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
performance of a highly effective school by the year 2020.
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School Improvement Technical Assistance Manual
The West Virginia Accountability Index
Figure 1 depicts an overview of the West Virginia Accountability Index components that contribute
to an overall index score which drives school designations.
Success
WV Accountability
Index Components
Proficiency Rates
Subgroup Gaps
Observed Growth
Adequate Growth
Attendance or Graduation
Rates
Proficiency-Based
Annual Measurable
Objectives (AMOs)
Minimum Cell Size of 20
For each Subgroup in a
school
End Point of 75% by 2020
Majority of Subgroups in
a school
Transition
Index
Score
Reward:
Performance
and
Reward:
Progress
Focus (Subgroup Gaps Only)
Support
Priority (Proficiency Rates Only)
Figure 1
The West Virginia Accountability Index
West Virginia ESEA Flexibility Request – Proposed 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 categories of the WVAI (Success, Transition, Support, Focus
and Priority). Table 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. The elements of the system have been
identified to address the specific concerns of the peer review letter and peer panel’s notes.
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Support Schools
School Strategic Plan to include
data analysis to determine root
causes & develop a targeted
goal(s) 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
School Strategic Plan to include
data analysis to determine root
causes & develop a targeted
goal(s) 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 (Table 2.18)
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
• Specific School 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
• Specific School 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
• Specific School 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
School Strategic Plan to include
data analysis to determine root
causes & develop a targeted
goal(s) for meeting applicable
accountability criteria
Focus Schools
• Recognition for Reward-High
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
School Strategic Plan
Success Schools
• Recognition for Reward-High
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
LEA
Consolidated IDEA & ESEA
Application
School Strategic Plan to include
targeted goal(s) for meeting
applicable accountability criteria
Transition Schools
Table 2
Overview of Differentiated Recognition, Accountability and Support System
School Improvement Technical Assistance Manual
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. This 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. This 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.
Expected Interventions will be provided according to the school’s designation. Interventions
for priority schools will be aligned to the turnaround principals. Support, focus, and transition
schools will identify interventions from 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.
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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.
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School Improvement Technical Assistance Manual
These tasks are the key responsibilities of school leadership teams. Technical assistance provided
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.
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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.
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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.
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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.
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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.
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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
• Local SIC supports the school on a daily/weekly
Facilitate school improvement:
basis.
• Revisit MOU and revise as necessary.
• Fund travel/substitute cost to attend two SLT
• SIC visits school weekly.
Leadership Conferences.
• SLT Conference in October/February
• County meets and collaborates with SLT
• SIC meets with Administrative Team once a
monthly.
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 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
Figure 3 (continued)
Timeline, monitoring, activities and support processes
Final Implementation Year
Sustainability Year
• 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.
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.
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
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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.
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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 Survey
High Quality Schools
9 Data Collection System
HQS Data System’s
10 Self-Reflection Tool
School Improvement, Federal Programs, &
11 Special Programs Websites
WVDE Diagnostic
Review Protocols
A Handbook for Continuous Improvement
17
12
Positive
13 School Climate
14 Technology
Problem-Solving
15 Process
Universal Design
16 for Learning (UDL)
17 Differentiated Instruction (DI)
Informative/Classroom
18 Assessment (IFA)
19 Scaffolding
20 Vocabulary
Cognitive Strategies
21 Instruction (CSI)
Data Collection &
22 Assessment System
Support for
Personalized Learning (SPL)
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School Improvement Technical Assistance Manual
23 Service Delivery
Individualized Education
24 Program (IEP)
Limited English
25 Proficient (LEP) Plan
26 Early Warning System (EWS)
27 Mathematics Academy
Teaching &
28 Learning Academy
National Dropout Prevention
29 Center Program
Basic Core Strategies for
30 Dropout Prevention
A Handbook for Continuous Improvement
19
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.
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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
21
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.
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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
http://wvde.state.wv.us/schoolimprovement
A Handbook for Continuous Improvement
23
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
http://wvde.state.wv.us/schoolimprovement
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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
http://wvde.state.wv.us/schoolimprovement
A Handbook for Continuous Improvement
25
8 - West Virginia School Climate Survey
Among the West Virginia Standards for High Quality Schools is to build a positive school climate
and cohesive culture. Furthermore, in December 2011 the West Virginia Board of Education
enacted Expected Behaviors in Safe and Supportive Schools to provide a framework for
developing optimal learning conditions, and calls on school districts and schools to gain schoolwide input from students, staff, parents and community to build a commitment to school climate/
culture improvement. The West Virginia Department of Education (WVDE) offers the West Virginia
School Climate Surveys for that purpose at no cost to districts or schools.
Schools may conduct three interrelated surveys: 1) Student (separate versions for elementary
students and for middle/high students); 2) School Staff; and 3) Parent/Caregiver. These surveys
are conducted online and provide information about the learning and teaching environment, the
health and well-being of students, and supports for parents, school staff, and students. The WVDE
offers two opportunities each school year for schools to participate; the first in the fall semester
followed by a second opportunity in the spring semester.
Resources related to participating in the surveys may be obtained at http://wvde.state.wv.us/
healthyschools/wvscs/. These include a guidance document containing detailed information
needed to plan for, schedule, and successfully administer the surveys. To participate, schools must
first notify the WVDE of their interest by completing a registration process. A link is provided to
the online registration page. It is also important that school staff, parents, and students be given
an opportunity to see the survey questionnaires prior to their participation. As such, printable pdf
versions of each questionnaire may be downloaded from this site. Finally, for the student surveys
parental informed consent is an important and necessary step, and links to both pdf and MS
Word format versions of consent forms are provided.
After completing the surveys, schools achieving a sufficient number of responses are provided
reports of their survey results, and a School Climate Index score. The Index is a multidimensional
measure of school climate derived from 20 indicators that help schools rapidly identify areas for
improvement. Examples of these products may be viewed at the website listed above.
For technical questions about administering the surveys contact:
Office of Research
304.558.2546
http://wvde.state.wv.us/research/
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School Improvement Technical Assistance Manual
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
Each WV High Quality standard is broken into
functions, which align each standard more
specifically with the Federal Indicators for
Turnaround Schools.
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
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.
A Handbook for Continuous Improvement
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.
27
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.
28
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.
School Improvement Technical Assistance Manual
11 - Office of School Improvement Website
The WVDE Office of School Improvement’s Website can be found at:
http://wvde.state.wv.us/schoolimprovement/
A Handbook for Continuous Improvement
29
11 - Office of Federal Programs & Special Programs
Websites
The WVDE Office of Federal Programs’ Website can be found at:
http://wvde.state.wv.us/federal-programs/
The WVDE Office of Special Programs’ Website can be found at:
http://wvde.state.wv.us/osp/
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School Improvement Technical Assistance Manual
Subgroup Interventions for Priority (Where Applicable)
& Focus Schools
INTERVENTIONS
SUBGROUPS
Students
With
Disabilities
English
Language
Learners
Economically
Disadvantaged
Other Race/
Ethnicity
Support for Personalized Learning
(Framework a Multi-Tiered System of
Support with RTI/PBIS)
3
3
3
3
Positive School Climate
3
3
3
3
Technology
3
3
3
3
Problem-Solving Process
3
3
3
3
*Universal Design For Learning
3
3
3
3
*Differentiated Instruction
3
3
3
3
*Informative/Classroom Assessment
3
3
3
3
*Scaffolding
3
3
3
3
*Vocabulary
3
3
3
3
*Cognitive Strategies Instruction
3
Data Collection and Assessment System
3
3
3
3
Service Delivery
3
3
3
3
Individualized Education Program (IEP)
3
3
3
Limited English Proficient Plan (LEP)
3
Early Warning System
3
Mathematics Academy
3
*Teaching and Learning Academy
3
3
3
3
National Dropout Prevention Center
Program
3
3
3
3
Basic Core Strategies for Dropout
Prevention (mentoring/tutoring, servicelearning, alternative schooling, afterschool opportunities)
3
3
3
3
A Handbook for Continuous Improvement
3
3
31
12 - Support for Personalized Learning (SPL)
The West Virginia Support for Personalized Learning (SPL) framework is a state-wide initiative
that suggests flexible use of resources to provide relevant academic, social/emotional and/
or behavioral support to enhance learning for all students. It is a multi-tiered system of support
model, which uses data-based problem-solving to integrate academic and behavioral instruction
and intervention.
The SPL framework supports balancing six essential components: (1) leadership, (2) school
climate and culture, (3) teams and processes, (4) family and community partnerships, (5)
assessments and (6) curriculum and instruction. It also supports early intervention as an efficient
way to help students be successful. SPL is designed to meet the needs of ALL students ranging
from those that exceed State-approved grade-level standards to those not meeting grade-level
standards. Integrated instruction and intervention are delivered to students in varying intensities
based on student need. The three levels of support are as follows:
• CORE is high quality instruction provided to all students in the general education classroom.
• TARGETED instruction and more intense scaffolding are triggered when a student’s progress
in the general education classroom, despite strong commitment and high quality instruction
at the CORE level, slows to below state-approved grade-level standards or exceeds those
standards.
• INTENSIVE support is distinguished from TARGETED support by intensification of scaffolding,
time, expertise and assessment. INTENSIVE instruction is typically provided to smaller groups
of similarly-skilled and needs-alike students or one-to-one.
Since the SPL framework is intended to benefit all students, many dimensions of flexibility are built
in to it. Just as SPL, at its strongest will, look different for each student, SPL for each district, school
and classroom is expected to be customized. The framework guides districts and schools through
needs assessment and problem-solving to select relevant targets for continuous improvement
and to create a substantial, high quality system. Districts, schools and teachers use the Practice
Profiling Process to self-assess and plan in pursuit of a more effective and efficient system. The
profiling rubrics, aligned with the Six Essential Components of SPL, are used to begin professional
conversations and clarify next steps. The quality indicators articulated by the Practice Profiles
are consistent with West Virginia Standards for High Quality Schools and thereby relevant and
transferable to School-wide Strategic Plans.
For more information contact:
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
http://wvde.state.wv.us/spl
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School Improvement Technical Assistance Manual
13 - Positive School Climate
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. In
addition, WVBE Policy 4373: Expected Behaviors in Safe and Supportive Schools is student
focused and articulates the dispositions that students in West Virginia public schools are expected
to develop throughout their school careers.
Positive school climate consists of three primary domains, each having corresponding
subdomains (in italics) as follows:
• Engagement – the quality of relationships including respect for diversity among students, staff
and families; the level of school participation and involvement of families, staff and students
in school activities; and efforts by schools to connect with the larger community.
• Safety – the physical and emotional security of the school setting and school-related activities
as perceived experiences and created by students, staff, families and community. The use
and trade of illicit substances in the school setting and during school related activities also is
included in this domain.
• Environment – the physical and mental health supports are available that promote student
wellness, the physical condition of school facilities, the academic environment and the
disciplinary tone of the school, i.e., the fairness and adequacy of disciplinary procedures.
The WVDE provides training and technical assistance to school systems and schools in:
• Addressing school climate/culture improvement within the school improvement planning
process;
• Collection and reporting of incident data via the WVEIS;
• Implementing research-based, effective models for developing and supporting positive
school climate/culture (including but not limited to positive behavior programs, character
education, Respect and Protect, peer mediation, conflict resolution and prevention of bullying
harassment, intimidation and substance abuse); and
• Developing interventions to assure school success for all students.
Positive School Climate Models include:
• Positive Behavioral Interventions and Supports (PBIS)
• Project Achieve
• Respect and Protect
• Safe & Civil Schools
• Building Effective Schools Together (BEST) Behavior
• Olweus Bullying Prevention Program
For more information contact:
Office of School Improvement
304.558.3199
http://wvde.state.wv.us/schoolimprovement
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
Autism Training Center
304.696.2332
http://www.marshall.edu/coe/atc/
A Handbook for Continuous Improvement
33
14 - Technology
Part of ensuring that West Virginia students receive an education is to provide the necessary resources
(e.g., hardware, software, professional development, infrastructure and technical support) to meet
the needs of learners. To acquire skills, students and teachers need access to appropriate technology
tools and resources so that they can access information, solve problems, communicate clearly, make
informed decisions, acquire new knowledge and construct products, reports and systems.
Students should learn to collaborate in constructing technology-enhanced models, to use
telecommunications to publish and interact with peers, experts and other audiences and to use a
variety of media and formats to communicate effectively to multiple audiences. Students may benefit
from using technology tools to enhance their learning and to promote creativity. Finally, students
benefit from using technology in the development of strategies for solving problems in the real world.
Numerous resources are available on the WVDE website and include:
• onTargetWV: The onTargetWV program offers rigorous credit recovery courses with additional
scaffolding to sustain learning. These courses are engaging, interactive and provide differentiated
instruction to supply the extra support students need to be successful.
• tech-steps: The WVDE provides techSteps, a personalized, project-based technology literacy
curriculum, to assist in ensuring that all students develop technology literacy within the context of
learning.
• SAS Curriculum: SAS Curriculum Pathways provides content in the core disciplines of English,
mathematics, social studies, science and Spanish. Aligned with state standards, it has more than
200 activities and 855 ready-to-use lessons that enable technology-rich instruction and engage
higher-order thinking skills.
• WV Virtual School: Currently, more than 270 courses in the arts, English, mathematics, science,
social studies and world languages are offered by 11 course providers.
• WVLearns: Via this gateway, the WVDE realizes its vision of creating and centralizing many
learning options and resources for students, parents, teachers and school personnel.
Assistive technology (AT) includes the tools and strategies that provide students with disabilities access
to applications (hardware or software) that assist with interactions and learning. Assistive technologies
give students with disabilities greater access to the general education curriculum and settings, and
greater potential to master content, interact with others and increase independence.
Assistive technology can be at different levels and complexities and can utilize no-tech, low-tech, midtech or high-tech tools. It is not the complexity of the tool that is the consideration, but the impact on
the student’s learning. Examples of AT include:
• Reading and writing software – Alphasmart, Neo, Intellitalk, books on tape
• Low technology reading and writing materials – pencil grip, electronic spell checkers, editing tools
• Computer peripherals – Intellikeys, switches, touchscreens
• Other – computers, iPad, iTouch, assistive technology applications, calculators, digital cameras
For more information contact:
Office of Special Programs
304-558-2696
http://wvde.state.wv.us/osp/
Office of Instructional Technology
304.558.7880
http://wvde.state.wv.us/technology/
Accessible Instructional Materials (AIM)
http://wvde.state.wv.us/osp/accessiblematerials.html
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15 - Problem-Solving Process
A problem-solving process for the continuum of instruction and intervention is used to match
instructional resources to educational need. This process includes a structured format for analyzing
possible reasons for a student’s academic or behavioral needs and planning interventions. Utilizing a
structured problem-solving approach when exploring, defining and prioritizing a teacher’s concerns
helps the education team make efficient use of time and increases the probability of selecting the right
intervention(s) for an individual student.
When a strong problem-solving process includes ongoing progress monitoring to assess the success
of instruction across all levels, more students will have the opportunity to be academically, socially/
emotionally and behaviorally successful. The problem solving process involves the following steps:
1.Identify and Define Needs – What do we want students to know and be able to do?
2.Analyze the Problem – Why is this problem occurring?
3.Develop a Plan – What are we going to do about it?
4.Implement and Monitor the Plan – Are we delivering the instructional supports for both academic
and behavioral components.
5.Evaluate and Adjust the Plan – is what we are doing working?
Diverse representation and collegiality are essential elements of successful problem-solving teams.
Team membership should include individuals who have a diverse set of skills and expertise who can
address a variety of behavioral, social/emotional and academic needs. The team should also be
collegial in that teachers are supported and encouraged throughout the problem solving process.
Teams may be comprised of:
• Principals
• General Education Teachers
• Special Education Teachers
• Specialists
• Counselors
• Support Staff
• Parents
Throughout the continuum of instruction and intervention, planning/problem solving is used to match
instructional resources to educational need. Teams continue to engage in instructional planning and
problem solving to ensure that student success is achieved and maintained. The goal is to prevent
problems and intervene early so that students can be successful.
For more information contact:
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
http://wvde.state.wv.us/spl
A Handbook for Continuous Improvement
35
16 - Universal Design for Learning (UDL)
Universal Design for Learning (UDL) is an educational framework based on research in the
learning sciences, which guides development and management of flexible learning environments
that can accommodate individual learning differences, for ALL learners. UDL takes into account
the unique way individuals learn through application of three principles. In a UDL environment,
educators implement a curriculum that provides:
• Principle 1 - Multiple means of representation to give learners various ways of acquiring
information and knowledge
• Principle 2 - Multiple means of action and expression to provide learners alternatives for
demonstrating their knowledge
• Principle 3 - Multiple means of engagement to motivate and challenge learners by tapping
into their interests and learning styles
UDL helps address learner variability by supporting flexible designs from the start with
customizable options that allow all learners to efficiently progress from where they are towards
where they need to be in ways that connect for them, personally. UDL is a strong proponent of
backwards design planning, and it expands the opportunity for all learners to benefit from the
Next Generations Content Standards and Objectives without diminishing the rigor of the content.
The UDL Guidelines support instructional processes in an equitable setting where students at all
levels and stages, across a broad spectrum of needs can, at the same time, learn.
Universal Design for Learning evolved out of the architectural field’s movement to efficiently
and effectively create spaces and environments that are universally accessible. The Center
for Applied Special Technology (CAST), a nonprofit educational research and development
organization, is recognized as a leader in expanding implementation of UDL to educational
environments. Through the CAST organization the UDL framework continues to undergo rigorous
testing in classroom settings, and findings inform the development of guidance and tools
disseminated through the CAST website http://www.cast.org/udl/. The extensive guidelines for
UDL implementation developed by CAST and endorsed by others including the US Department
of Education, the National Center on UDL and the IRIS Center are summarized in the chart to
follow.
UNIVERSAL DESIGN FOR LEARNING GUIDELINES
Multiple Means of Representation
Multiple Means for Action
and Expression
Multiple Means for Engagement
• Provide options for perception
• Provide options for language,
mathematical expressions and
symbols
• Provide options for
comprehension
• Provide options for physical
action
• Provide options for expression
and comprehension
• Provide options for executive
function
• Provide options for recruiting
interest
• Provides options for sustaining
effort and persistence
• Provide options for selfregulation
Each of these UDL principles translates into specific instructional strategies that teachers can use
as they implement the NxGCSOs and NxGECEs and expand all learners’ opportunities to take in
content and express their learning.
For more information contact:
Office of Special Programs • 304.558.2696 • http://wvde.state.wv.us/osp/
CAST • http://www.cast.org/udl | UDL Center • http://www.udlcenter.org
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School Improvement Technical Assistance Manual
17 - Differentiated Instruction (DI)
Differentiated Instruction (DI) is a process grounded in strong relationships, high-quality learning
goals, ongoing assessment used to inform instructional planning, flexible grouping, and multiple
avenues for learning that respect and build on the diversity of students’ learning needs within their
learning environment. DI occurs when teachers adjust curriculum, instructional approaches, resources,
learning tasks and student products to align with the needs of individual students and/or small groups
of students. In a high functioning multi-level system of supports, students receive research-based
instruction based on data and suited to their diverse readiness levels, interests and learning styles in
order to expand opportunities for growth (McLaughlin & Talbert, 1993) within the core curriculum.
Aligning with the belief that: “Real learning – of the sort that enables students to retain, apply and
transfer content – has to happen in students, not to them.” (National Research Council, 2000;
Wiggins & McTighe, 1998) and with the rigorous expectations of the NXGCSOs, effective learning
experiences must entice learners to engage and connect to content at a deep level in ways that will
make sense to them, personally. The principles of DI scaffold teachers to design instruction that serves
this purpose. A major focus of school accountability is to close the achievement gaps between different
groups of students. When educators have a deeper understanding of DI, they will be able to infuse
core lessons with learning options that are more relevant to their students and thereby, more effective.
Differentiated Instruction is part of how we close the achievement gap.
DI, an approach that addresses student diversity in the teaching and learning process, incorporates
three basic components to address individual learning needs:
• What will be taught? – planning and preparation
• How will it be taught? – implementation of instruction
• How will progress be measured? – assessing evidence of learning
PRACTICAL STRATEGIES FOR DI IMPLEMENTATION
Planning the Curriculum
• Identify Core Concepts and
Skills
• Modify Scope and Sequence
• Determine Evidence of
Learning
• Connect and Integrate
• Plan Scope and Sequence
Instructional Strategies
• Varying Grouping Models
• Employ Brain – Compatible
Strategies
• Use Multiple Intelligences (MI)
• Incorporate Metacognitive
Strategies
• Adjust to Align with needs
Assessment
• Formal and Informal
Assessment
• Portfolios
• Projects
DI is not a new idea in education; however, expanding online resources and technology tools make it
progressively more realistic for educators to offer more options to students, thereby increasing student
engagement and supporting students in developing the capacities necessary for managing their own
lifelong learning as well as becoming prepared to make meaningful contributions outside of school.
Teachers of students with disabilities and the academically gifted have long been familiar with the
concept of DI, however, it is crucial for all teachers to understand that these research based practices
must be implemented in all classrooms if we are to meet the needs of all students.
For more information contact:
Office of Special Programs • 304.558.2696 • http://wvde.state.wv.us/osp/
Carol Ann Tomlinson’s resources on Differentiated Instruction:
http://www.caroltomlinson.com
Free course on DI:
http://www.curriculumassociates.com/professional-development/topics/diffinstruction/index.htm
A Handbook for Continuous Improvement
37
18 - Informative/Classroom Assessment (IFA)
“Formative assessment is a planned process in which teachers and students use assessmentbased evidence to adjust what they’re currently doing.” (W. James Popham) Self-assessments,
quizzes, polls, body signals, student conferences, journaling, quick summaries, exit slips and
examination and discussion of student work relative to rubrics are all examples of the many
methods teachers and students can use to check for understanding; serve as evidence of where
students stand and shed light on what needs to happen to keep students moving forward.
The process of formative assessment or informative assessment (IFA), as we refer to it in the WV
ESEA Flex Waiver is most frequently described in terms of three essential components:
1.IFAs are used as sources of information for both students and teachers. The data is
considered feedback about the learning and about the teaching.
2.IFA data is acted upon by teachers, students or both. The right informative assessment or
configuration of assessments can define the size and specific features of the gap between
where a learner is and the learning target. These characteristics must be used to adjust or
sustain the learning experiences.
3.The third essential component means accepting that assessment is informative when…
a.Additional chances to demonstrate success are part of the equation
b.IFA is embedded in the learning process, and when
c.Instruction is adjusted to provide relevant, meaningful practice experiences
Typically, IFA processes are categorized by actions conducted before, during and after instruction.
Examination and analysis of each category of teacher and student behaviors provides models to
support expansion of IFA practice. A third process structure that aligns with the purposes of IFA is
DuFour and Eaker’s (1998) Critical Questions: (1) What do we expect students to learn? (2) How
will we know if they are learning? (3) What will we do when students are proficient? …and (4)
How do we respond when students don’t learn?
Balanced Assessment: The Key to Accountability and Improved Student Learning, NEA (2003) has
this to say about IFA: “To maximize student success, assessment must be seen as an instructional
tool for use while learning is occurring and as an accountability tool to determine if learning
has occurred. Because both purposes are important, they must be in balance.” IFA goes beyond
auditing or even evaluating student progress to helping students learn what they need to learn
to sustain growth when it is used as a source of feedback and leads to action. Informative
assessment functions as yardsticks teachers can use to measure the distance between where
their students stand relative to each learning target, as well as a compass that points towards
instructional adjustments that are needed to personalize learning. In these ways, IFA steers UDL
and DI decisions. A classroom environment rich in IFA is a classroom where UDL and DI can
thrive.
Today’s learners, more than ever, need to build understanding of how they learn and what it
takes for them to learn. Involvement in designing and adjusting the variables in response to
informative assessment becomes essential practice; becomes part of the education students need
to function as life-long learners.
For more information contact:
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
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School Improvement Technical Assistance Manual
19 - Scaffolding
Instructional scaffolding is tailored support given during the learning process. Scaffolding is a familiar
concept. Parents naturally provide a scaffold of support for their children while they are in the initial
stages of learning a new task. This support allows the child to connect to the whole experience even
before he or she is entirely capable of managing all the demands. Typically, this type of support is
tapered off, or withdrawn as the learner becomes increasingly capable of independently managing all
aspects of the task.
In a classroom learning environment, scaffolding can be provided through a wide variety of supports
in various contexts. For example, it is occurring each time a teacher begins a discussion with
relatively easier questions, moving at the optimal moment, to questions prompting higher cognitive
engagement as represented by Bloom’s Taxonomy. Scaffolding is also happening when a new skill
or strategy is initially practiced in the context of content that is less complex; again with plans for
expanding the demands of the task. Implementation of a gradual-release-of-responsibility lesson
sequence is also a form of scaffolding. This type of scaffolding begins by providing exposure to
models, moves onto guided and collaborative practice with quality feedback, and ultimately releases
responsibility to the learner for independent use. Resources such as glossaries and sentence stems,
templates and guides, collaborative analysis of product models, think alouds, coaching, advice, preteaching, structured talking time through think-pair-share, triad teams and turn-and-talk can also all
be used to scaffold a learner from where they are to where they need to be.
In these ways and many others, instructional scaffolding can be used to temporarily bridge the gap
between what the learner is presently capable of and what he or she is expected to be capable
of in the future. Scaffolding is applied in-lieu-of adjusting the learning goal. The end point is not
compromised; rather the route and the timing are personalized. This process is consistent with Lev
Vygotsky’s concept of an expert assisting a novice or apprentice. Vygotsky (1896-1934) was convinced
that a child could be taught any subject by implementing social or interindividual support at the zone
of proximal development (ZPD) or the point where independent action becomes insufficient.
Key elements of scaffolded instruction include: 1) shared ownership, or responsibility for a common
goal (Rogoff, 1990), (2) ongoing diagnostic assessment and adaptive support (Wood et al., 1976),
(3) dialogues and interactions, and (4) fading and transfer of responsibility. Scaffolding supports
have been classified by Wood, Bruner and Ross’s 1976 study and include: (1) recruiting the learner’s
interest, (2) reducing the degrees of freedom by temporarily simplifying the task, (3) maintaining
direction, or focus, (4) highlighting the critical task features, (5) controlling frustration, and (6)
demonstrating ideal solution paths. These six types represent scaffolding options, from which the
supporter(s) can select most appropriate action based on the needs of the learner as the task
proceeds. Scaffolds as temporary instructional supports are utilized in high functioning instructional
settings on an as needed basis in whole group instruction as well as in more customized forms offered
to meet the specific needs of English language learners (ELLs), students with disabilities (SWDs) and
students who are struggling with the content.
Increased understanding and implementation of scaffolding can be expected to result in students
learning more efficiently and effectively while becoming more conscious of structures, tools and
processes that are compatible with how they learn.
For more information contact
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
A Handbook for Continuous Improvement
39
20 - Vocabulary
“Background knowledge manifests itself as vocabulary knowledge. Words are labels for our
knowledge packets; the more words we have, the more packets of knowledge, the more
background knowledge.” (Robert Marzano, 2004) Additionally, according to Baumann &
Kameenui, 1991, one of the primary causes of the achievement gap is deficits in vocabulary – or
low volume vocabulary. The benefits of high volume vocabulary are (1) better comprehension
in listening and reading, (2) better communication in speaking and writing, and (3) greater
background knowledge available for connecting new concepts.
This context regarding the value of vocabulary aligns with current recommendations for
vocabulary instruction. Research suggests that if students are going to grasp and retain words
and comprehend text, they need incremental, repeated exposure in a variety of contexts for the
words they are trying to learn. Written language contains vastly more words than are represented
in conversation, and it also lacks the interactivity and nonverbal context that make acquiring
vocabulary through oral conversation relatively easy. This means that purposeful and ongoing
concentration on vocabulary is needed. (Hayes & Ahrens, 1988) Struggling readers do not
engage in wide reading and are therefore less able to derive meaningful information from
context. (Beck, McKeown, & Kucan, 2002) The good news is that all vocabulary is learned, so
while not all students have the access they need to rich language environments outside of school,
educators have opportunity to make a difference. Claims are made that intentional instruction
designed to strategically accelerate the pace of vocabulary acquisition can be instrumental in
closing gaps in achievement.
For these kinds of gains to occur, vocabulary instruction must be of the highest quality. The
Marzano Research Laboratory, through sustained study has drawn five generalizations about
effective vocabulary instruction:
• Students must encounter words in context more than once to learn them.
• Instruction of new words enhances learning those words in context.
• One of the best ways to learn a new word is to associate an image with it.
• Direct vocabulary instruction works.
• Direct instruction on words that are critical to new content produces the most powerful
learning.
These generalizations are implemented through a six-step instructional process; also explicated
by Robert Marzano’s team:
1.Provide a description, explanation or example of the new term.
2.Ask students to restate the description, explanation or example in their own words.
3.Ask students to construct a picture, symbol or graphic representing the term.
4.Engage students periodically in activities that help them add to their knowledge of the terms
in their notebooks.
5.Periodically ask students to discuss the terms with one another.
6.Involve students periodically in games that allow them to play with terms.
Isabel Beck has classified words into three types: Tier 1/Basic Words – minimal support required,
Tier 2/General Academic Words – support yields benefits across all content domains, and Tier 3/
Domain or Field Specific Words – requiring significant and explicit support. It is recommended
that the majority of the instructional time be concentrated on Tier 2/General Academic words.
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School Improvement Technical Assistance Manual
Relevant instructional practices supported by the Next Generation Content Standards and
Objectives include:
• The teacher, intentionally, explicitly uses questions to scaffold students in pulling more
meaning out of the words.
• Through discussion and writing responses students are given opportunities to practice using
words.
• Word meanings are explicitly and systematically brought out.
• The tasks prompted by the teacher’s questions are all tasks that skilled readers use
independently and that expand their vocabularies.
The strong correlation between vocabulary and overall academic performance and these
research findings and recommendations all indicate the value of providing instructional
experiences to support students in building rich and flexible word knowledge.
For more information contact:
Office of School Improvement
304.558.3199
http://wvde.state.wv.us/schoolimprovement
Office of Special Programs
304.558.2696
http:/wvde.state.wv.us/osp/
Office of Early Learning
304.558.9994
http://wvde.state.wv.us/earlylearning
Office of Secondary Learning
304.558.7881
http://wvde.sate.wv.us/secondarylearning
Common Core State Standards Appendix A
A Handbook for Continuous Improvement
41
21 - Cognitive Strategies Instruction (CSI)
Cognitive Strategies Instruction (CSI) is an explicit instructional approach that emphasizes the
development of thinking skills and processes as a means to enhance learning (Scheid, 1993). Students
are taught metacognitive or self-regulation strategies in structured cognitive routines that help them
monitor and evaluate their learning (Dole, Nokes, & Drits 2009). Specifically, three major concepts
are associated with CSI:
1.Cognition – a student’s ability to know what to do in order to complete a task
2.Metacognition – a student’s ability to monitor his/her performance, and be flexible to change
plans when the task is not being successfully completed
3.Problem solving – a student’s ability to plan, reason, select relevant information and monitor
results
Students entering the new millennium must come fully equipped with skills that enable them to think
for themselves and be self-initiating, self-modifying and self-directing. They require skills that cannot
be gained learning content alone. Students need to learn to think, think to learn, think together, think
about their own thoughtfulness and think big. (Arthur Costa, Developing Minds, A Resource Book
for Teaching Thinking) All students can benefit from understanding and becoming adept at using the
strategies that good learners use. Skillful teachers can support students’ use of strategies until their use
becomes automatic.
CSI provides scaffolding to support learners in using thinking processes that are necessary for lifelong
learning. Much of the research on CSI has focused on students with specific learning disabilities,
however, studies have demonstrated its effectiveness for students with other disabilities as well as for
students without disabilities who struggle academically (Harris, Graham, & Mason, 2006; Montague,
Enders, & Dietz 2011). An important component of CSI is teaching students self-regulation strategies.
Although these strategies begin developing when children are young, they typically mature sometime
during adolescence and early adulthood (Kass & Maddux, 2005; Smith, 2004). Consequently, various
applications of CSI have been implemented effectively with students in elementary, secondary and
postsecondary settings (Wong, Harris, Graham, & Butler, 2003). CSI also has been found to have a
positive impact on students’ self-efficacy, motivation, and attitude toward learning.
Key/essential process components of CSI include, process modeling, verbal rehearsal, scaffolded
instruction, guided and distributed practice and self-monitoring. Students apply and internalize a
cognitive routine and develop the ability to use it automatically and flexibly (Ontague & Duetzm
2009). CSI relies heavily on scaffolding to gradually release the cognitive responsibility to the student,
who, in turn, becomes progressively able to continuously self-regulate the processes of learning,
applying, maintaining and generalizing; all essential stages of learning across all disciplines and all
settings.
The Next Generation Content Standards and Objectives establish expectations for learners to be able
to identify basic relationships between ideas, identify common logical errors, present and support
claims, navigate and evaluate digital sources, problem solve, make decisions, experiment, investigate
and generate and manipulate mental images. CSI will support students’ capacity to be successful with
these higher cognitive tasks.
For more information contact:
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
Office of School Improvement
304.558.3199
http://wvde.state.wv.us/schoolimprovement
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School Improvement Technical Assistance Manual
22 - Data Collection & Assessment System
As we use data from a broad array of assessments we better inform educators of various areas of
growth and change. Data should drive the decision-making process for the individual students,
classrooms or schools. Ongoing information must be available to:
• Evaluate the effectiveness of instruction at different levels;
• Design and responsively redesign instruction to support learning for all students;
• Identify academic; social/emotional and/or behavioral needs of individual students; and
• Inform the problem solving process.
The five main objectives of an effective assessment plan are:
• Identify whether a student’s needs can be met without supports;
• Monitor students’ performance during the year for the purpose of identifying those who may
be falling behind or require additional challenges;
• Adjust instruction in ways that ensure continuous learning for all students;
• Evaluate whether support provided is powerful enough to help students achieve grade-level
standards; and
• Ensure instruction provided to students performing beyond grade-level standards is robust
and rigorous to extend learning.
The five assessment types include:
• Screening/Interim
• Formative
• Progress Monitoring
• Diagnostic
• Summative
Policy 2340: West Virginia Measures of Academic Progress Program provides an operational
framework to administer an effective and efficient statewide assessment program, provide
procedures to protect the integrity of test data, and support the use of assessment data to improve
instruction. Assessment must function in support of learning, not as a replacement for instruction.
For more information contact:
Office of Assessment and Accountability
304.558.2546
http://wvde.state.wv.us/spl/assessment.html
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
Resources
http://wvde.state.wv.us/oaa/
http://www.smarterbalanced.org/
http://wvde.state.wv.us/growth/
A Handbook for Continuous Improvement
43
23 - Service Delivery
SUPPORT FOR PERSONALIZED LEARNING (SPL) is a framework to provide the most appropriate
instruction for all students whether they are considered at-risk, exceeding grade-level expectations
or at any point along the continuum:
• CORE instruction takes place in the general education classroom and meets the needs of at
least 80% of the students.
• TARGETED instruction and more intense scaffolding are triggered when a student’s progress
is slow to below the state-approved grade level standards or exceeds those grade-level
standards. TARGETED instruction is needed for 15% more of the students and typically occurs
within the general classroom environment or before and after school.
• INTENSIVE support is required by 5% of the students and is distinguished from TARGETED
instruction by intensification of scaffolding, time, expertise and assessment.
TITLE I Schools receiving Title I funding are afforded additional staff and resources to supplement
the instructional program. Title I funds must be used for services that supplement and do not
supplant. Identified Title I schools may operate a school-wide program or a targeted assistance
program:
• School-Wide Programs result in an ongoing, comprehensive plan for school improvement
owned by the entire school community and tailored to its unique needs. Services to all
students should first be provided in the general education classroom or may be provided in a
“pullout” setting on a limited basis.
• Targeted Assistance Programs only provide services to eligible students who have been
identified as being most at risk of not meeting the state’s challenging content and student
performance standards. Services to eligible students may be provided in the general
education classroom, in a “pullout” setting on a limited basis, including before school, after
school, extended school year and summer programs.
SPECIAL EDUCATION is for eligible students with exceptionalities served based on the amount of
services required according to their Individualized Education Program (IEP). The range of service
may vary according to the area of exceptionality, cognitive level, processing deficits, achievement
level and strengths and weaknesses. Types of services include:
• Consultation –Students with exceptionalities receive their instruction with accommodations or
modifications from the general education teacher in a regular education classroom. Special
education teacher provides out-of-class support by consulting with the general education
teacher and the student.
• Support Services – Student remains in regular education classroom with supplementary aids
and services provided to the teacher and/or student by paraprofessionals, sign language
interpreters or others.
• Co-Teaching – The special education teacher collaborates with the general education
teacher for the class period on a daily basis. Both teachers plan the instruction, delivery and
assessment of all students in the class.
• Resource – The student receives instruction in the special education classroom for
individualized instruction in their specific deficit area a portion of the day. The student spends
part of the instructional day in the regular education setting.
• Separate Class – The student with a disability spends 60% or more of the day in the special
education setting and some portion of the day in regular education setting, usually in nonacademic classes.
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School Improvement Technical Assistance Manual
For information contact:
Office of Federal Programs
304.558.7805
http://wvde.state.wv.us/federal-programs/
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
A Handbook for Continuous Improvement
45
24 - Individualized Education Program (IEP)
The Individuals with Disabilities Education Act (IDEA) of 2004 ensures students with disabilities
have access to the general education curriculum and receive a free appropriate public education
(FAPE) in the least restrictive environment. Special education in WVBE Policy 2419: Regulations
for the Education of Students with Exceptionalities is defined as specially designed instruction,
at no cost to the parent, based on peer-reviewed research to the extent practicable, to meet the
unique needs of a student with a disability or giftedness including instruction in the classroom, the
home, hospitals, institutions and other settings. The definition of special education also includes
instruction in physical education, speech/language therapy, transition services, travel training,
assistive technology services and vocational education. Specially designed instruction means
adapting the content, methodology or delivery instruction to:
1.Address the unique needs of the student that result from his or her disability or giftedness;
and
2.Ensure access to the general education curriculum so that the student can meet the education
standards that apply to all students.
The IEP is a product of collaboration between a parent or adult student and educators who,
through full and equal participation, identify the unique needs of a student with a disability
or giftedness and plan the special education and related services to meet those needs. It sets
forth in writing a commitment of resources necessary to enable the student to receive needed
special education and related services. In addition, the IEP is a management tool that is used to
ensure that each eligible student is provided special education and related services appropriate
to the student’s special learning needs. It serves as an evaluation device for use in determining
the extent of the student’s progress toward meeting the projected outcomes. The IEP is a
compliance/monitoring document that may be used by authorized monitoring personnel from
each governmental level to determine whether an eligible student is actually receiving the free
appropriate public education agreed to by the parents and the school.
The standards-based IEP began in the 1997 reauthorization of the Individuals with Disabilities
Education Act. Access to the general curriculum was a mandated goal for students with
disabilities, though the law did not say that access had to be at the student’s enrolled grade level.
The Elementary and Secondary Education Act (ESEA), signed into law in 2002, and the 2004
reauthorization of the IDEA provided reinforcement that children with disabilities should be
exposed to the general education curriculum on their grade level to the greatest extent possible.
The Office of Special Programs (OSP) has developed the:
• Standards-Based IEP online learning and training modules, which are designed for learning
about the IEP process. htt://wvde.state.wv.us/osp/
• Standards-Based IEP Supports-ELA and Math, which provide scaffolds for the NxGCSOs.
http://wvde.state.wv.us/osp/
For more information contact:
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
SSDI
Support for Specially Designed Instruction
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School Improvement Technical Assistance Manual
25 - Limited English Proficient (LEP) Plan
Title III of The No Child Left Behind Act of 2001: P.L. 107-110 (NCLB) requires that “children who
are limited English proficient, including immigrant children and youth, attain English proficiency,
develop high levels of academic attainment in English, and meet the same challenging State
academic content and student academic achievement standards as all children are expected to
meet” and that schools “assist all limited English proficient children to achieve at high levels in
the core academic subjects so that those children can meet the same challenging State academic
content and student academic achievement standards as all children are expected to meet”.
West Virginia Board of Education Policy 2417: Programs of Study for Limited English Proficient
Students defines the criteria for identifying limited English proficient (LEP) students and provides
regulations regarding the development of a research-based alternative language program
to facilitate achievement of English proficiency and the State’s academic content standards.
The alternative language program is documented through an LEP plan and accounts for the
proficiency and specific level of service for each LEP student. The LEP plan specifies goals for:
• direct language instruction and
• academic support
The LEP Committee, which includes the ESL teacher, one or more of the student’s classroom
teachers, the parents, and a counselor or administrator, collaborates to identify the goals and
services that will be provided through the LEP plan.
In addition to identifying a level of direct ESL services that will be provided, the LEP plan identifies
specific interventions and classroom modifications to be provided to student. Specific areas of
focus might include: applying caretaker language, utilizing non-verbal gestures and expressions,
building prior knowledge, pre-teaching necessary vocabulary, emphasizing critical information,
demonstrating concepts, applying graphic organizers and manipulatives, and implementing
frequent checks for understanding.
For more information contact:
Office of Federal Programs
304.558.7805
http://wvde.state.wv.us/federal-programs/
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26 - Early Warning System (EWS)
The statewide West Virginia Early Warning System (EWS) is designed to provide schools: 1) a tool
to identify at-risk students who may be in danger of dropping out, and 2) increased data access
for dropout prevention and recovery efforts. The EWS will be implemented in a multi-tiered
format, beginning with an initial system targeting Grades 6-8 and 9-12 programmatic levels. The
WV EWS supports existing school problem-solving teams by making data readily available. This
system will provide access to both live data and historical data to assist with identification and
personalization of support for all students.
The Early Warning Tool (EWT) identifies students who are potential dropouts. School leadership
teams should plan on-going discussion about the data gathered from the EWT to effectively
implement and monitor interventions for students who are potential dropouts.
An EWS tab has been added in WVEIS on the Web (WOW). The application was created for
grades 6-12. A school administrator is authorized to view the data of the school, the county
administrator is authorized to view all schools within the district and special education personnel
may view the student with disability option. The tool identifies students at risk of dropping out
using the following research based criteria:
• A – Attendance: Ten (10) days absent which includes excused and non-excused absences.
• B – Behavior: Two (2) or more suspensions that are level 2 or greater.
• C – Course Codes: Failure of math and English per marking period.
For more information contact:
Office of School Improvement
304.558.3199
http://wvde.state.wv.us/technology/tutorials/vids/earlywvarning/earlywarning.html
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27 - Mathematics Academy
West Virginia Board of Education Policy 2322: West Virginia Standards for High Quality Schools,
describes the seven common standards expected of schools to ensure a high quality education, in
an engaging learning environment. 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 essential knowledge, skills and dispositions. The Next Generation Content Standards and
Objectives for Mathematics are in WVBE Policy 2520.2B and required by WVBE Policy 2510.
The focus for 2014-2015 is enhanced teacher content knowledge and instructional practices in
mathematics resulting in student achievement gains in math for all students. Teachers deepen
their understanding of mathematics to meet the rigor of the NxGCSOs and move from a rote
understanding of procedures to a deeper understanding of concepts. Each Math Academy
provides an environment in which teachers learn to problem-solve in a student-centered
environment and facilitates teachers’ reflection on their own teaching practices. Teachers
complete specially-designed modules/units on the MATHia and/or Cognitive Tutor Software.
NxGCSOs (Elementary K-5 & Secondary 6-12) – Deepen understanding of how to implement
student-centered classrooms and apply Standards for Mathematical Practice into lessons;
consider the effects of high level questioning techniques to foster the practice standards; deeply
examine a progression and vertical alignment of the NxGCSOs from grades K-5 or 6-12; discuss
and model best-practice instructional strategies to support NxGCSOs; examine and discuss
the transition to NxGCSOs formative and summative assessments; solve, analyze and discuss
NxGCSOs mathematical tasks and consider the effects of different levels of tasks on student
achievement; and build teacher capacity for developing their own rigorous student-centered
tasks.
Algebraic Thinking (Secondary 6-12) – Analyze mathematical tasks and the Standards for
Mathematical Practice; examine multiple representations of functions; explore ratio, rate and
proportional reasoning from a functional perspective; compare linear, quadratic and experiential
functions; and use technology to explore functions.
Fraction Sense and Operations (Elementary K-5) – Analyze mathematical tasks and the
Standards for Mathematical Practice; investigate multiple representations of fractions; develop
understanding of fraction algorithms; examine alternative algorithms for fraction operations;
connect fraction operations to algebraic concepts; and model operations with fractions.
Geometric Thinking (Secondary 6-12) – Analyze mathematical tasks and the Standards for
Mathematical Practice; complete and describe basic geometric constructions; use the formula
for the area of a rectangle to calculate the area or other shapes; perform transformations
of geometric figures on the coordinate plans; and explore the volumes of prisms, cylinders,
pyramids, and spheres.
Math 9 & Math 10 (Secondary 9-12) – Solve, analyze and discuss mathematical tasks appropriate
to Math 9 and Math 10; analyze the Standards for Mathematical Practice; analyze and explore
model lessons from a student perspective; understand the content scope of Math 9 and Math 10
and consider how to maintain student access to deepen mathematical understanding; establish
a process for instructional planning and pacing; understand the role of formative and summative
assessments; and experience embedded instructional strategies from a student perspective.
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Probability and Statistics (Secondary 6-12) - Analyze mathematical tasks and the Standards
for Mathematical Practice; summarize, represent and interpret data on a single measurement
variable and on two categorical and quantitative variables; understand and use independence
and conditional probability to interpret data; use the rules of probability to compute probabilities
of compound events in a uniform probability model; use probability to evaluate outcomes of
decisions; understand and evaluate random processes underlying statistical experiments; make
inferences and justify conclusions from sample surveys, experiments, and observational studies;
and use technology to explore probability and statistics.
For more information contact:
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
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28 - Teaching & Learning Academy
The Teaching and Learning Academies are designed around the Support for Personalized
Instruction (SPI) framework. The academies are designed to enhance the capacity of educators
in West Virginia to meet the challenge of ensuring every learner spends his/her time engaged
in learning experiences that are personally meaningful and relevant. SPI defines and articulates
the dynamics of seven evidence-based, essential components of high functioning instructional
practice:
• Informative Assessment – SPI embraces and expands upon formative/classroom
assessment practices to support the involvement of students’ decisions regarding their
learning. Today’s learners, more than ever, need to build understanding of how they learn
and what it takes for them to learn.
• Vocabulary Instruction – The vocabulary component of SPI focuses on: (1) building
understanding of how new words become part of a learner’s active repertoire; (2) how
a limited vocabulary is related to background knowledge and experience; and (3) how
significant gaps in conceptual understanding impact further learning.
• Technology – Advancements in technology have exponentially expanded the options
for creating, providing, assessing and adjusting learning experiences that efficiently and
effectively keep each individual learner moving in a personally meaningful progression. SPI
weaves technology through each of the other essential components.
• Universal Design for Learning (UDL) – UDL is grounded in the belief that everyone
has the power to grow and change when the right supports are available and removed
at the right time for the right reasons. SPI supports and builds on the belief that in a high
functioning, universally designed learning environment, mistakes or gaps become highly
relevant, immediately applicable opportunities to learn.
• Differentiated Instruction (DI) – DI is presented as a way for teachers to teach with
individuals as well as content in mind. It supports the idea that high functioning DI depends
on strong relationships and conversations between teachers and students, allowing them to
co-design learning experiences and share the investment and the responsibility for the results.
• Scaffolding – Scaffolding in SPI allows the learner to connect to the whole experience
even before he or she is entirely capable of managing all the demands of the task. Types of
scaffolding are analyzed to show how they can move the learner to become increasingly able
and responsible for managing all aspects of the task, independently.
• Cognitive Strategies Instruction (CSI) – Cognitive Strategies Instruction is described as a
specific form of scaffolding that supports learners in using thinking processes that are typically
overt and even sub-conscious for highly skilled users. While many learners independently
work their way to successful management of these cognitive processes, others have been
found to benefit from instructional supports, customized to their personal needs.
For more information contact:
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
SPI
Support for Personalized Instruction
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29 - National Dropout Prevention Center Program
The National Dropout Prevention Center for Students with Disabilities provides technical assistance activities
utilizing research-validated programs and interventions in dropout prevention. General technical assistance
includes the Quarterly Teleseminars/Web events, the quarterly e-newsletter (Big IDEAs), a variety of print
resources and other materials, as well as the Center’s website.
The Dropout Prevention Intervention Framework (DPIF) provides a structured process by which SEA or LEA
teams can gain sufficient knowledge to develop, sustain, and expand efforts in data analysis to (1) identify
risk and protective factors; 2) identify priority areas for intervention; 3) identify and select evidence-based
practices to address needs; and 4) develop and implement effective programs in dropout prevention. The
five-phase systematic process includes:
Phase 1: Develop State and Local Leadership Teams
• Establish leadership and design team
• Identify cohort districts/schools
• Identify core teams for training
• Train teams in framework and modules 1-6
• Train teams in rollout strategies
Phase 2: Analyze Data
• District/school demographics
• District and school infrastructure
• Current initiatives and partnerships
• Student performance (attendance, graduation, dropout, course completion, discipline)
• Assessment, curriculum, and instructional systems
• Professional development (dropout prevention/intervention recovery/re-entry)
• Relevant policies and procedures (attendance, discipline, promotion/retention, graduation)
Phase 3: Identify Target Areas for Intervention
• School climate
• Attendance and truancy prevention
• Behavior (universal, classroom, targeted, tertiary management and support)
• Academic content and instruction (reading, writing, math, science)
• Family engagement
• Student engagement
Phase 4: Develop Improvement Plan
• Selected evidence-based practices (e.g., Check & Connect, Positive Behavior Support, Cognitive
Behavior Interventions, Content Enhancements)
• Determine level of intensity (universal, selected, target)
• Contextualize to setting
• Establish timelines
• Draft action plan
Phase 5: Implement, Monitor and Evaluate
• Conduct baseline measures
• Train additional staff for rollout
• Implement strategies on-site coaching, consultation and feedback, progress monitoring, fidelity checks
• Measure results
• Evaluate outcomes
• Celebrate success
• Disseminate
For more information contact:
http://www.ndpc-sd.org
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30 - Basic Core Strategies for Dropout Prevention
The WVDE is concerned about the number of students who choose to leave school and is
committed to developing ways to help young people stay in school and provide them with the
support they need to be successful.
The WVDE will maintain a steadfast focus on the goal of the WVBE is to graduate all students
from high school prepared for success in post-secondary opportunities in college and/or careers.
The National Dropout Prevention Center Network (NDPC/N) has identified the ABCs Framework
for Dropout Prevention (Data Year 08-09):
• Poor Attendance is a leading contributor to classroom failure.
17% of all WV 9th graders missed 27 or more days of school
• Students with Behavior problems are more likely to drop out.
15% of all WV 9th graders had at least two in-school or out of school suspensions
• Poor Course performance – particularly math and English/language arts – is the most
dependable predictor of whether students will drop out.
15% of all WV 9th graders failed at least two courses
Additionally, the NDPC/N has identified Fifteen Effective Strategies that have the most positive
impact on the high school graduation rate. These strategies have been successful in all school
levels from K-12 and in rural, suburban, or urban centers. www.dropoutprevention.org
Basic Core Strategies from NDPC/N include:
• Service-Learning: Service-learning connects meaningful community service experiences with
academic learning. This teaching/learning method promotes personal and social growth,
career development and civic responsibility and can be a powerful vehicle for effective school
reform at all grade levels.
• Alternative Schooling: Alternative schooling provides potential dropouts a variety of options
that can lead to graduation, with programs paying special attention to the student’s individual
social needs and academic requirements for a high school diploma.
• Mentoring/Tutoring: Mentoring is a one-to-one caring, supportive relationship between a
mentor and a mentee that is based on trust. Tutoring, also a one-to-one activity, focuses
on academics and is an effective practice when addressing specific needs such as reading,
writing or math competencies.
• After-School Opportunities: Many schools provide after-school and summer enhancement
programs that eliminate information loss and inspire interest in a variety of areas. Such
experiences are especially important for students as risk of school failure because these
programs fill the afternoon “gap time” with constructive and engaging activities.
The WVDE provides training and technical assistance to school systems and school in:
• Implementing research-based effective models for developing dropout prevention plans
• Addressing transition services for students with disabilities
• Collecting and reviewing data via WVEIS WOW and the Early Warning Indicator System
• Developing interventions and strategies
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For state and national resources:
• Resources West Virginia Center for Civic Life
http://wvciviclife.org/
• The Education Alliance of West Virginia Community Action Guide
http://www.educationalliance.org/Downloads/Education_Alliance_-_Dropout_
Prevention_WEB.pdf
• The National Dropout Prevention Center/Network
http://www.dropoutprevention.org/home
• America’s Promise – Grad Nation Tools
http://www.americaspromise.org/
• IES Practice Guide – What Works Clearinghouse: Dropout Prevention
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/dp_pg_090308.pdf
For more information contact:
Office of School Improvement
304.558.3199
http://wvde.state.wv.us/schoolimprovement/
Office of Special Programs
304.558.2696
http://wvde.state.wv.us/osp/
Office of Federal Programs
304.558.7805
http://wvde.state.wv.us/directory/office/Office+of+Federal+Programs/
Office of Career and Technical
304.558.3897
http://careertech.k12.wv.us/
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School Improvement Technical Assistance Manual
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.
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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.
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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.
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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.
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Contact Information
Office of School Improvement
Mickey Blackwell
Executive Director
Phone: 304.558.3199
mblackwell@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
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Notes
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Notes
A Handbook for Continuous Improvement
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James B. Phares, Ed.D.
State Superintendent of Schools