statewide System of Support Structures
Evidence from the field indicates that regular communication, sharing of information across units
potentially unaccustomed to collaborating and regular reporting of data are central to creating
an effective system of support (Dwyer, 2005; Lane, Seager, &Frankel, 2005; Lusi, 1997; Massell,
1998).
We recognize the influential role of interpersonal relationships between the providers and
recipients of technical assistance and support. Findings from a case study indicate that successful
support requires development of interpersonal relationships between key actors and an ongoing
commitment to change, not short-term engagements (Lane, Saeger, & Frankel, 2005).
The WVDE will utilize its current school improvement process, which is based on the research of
Project ASSIST at the University of Missouri-Columbia, the Education Alliance at Brown University,
and the Center on Innovation and Improvement. The framework will support LEAs and their
priority schools in selecting and implementing interventions to improve student achievement.
West Virginia has successfully implemented this process with the current School Improvement
Grant (SIG) 1003(g) initiative since 2010. The SIG 1 cohort contained fourteen schools and
twelve of the fourteen improved in Math from 2011-2012. All fourteen schools improved in
Reading/Language Arts from 2010-2011. Ten of the fourteen continued to show gains in Math
from 2011-2012 and seven of the fourteen showed continued gains in Reading/Language Arts.
The SIG 2 cohort is made up of six schools. Five of these six schools improved in Math while
four of the six improved in Reading/Language Arts from 2011-2012. The same process will
be implemented in Priority Schools and will emphasize the development of teacher and leader
effectiveness, comprehensive instructional capacity reform programs, increased learning time, the
creation of community-oriented schools, and operational flexibility with sustained support.
A Handbook for Continuous Improvement
9
The WVDE will scaffold local and building-based efforts through consistent contact with SEA
school improvement coordinators, diagnostic visits, measurements of school culture and climate,
data-driven decision making, targeted and differentiated professional development, assessments
of instructional practices, and assignment to a cohort-based school leadership support group.
The West Virginia Standards for High Quality Schools (Policy 2322) form the foundation of school
improvement efforts. These Standards outline clear expectations for excellence, provide rubrics
for self-reflection and drive continuous improvement for all schools in the state. The West Virginia
Standards for High Quality Schools consist of seven standards with individual function statements
and indicators. For those schools identified as Priority Schools, the WVDE will provide targeted
support that promotes school-wide efforts aligned to West Virginia’s Standards for High
Quality Schools. The seven standards are as follows:
1. Establishing a Positive Climate and Cohesive Culture;
2. Building capacity and supporting effective School Leadership;
3. Aligning instruction with Standards-Focused Curriculum and Assessments;
4. Building infrastructure for Student Support Services and Family/Community Connections;
5. Developing and maintaining Educator Growth and Development;
6. Building the infrastructure to support Efficient and Effective Management; and
7. Building a culture of Continuous Improvement.
For a complete list of standards, functions and indicators, see Appendix A.
The differentiated accountability system must identify “priority schools”
to receive interventions aligned with turnaround principles.
The WV standards are aligned to the federal indicators known as the Turnaround Principles which
are required by the ESEA Flexibility Request to be implemented in the lowest performing schools.
The WVDE will support the implementation of the Turnaround Principles as outlined in ESEA
Flexibility in Priority Schools. The Turnaround Principles are as follows:
• Provide strong leadership;
• Ensure that teachers are effective and able to improve instruction;
• Redesign the school day, week, or year;
• Strengthen the school’s instructional program - rigorous and aligned;
• Use data to inform instruction;
• Establish a school environment that improves safety and discipline and address other nonacademic factors; and
• Engage families and community.
10
School Improvement Technical Assistance Manual
Priority Schools
Priority Schools encompass those schools identified as persistently lowest achieving schools in the
state.
Identification Process for Priority Schools:
Under West Virginia’s accountability system, priority schools will be identified using the following
process:
1. Schools will be ranked using proficiency rates.
2. The WVDE will identify the lowest performing schools using proficiency rates for the most current
year that include at least the minimum number of required Title I schools.
3. All schools (i.e., Title I and non-Title I schools) that exhibit proficiency rates under the
identified Title I schools will be identified as Priority Schools.
4. Historical trend data will be used to validate Priority school selections:
• Using only achievement data (i.e., proficiency rates), all schools will be coded from
lowest to highest using quartiles.
• Schools will also be coded by quartile using the three most recent years of achievement
data to establish a trend of performance.
• Trend data will be compared to ensure the WVAI is identifying the correct schools.
Preparation for Implementation of School Improvement Framework
1. Release the list of Priority Schools to county superintendents. The state superintendent of
schools will convene a meeting of the county superintendents to release the names of the
Priority Schools. The names of the schools will not be released to the general public until
county superintendents have had sufficient time to prepare their staffs and community
members to receive the news.
2. Review services that have been rendered to these schools at the point of identification. The
second step in verifying schools in need of support involves one-on-one conversations with
the schools’ county superintendents. During these meetings, county superintendents are
provided an opportunity to offer their insights on their identified schools.
3. Schedule a Diagnostic team visit. This visit involves a scheduled, full day school audit
completed by a team of approximately four to six members of the WVDE SSOS. The
visit includes classroom observations and interviews with teachers, students, counselors
and administrators. Interview questions are constructed from The Frameworks for High
Performing Schools, West Virginia Standards for High Performing Schools and the
Turnaround Principles. During the visits, the WVDE staff follows the established protocols.
See the Tools section of this document for WVDE Diagnostic Review Protocols.
4. Assign a liaison from the Office of School Improvement or the Office of Federal Programs to
each Priority School. The liaison will serve as a school improvement coordinator to facilitate
the WVDE School Improvement Model.
A Handbook for Continuous Improvement
11
Sustained Support for Priority Schools
The WVDE’s Office of School Improvement and Office of Federal Programs will provide sustained
support for Priority Schools. The offices employ school improvement coordinators who will serve
as liaisons to the Priority Schools and provide mentorship and support to school leadership
teams. They also will collaborate with each LEA’s school improvement staff and provide technical
assistance to each school’s leadership teams around the West Virginia Standards for HighQuality Schools (Policy 2322).
The Priority Schools cohort will receive support from the WVDE to implement WV Standards
for High Quality Schools/Turnaround Principles for a period of three years. The planning and
diagnostic process will occur at the beginning of the three-year support process and an extra
year of support for sustainability will follow the third year. The full five-year timeline, monitoring,
activities and support processes that ensure West Virginia will implement interventions in Priority
Schools that are fully aligned with the Turnaround Principles are described in Figure 3 below:
Figure 3
Preparations for Implementation (Diagnostic)
Timeline Process/Activities
12
Diagnose and begin building structures:
• School Improvement Coordinator (SIC) is
assigned to assist in the improvement process.
• Diagnostic visit based on HQ Standards/
Turnaround Principles to include culture survey
and principal effectiveness audit
• Diagnostic Report completed and shared with
staff by November of current school year
School, LEA, RESA and WVDE develop
relationships and clarify roles within a formal
MOU.
• Administrative Team develops relationships and
clarifies roles
• School Leadership Team (SLT) is established and
protocols created.
• Extended strategic plan revised to address
the findings and recommendations from the
diagnostic visit.
• Recommendation made to utilize subgroup
interventions if diagnostic visit reveals subgroup
gaps
• Schedule for SLT & Collaborative Teams (CT)
established for following school year
• Technical assistance and available resources are
explained.
LEA Responsibilities
• County appoints (or hires)a local School
Improvement Coordinator to collaborate with
WVDE SIC to support the school on a daily/
weekly basis
• County representation meets and collaborates
with School Leadership Team monthly
A Memorandum of Understanding (MOU) will be
crafted and shared with the county superintendent
that outlines the responsibilities of the school,
county and West Virginia Department of Education.
It is our hope that this process is supportive and
a service to the school and county allowing all
stakeholders to be involved in helping the school,
faculty, administration and students achieve the
goals that they desire for the education of their
children.
School Improvement Technical Assistance Manual
Initial Implementation Year
Build structures that facilitate school
improvement:
• Establish MOU beginning implementation of all
Turnaround Principles simultaneously.
• SIC visits school weekly.
• SLT Conference in October/February.
• SIC meets with Administrative Team once a
month to monitor progress on Turnaround
Principles/HQ Standards.
• Instructional Practices Inventory (IPI) team
trained to collect data on student engagement.
• SLT builds capacity in Turnaround Principles/HQ
Standards.
• Utilize Educator Evaluation System to monitor
teacher and principal effectiveness and make
necessary adjustments throughout the year.
• SLT measures and documents progress using
Online Monitoring tool around HQ Standards.
• Extended strategic plan is continually revisited
with emphasis on organizational learning.
• SLT strengthens instructional deficiencies.
• SIC coordinates instructional improvement
efforts with Office of Special Programs,
Instruction, and Early Learning.
• SIC/SLT administers Culture Typology &
conducts 4 IPI data collections & debriefs.
• SLT prepares for progress & annual reports to
local and state BOE.
• SIC/SLT completes a culture survey at end of
year.
Second Implementation Year
Figure 3 (continued)
Timeline, monitoring, activities and support processes
Facilitate school improvement:
• Local SIC supports the school on a daily/weekly
• Revisit MOU and revise as necessary.
basis.
• SIC visits school weekly.
• Fund travel/substitute cost to attend two SLT
• SLT Conference in October/February
Leadership Conferences.
• SIC meets with Administrative Team once a
• County meets and collaborates with SLT
month to monitor progress on Turnaround
monthly.
Principles/HQ Standards.
• SLT builds capacity in Turnaround Principles/HQ
Standards.
• Utilize Educator Evaluation System to monitor
teacher and principal effectiveness and make
necessary adjustments throughout the year.
• SLT measures and documents progress using
Online Monitoring tool around HQ Standards.
• Extended strategic plan is continually revisited
with emphasis on organizational learning.
• SIC/SLT increases emphasis on instructional
improvement with continued coordination with
Office of Special Programs, Instruction and Early
Learning.
• SLT conducts 4 IPI data collections & debriefs.
• SLT prepares for progress & annual reports to
local and state BOE.
• SIC/SLT completes a culture survey at end of
year.
A Handbook for Continuous Improvement
• Local SIC supports the school on a daily/weekly
basis.
• Fund travel/substitute costs to attend two SLT
Leadership Conferences.
• County meets and collaborates with SLT
monthly.
13
Final Implementation Year
Build capacity to facilitate sustainability:
• Revisit MOU and revise as necessary.
• SIC visits school bi-monthly.
• SLT Conference in October/February
• SIC meets with Administrative Team once a
month to monitor progress on Turnaround
Principles/HQ Standards.
• SLT builds capacity in Turnaround Principles/HQ
Standards.
• •Utilize Educator Evaluation System to monitor
teacher and principal effectiveness and make
necessary adjustments throughout the year.
• SLT measures and documents progress using
Online Monitoring tool around HQ Standards.
• Extended strategic plan is continually revisited
with emphasis on sustainability.
• SIC/SLT continues instructional improvement
with emphasis on building capacity of the
Collaborative Teams as a vehicle to provide
instructional improvement with Office of Special
Programs, Instruction, and Early Learning.
• SLT conducts 4 IPI data collections & debriefs.
• SLT prepares for progress & annual reports to
local and state BOE.
• SLT completes a culture survey at end of year.
Sustainability Year
Figure 3 (continued)
Timeline, monitoring, activities and support processes
• Local SIC supports the school on a daily/weekly
basis.
• Fund travel/substitute cost to attend two SLT
Leadership Conferences.
• County meets and collaborates with SLT
monthly.
The LEA will sustain and institutionalize the work:
LEA provides support for SLT to sustain continuous improvement activities as practiced in three-year
implementation process as follows: Sustain work of administrative teams, SLT, and collaborative teams
• Utilize Educator Evaluation System to monitor teacher and principal effectiveness and make necessary
adjustments throughout the year.
• Sustain the use of the online system to measure and document progress in all HQ Standards.
• Prepare SLT for progress & annual reports to the District Leadership Team and Local Board of
Education.
Continues local SIC, assumes responsibility for supporting the school, and leads questioning for progress
and annual report out / conversation
Sustained Support
The WVDE will help the LEAs and Priority Schools revise their strategic plans for continuous
school improvement to incorporate Turnaround Principles articulated in the flexibility request. The
plans will describe how the LEAs will help Priority Schools meet AMOs and emphasize specific
interventions to achieve these goals. School improvement coordinators will assist Priority Schools
in using the WVDE early warning system to target specific supports for at-risk students; this system
will work in conjunction with multiple program resources (e.g., support for personalized learning,
safe and supportive schools, dropout prevention, optional educational pathways) to help Priority
Schools address identified needs.
As a result of ESEA Flexibility, the WVDE Offices of Federal Programs and Special Programs
will revise the State Consolidated Application for ESEA/IDEA funding to facilitate appropriate
prioritization of resources and staff to support school improvement efforts in all schools. Districts
with identified Priority Schools will allocate appropriate Title I, Title II, Title III (if they have a
subgroup gap with ELL), IDEA (if they have a subgroup gap with students with disabilities) and
other resources to support the intense school turnaround activities of these schools as determined
14
School Improvement Technical Assistance Manual
through their diagnostic process. West Virginia’s ESEA/IDEA Consolidated Application will
address this requirement through a collaborative planning process between the school, LEA and
WVDE (School Improvement Coordinator). The ESEA/IDEA Consolidated Application will require
Priority Schools to conduct a thorough data analysis which will guide them in the development
of a professional development plan that demonstrates how they will prioritize and align various
professional development offerings to their specific school improvement needs.
Annual progress of Priority Schools will be reviewed by the WVDE, LEA and RESA. Performance
reviews of the principal and staff will reflect progress or lack of progress toward student
achievement and other indicators of school improvement. The West Virginia Board of Education
will hold the LEA accountable for priority school improvement results and may use a continuum of
consequences; including LEA/school take-over as well as removing the principal’s authority and
placing a certified/qualified administrator in control of the school. The West Virginia Board of
Education has the authority to do this under West Virginia Code §18-2E-5.
The annual progress reports for Priority Schools will include information on educator effectiveness
based on the new Teacher and Leader Evaluation Systems. The West Virginia Board of Education
will use this information to determine if LEAs/RESAs will be directed to provide additional supports
to educators in Priority Schools demonstrating low levels of teacher effectiveness. This process
will align with the requirement of the Support for the Improvement of Professional Practices (SIPP)
outlined in West Virginia Code §18A-3C-1.
In addition, the West Virginia Board of Education may direct LEAs/Priority Schools that do
not make progress to implement specific turnaround principles that have been identified
as a weakness in the annual evaluation of the schools’ improvement indicators. This may
include redesign of school schedules to provide additional time and support for improvement,
instructional improvements, improving school climate and increasing family and community
engagement. WVDE School Improvement Coordinators will provide the technical assistance and
oversight to assure that these directives are implemented.
Exit Criteria for Priority Schools
Priority Schools, due to their significant need, will not be eligible to exit Priority status until the end
of the third year. At the end of three years, a school must meet the following criteria to exit Priority
status:
1. The school is no longer in the bottom five percent of school performance.
2. The school demonstrates successful implementation of school turnaround strategies (as
measured by High Quality Standards on-line monitoring tool).
3. The school must demonstrate for the two most recent years, that
a. students in the all subgroup are meeting the AMOs, or
b. students in the all subgroup are demonstrating adequate growth (i.e., a median gap
of zero in the distance between observed growth and target growh).
It is assumed that any school meeting these two criteria will be designated a Support School.
Again, Support Schools will be required to work with the LEA and/or RESAs to enhance
leadership, engage in more effective strategic planning, deliver more effective instruction and
engage in outcome-focused capacity building at the school level.
A Handbook for Continuous Improvement
15
Focus Schools
Focus schools encompass those schools with persistent and pervasive subgroup achievement/
graduation rate gaps. West Virginia’s Focus School methodology differs by programmatic level.
Elementary and middle schools will use the achievement gaps component of the West Virginia
Accountability Index, but high schools will use graduation rate gaps.
Identification Process for Focus Schools:
Under West Virginia’s proposed accountability system, Focus schools will be identified using the
following process:
Elementary and Middle Schools:
1. All elementary and middle schools will be ranked using the Gap component of the WVAI.
2. Schools that were already identified as Priority Schools will be removed from the list.
3. The WVDE will identify the required number of Title I schools with the largest achievement gaps.
4. These Title I and non-Title I elementary and middle schools falling below the 10th percentile
Title I school will be identified as Focus schools
High Schools:
1. All high schools will be ranked using a graduation rate gap.
2. High schools that were already identified as Priority Schools will be removed from the list.
3. The WVDE will supplement the required number of Title I schools with 5% of the state’s high
schools with the largest graduation rate gaps.
4. These Title I and non-Title I schools will be identified as Focus schools
Once schools are designated as Focus schools, the WVDE will work closely with RESAs and LEAs
to ensure improvement efforts are aligned and focused. These supports include the following:
• RESA/LEA consultant assigned supports;
• Analysis of achievement gaps and an initial root cause analysis;
• Self-assessment validating root cause analyses;
• Gap specific interventions targeting root causes of achievement gaps;
• PD/TA support from RESA/LEA; and
• Process checks with SEA.
16
School Improvement Technical Assistance Manual
School Improvement Tools
1
School Improvement
2 Team Structures
Teams
3 Defined
School Culture
4 Survey
Culture
5 Typology
The Nature of School Leadership
6 Survey
Instructional
7 Practices Inventory
West Virginia
8 School Climate Index
High Quality Schools
9 Data Collection System
HQS Data System’s
10 Self-Reflection Tool
School Improvement Website
11 Federal Programs Website
WVDE Diagnostic
Review Protocols
A Handbook for Continuous Improvement
17
1 - WVDE Diagnostic Review Process
1. Office of School Improvement will contact the superintendent and principal to schedule the
diagnostic visit.
2. Principal and/or Superintendent holds a meeting with faculty to explain that a team of 3-5
members will spend a day in the school. These team members will be observing classrooms
and interviewing students, teachers, staff, and administration. Principal/Superintendent needs
to emphasize that the team will be looking at overall processes and structures, not checking
for compliance.
3. Also at this meeting, staff members will be given a link and deadline to complete the school
culture survey and leadership effectiveness audit. Faculty and staff should feel secure in
providing honest answers since the surveys are compiled in a data base.
4. The team will spend a full day at the school using the WV High Quality Standards to guide
their discussions and facilitate their observations. Assessing the school leadership is a critical
component of the diagnostic review. The team will provide an overview of the strengths and
weaknesses of the administration, along with recommendations for improvement.
5. At the conclusion of the day, the team will debrief with both the school and district
administration. The debrief meeting will be a time to share the “big rocks” of the day.
Concerns about the leadership will be voiced at this time to the county superintendent so that
he/she can begin to focus on the leadership of the school and determine a plan of action.
6. A time will be scheduled with the school administration to return to the school and share the
results of the culture survey and the diagnostic visit with the administration and faculty. The
report is meant to provide an overview of the team’s observations and information gathered.
It should be seen as a discussion tool to help guide the planning for the school improvement
process.
7. Upon the return visit, the diagnostic report and culture survey will be shared with the entire
staff. It is at this point, that the process becomes individualized based on the needs of the
school.
Following the school visit, the WVDE team compiles data from their observations and
interviews and prepares a written report that is initially presented to the county superintendent
and the school principal. After the county superintendent and school principal have seen
the report and have had an opportunity to discuss its contents, a summary of the report is
presented to the school staff. The diagnostic visit and resulting report are the beginning
of collaborative work between the school, district and the State System of Support team to
improve student achievement in the school.
18
School Improvement Technical Assistance Manual
2 - School Improvement Team Structure
West Virginia strongly supports Collaborative Teams to enhance school-based decision-making
using a distributed leadership model that promotes local ownership of the structures, processes
and practices that bring about school improvement. Schools must learn to use the power of
collective action as well as the talents and commitments of skilled educators within the schools, to
drive improvement efforts and to promote a culture of continuous learning for all. Senge believes
that “we are at a point in time where teams are recognized as a critical component of every
enterprise—the predominant unit for decision making and getting things done. . . . Working in
teams is the norm in a learning organization.” (Senge et al. 1994, pp. 354–355)
Professional development is offered to school leadership teams to familiarize them with the
teaming process and to learn how the school can use the process to drive improvement efforts.
The following graphic represents the structure of a teaming organization.
Central Office
Administrative Team
School Leadership Team
Collaborative
Team
Focus
Teams
A Handbook for Continuous Improvement
Collaborative
Team
Student
Assistance
Team
Collaborative
Team
Local School
Improvement
Team
Collaborative
Team
Faculty
Senate
19
3 - Teams Defined
Each of these teams has multiple functions. The following information outlines team functions that
apply to school improvement.
Administrative Team - To create the conditions that support and assist teachers in the effort of
continually improving their collective capacity to ensure all students to acquire knowledge, skills
and dispositions essential to their success
• Develops the capacity of people throughout the school to assume leadership roles and to
promote the role of leader of leaders
• Establishes a coherent sense of purpose, direction and goals essential to improving the school
• Provides time, structures and resources to support improvement efforts
Collaborative Teams - To improve the instruction and assessment of classroom curriculum with
a focus on student learning and practice
• All teachers are participants in a collaborative team.
• Collaborative teams are organized by grade or content.
• The leaders of each collaborative team are also members of the school leadership team
(recommended).
• Collaborative teams work and learn together to adjust instruction to improve student learning.
• Collaborative teams provide input to the school leadership team on school-wide actions to
improve learning.
School Leadership Team - To create focused and coherent school-wide strategies to enhance
student learning
• Gathers and analyzes school wide data, including achievement, climate and satisfaction data.
• Identifies gaps in performance or processes and plans for their improvement.
• Assists the principal in making decisions to govern the school through shared decision
making.
• Ensures a focus on learning and continuous improvement.
• Provides a forum for communication among all School Improvement Teams.
• Promotes a clear, consistent and compelling vision by cultivating trust through effective
collaboration.
• Establishes and supports implementation of focused priorities for improving school and
classroom effectiveness.
• Monitors the effectiveness of the Strategic Plan based on input and data.
• Consists of school administrators, one member from each teacher collaborative team and
others at the principal’s discretion.
The work of school improvement cannot be done in isolation. It takes commitment, a
concerted effort and a communication structure involving the superintendent, central office
support team, principal(s), school leadership team and collaborative teams working together.
Through meaningful collaboration that promotes school-wide efforts aligned to West
Virginia’s Standards for High Quality Schools, a common vision can be achieved. WVDE’s
school improvement approach focuses on key processes such as diagnostic visits, measuring
school culture and climate, data-driven decision making, targeted and differentiated
professional development and assessment of instructional practices for the greatest impact on
student achievement.
20
School Improvement Technical Assistance Manual
4 - School Culture Survey
In the process of improving schools, we must address school culture and its relationship to
school improvement. Stephen Gruenert and Jerry Valentine’s research (University of Missouri Columbia), as well as other school culture research, concludes that improving how adults in a
school work together improves student learning. School leaders must explore what relationships
are like, how things are done, and what matters most in their schools. With the use of a quality
measurement, school leaders can see the reality of adult working relationships within their
schools. Then school leadership teams can use the data to gain insights and improve their school
culture through a collaborative, reflective process.
With the permission of Valentine and Gruenert, the WVDE is able to provide a research-based
School Culture Survey for its schools. This instrument assesses the culture of a school. With the
data from this survey, school leaders can begin to understand the present status of their school’s
culture, particularly the collaborative nature of their culture. Given time and concerted effort,
leaders can assess changes in their school culture. This insight should be valuable as school
leaders work to create a highly effective school for their students.
Using the School Culture Survey:
The culture survey is part of the diagnostic process for Priority Schools. If other schools
wish to use the survey, schools are asked to contact either the WVDE Office of School
Improvement or their RESA before introducing the culture survey to the entire school staff.
It is imperative that a trained WVDE or RESA staff member work with each school through
this process. Schools must understand the limitations and implications of the survey and the
data.
For more information contact:
Office of School Improvement
304.558.3199
wvde.state.wv.us/schoolimprovement
A Handbook for Continuous Improvement
21
5 - Culture Typology
The Culture Typology Activity was developed for use by teachers and principals as a method to
help schools and school leaders (a) identify the general type of culture present in a school, (b)
reflect upon the impact of that type of culture on student success, and (c) stimulate the discussion
and the design of strategies to develop and maintain a more collaborative culture. The activity
was originally developed in 1997 by Steve Gruenert and Jerry Valentine for use with schools
participating in Project ASSIST, a comprehensive school reform initiative of the Middle Level
Leadership Center at the University of Missouri. The activity was based upon the literature on
school culture and specifically the work of Fullan and Hargreaves (1996) and Deal and Peterson
(1999) who provided detailed, insightful descriptions about the culture types used for this activity.
The activity can be completed in an approximately an hour or it can be a two or three hour
activity. The length depends on the time devoted to discussions and the design of strategies for
improvement.
The goal of this activity is to provide educators with the opportunity to analyze and reflect about
their school culture and take informed action to develop and maintain a more collaborative
culture.
6 - The Nature of School Leadership Survey
Kenneth Leithwood and Doris Jantzi
The Nature of School Leadership Survey is a brief survey taken by the faculty of the school to
assist the school leader to improve their professional practice. Leithwood believes that this survey
measures effective leadership in the following areas:
• Setting Directions;
• Developing People;
• Redesigning the Organization; and
• Improving the Instructional Program.
For more information contact:
Office of School Improvement
304.558.3199
wvde.state.wv.us/schoolimprovement
22
School Improvement Technical Assistance Manual
7 - Instructional Practices Inventory (IPI)
The Instructional Practices Inventory evolved in 1995-1996 during the development of a schoolbased, comprehensive, systemic school improvement initiative that was based upon the belief that
school-wide change can be fostered through a team of teacher-leaders and the principal. The
process and data collection tool produces an outcome measure that represents observational
cognitive engagement data about student learning. All faculty have the opportunity to reflect
upon the data and deepen their understanding of how to most effectively engage students in their
classrooms. Faculty collaborative conversations and problem-solving around the data serve as a
valuable process.
The Instructional Practices Inventory process is a set of strategies for profiling student engagement
on six categories so faculty who study the profiles will view the data as a fair and accurate
representation of engagement across the school and thus be comfortable collaboratively studying
and discussing the data and creating a sustained focus on student engagement that will influence
instructional design, thus student learning. In the IPI process, teachers collect data about schoolwide engagement, teachers facilitate the study of the data, and teachers have the opportunity
to apply their knowledge from that study in their respective classrooms. The IPI is a teacher-led,
teacher-empowering process.
For more information about Culture Typology and IPI, contact:
Office of School Improvement
304.558.3199
wvde.state.wv.us/schoolimprovement
8 - West Virginia School Climate Index
A Measure of School Engagement, Safety, and Environment
The WV School Climate Index is a multidimensional measure developed by the WVDE Office
of Research and Office of Healthy Schools as part of the Safe and Supportive Schools grant
program (S3). The index, developed in alignment with a model put forth by the U.S. Department
of Education, Office of Safe and Drug Free Schools (OSDFS). is designed to measure school
climate in an attempt to put safety and discipline, student engagement, and students’ connection
to school on the same footing as their performance in academics. The report cards or indices are
based on a combination of student, staff-member, and parent perceptions of school climate and
hard data on discipline, attendance, graduation, and dropout rates.
For more information contact:
Office of Healthy Schools
304.558.8830
wvde.state.wv.us/healthyschools
A Handbook for Continuous Improvement
23
9 - High Quality Schools Data Collection System
The HQS Data System is a web-based application designed for schools as an online
portfolio to assist in organizing and documenting evidence in accordance with WVBOE
Policy 2322. As schools upload documentation, it is securely saved and archived by
school and school year.
To access the HQS Data System
https://wvde.state.wv.us/apps/sig-data-collection/login.php
* Illustrations of the HQS Data System (Figures 4-7)
4
5
The HQS Data System’s homepage gives users
the ability to navigate the WV High Standards and
view evidence examples submitted by schools, in
addition to the WV HQS rubrics.
6
Each WV High Quality standard is broken into
functions, which align each standard more
specifically with the Federal Indicators for
Turnaround Schools.
7
Adding evidence to the HQS Data System is
much like attaching a file to an email. The system
will accept: Word, PowerPoint, Excel, jpeg, png,
mp4 and flv (maximum file is 100MB). *Files
will not upload to the HQS Data System without
comments.
24
Reviewing evidence can simply be done by clicking
the My Evidence tab. Each standard and function
is listed with the number of evidence pieces
labeled in parentheses.
School Improvement Technical Assistance Manual
10 - High Quality Schools Data Collection System Self Reflection Tool
The HQS Data System’s Self-Reflection Tool has been designed to be an online survey, utilized
by faculty and administration to measure the school’s progress in meeting the High Quality
Standards. The individual ratings are combined to get a school a report card, which measures
the seven standards as Unsatisfactory, Emerging, Accomplished or Distinguished. Schools
can then use this data as a reference point for areas on which to focus throughout the school
improvement process.
Each Standard and Function’s progress
is measured using rubrics. Each faculty/
administrator can grade the school’s progress in
accordance to WVBOE Policy 2322 – Measuring
the High Quality Standards.
A Handbook for Continuous Improvement
After the faculty and administration have
completed the rubrics, the HQS Data System
complies the results into an easy to read
report. Each standard’s progress is measured
as Unsatisfactory, Emerging, Accomplished or
Distinguished. These results can assist a school in
deciding which areas need additional focus.
25
11 - Office of School Improvement Website
The WVDE Office of School Improvement’s Website can be found at:
http://wvde.state.wv.us/schoolimprovement/
26
School Improvement Technical Assistance Manual
11 - Office of Federal Programs Website
The WVDE Office of Federal Programs’ Website can be found at:
http://wvde.state.wv.us/federal-programs/
A Handbook for Continuous Improvement
27
Appendix A
West Virginia Standards for High Quality Schools
Standard 1: Positive Climate and Cohesive Culture
In high quality schools, the staff shares sound educational beliefs and values, establishes high
expectations and creates an engaging and orderly atmosphere to foster learning for all.
Function A: Shared Beliefs and Values
The staff works collaboratively around a set of shared educational beliefs and values and uses
these to intentionally shape the school’s climate and culture.
Function B: High Expectations for All
The staff establishes high expectations for self and student that are written, clearly
communicated and readily observed in educational practice and personal behavior.
Function C: Safe, Orderly and Engaging Environment
The school environment is safe, well-managed and clean and contributes to an engaging and
inclusive atmosphere for learning.
Standard 2: School Leadership
In high quality schools, the principal fosters and develops distributed leadership among staff,
students, and stakeholders in order to focus collective action for improved school performance.
Function A: Principal Leadership
The principal exhibits the professional knowledge, skills and dispositions that reflect strong
leadership and effective management.
Function B: School Teams and Councils
The school teams and councils function effectively to advance the mission and goals of the
school through leadership, planning and problem-solving.
Function C: Teacher Leadership
Teachers assume responsibility for school and classroom improvement and are provided
authentic opportunities and resources to lead and influence professional practice.
Function D: Student Leadership
Students are engaged in age-appropriate leadership opportunities that develop self-direction
and a sense of responsibility for improving self, school and community.
28
School Improvement Technical Assistance Manual
Standard 3: Standards-Focused Curriculum, Instruction and Assessments
In high quality schools, the staff delivers a standards-focused curriculum that enhances the
unique qualities of each learner and assures that all students attain the essential knowledge, skills
and dispositions necessary in the global, digital age.
Function A: Classroom Learning Environment
Teachers create and manage an inviting classroom environment that is student-centered and
fosters student reflection, intellectual inquiry and self-direction.
Function B: Standards-Focused Curriculum
Teachers implement a standards-focused curriculum aligned with the 21st Century Content
Standards and Objectives for West Virginia Schools and the 21st Century Learning Skills and
Technology Tools.
Function C: Instructional Planning
Teachers design long and short term instructional plans for guiding student mastery of the
Content Standards and Objectives based on the needs, interests and performance levels of
their students.
Function D: Instructional Delivery
Teachers facilitate engaging instructional experiences that enhance individual student progress
in mastery of the curriculum using multiple strategies, appropriate assessments, learning
resources, digital tools and processes aligned with instructional targets.
Standard 4: Student Support Services and Family/Community Connections
In high quality schools, the staff places student well-being at the forefront of all decisions,
provides support services to address student physical, social/emotional and academic growth,
and forms positive connections to families and the community.
Function A: Positive Relationships
Positive relationships exist between the school staff and the students, families and the larger
community.
Function B: Student Personal Development
The school staff attends to student physical, social-emotional and academic well-being through
coordinated student support services for health, child nutrition, character education, guidance
and counseling, special education and English second language.
Function C: Parent and Community Partnerships
The school staff forms partnerships with various community agencies and organizations to
enhance the ability to meet the needs of all students.
A Handbook for Continuous Improvement
29
Standard 5: Educator Growth and Development
In high quality schools, staff members participate in processes of self-reflection, collaboration and
evaluation that lead to professional growth and development in order to impact student learning.
Function A: Professional Development
The staff engages in continuous learning opportunities for professional growth designed to
improve school and classroom practice.
Function B: Teacher Collaboration
The teachers participate in high functioning professional learning communities to collaborate
on the improvement of student learning through the study of relevant data, problem analysis
and the implementation of strategies that improve instructional practice.
Function C: Evaluation, Feedback and Support
The staff participates in processes of evaluation that facilitate self-reflection and informs the
process of professional growth.
Standard 6: Efficient and Effective Management
In high quality schools, efficient and effective management procedures assure that facilities,
fiscal resources, personnel, and data and technology systems add value to student learning and
comply with law and policy.
Function A: Facilities
Facilities are clean, well maintained, safe and secure, aesthetically pleasing, and configured to
meet the learning needs of students.
Function B: Fiscal Resources
Policies and processes are established and applied to obtain, allocate and efficiently manage
school fiscal resources.
Function C: Personnel
High quality personnel are selected according to West Virginia Code and are purposefully
assigned and retained to effectively meet the identified needs of students.
Function D: Data, Information Systems, Technology Tools and Infrastructure
The school has appropriate technology infrastructure and utilizes data information systems and
technology tools to support management, instructional delivery and student learning.
30
School Improvement Technical Assistance Manual
Standard 7: Continuous Improvement
In high quality schools, there is collective commitment to collaboratively identify, plan, implement,
monitor, evaluate, and communicate the changes necessary to continuously increase student
learning.
Function A: Focused and Coherent Plan
The staff establishes a coherent approach for improving the performance of students based on
the mission and goals outlined in the strategic plan.
Function B: Processes and Structures
The staff has well-defined structures for building professional relationships and processes
necessary to collaboratively engage all stakeholders in actions to increase student learning.
Function C: Monitoring for Results
The staff monitors changes in practice and implements adjustments, evaluates the results of
student learning, and communicates the progress to all stakeholders.
A Handbook for Continuous Improvement
31
Contact Information
Office of School Improvement
Michele Blatt
Executive Director
Phone: 304.558.3199
mlblatt@access.k12.wv.us
Office of Federal Programs
Melanie Purkey
Executive Director
Phone: 304.558.7805
mpurkey@access.k12.wv.us
Office of Special Programs
Pat Homberg
Executive Director
Phone: 304.558.2696
phomberg@access.k12.wv.us
32
School Improvement Technical Assistance Manual
A Handbook for Continuous Improvement
33
James B. Phares, Ed.D.
State Superintendent of Schools