Mission:
School Improvement
West Virginia Department of Education
Division of Educator Quality and System Support
August 18, 2010
Agenda-August 18
• Overview of WVDE goals for improving
achievement in low performing schools
• State System of Support Processes and
Timelines
• Instructional Practices Inventory
• Data analysis
WVDE School Improvement Goals
• Goal 1: Build the capacity of the SEA
and LEAs to drive transformative
interventions in low-achieving schools
• Goal 2: Strengthen teacher and leader
effectiveness in low-achieving schools
in order to improve the quality of
instruction
• Goal 3: Develop comprehensive
systems of support in low-achieving
schools
WVDE School Improvement Goals
Goal 1: Build the
capacity of the
SEA and LEAs
to drive
transformative
interventions
in lowachieving
schools
• Engage external supporting
partners
• Realign the current capacity of
the state system of support
structure
• Build strong teams to support
struggling schools
• Design a Whole Child Early
Warning System
• Utilize an evaluator to design a
tool to report formative
assessments and an
evaluation of the initiatives
WVDE School Improvement Goals
• Provide training and
Goal 2: Strengthen
onsite support for the
teacher and
school improvement
leader
specialists
effectiveness in
• Organize school staff
low-achieving
into PLCs
schools in order
• Provide professional
to improve the
development for school
quality of
teams based on the
instruction
High Quality Standards
and the teacher and
leadership standards
WVDE School Improvement Goals
• Establish WVDE SSOS
Goal 3: Develop • Utilize a balanced
assessment system
comprehensive
• Provide a schoolwide
systems of
system of differentiated
support in lowsupports for struggling
achieving
students and students with
schools
disabilities
• Establish school-based case
management teams to
identify non-academic
issues for struggling
students
WVDE State
System of Support
• Requirements and MOU
• Process for implementation of
requirements
• Identification and role of the WVDE
Liaisons
WVDE School Improvement Model
Implementation Chart
WVDE School Improvement Model
Implementation Chart
WVDE School Improvement Model
Process for Implementation
• Identify initiated/completed indicators
• Prioritize indicators
• Develop plan to complete indicators
• Schedule regular county leadership
team meetings
Office of Organizational Effectiveness and Leadership
Title II and Title I
Liaisons to Tier 1 Schools
RESA Staff Development
RESA Special Education
State School
Improvement Specialists
RESA RTI
Specialists
Title 1 School Liaisons
Transformation/School Improvement Specialists
School Leadership
Teams
Tier 1 schools
Title I Tier 1 schools
Roles: State School Improvement Specialists and
WVDE Liaisons
• Coordinate improvement activities in the
school
• Lead the SSOS diagnostic visit and complete
and share the report with the district team
and the school staff
• Determine and coordinate the applicable
progress determinants
Roles: State School Improvement Specialists
and
WVDE Liaisons
• Conduct monthly site visits
• Discuss current data using DP-21 with local
school improvement specialist and school
leadership team
• Review strategic plan action steps and
professional development plans and revise,
as needed
• Conduct classroom observations using
Instructional Practices Inventory (IPI) or High
Quality Standards
Roles: State School Improvement Specialists
and
WVDE Liaisons
• Review results of applicable progress
determinants with the school staff
• Plan with district leadership team and the
administrator for next visit
• Complete and share a Technical Assistance
Report
• Prepare the monthly update for the SSOS
• Assist the school in preparing for the
annual presentation to the SSOS
Roles: Local School Improvement Specialist
• Communicate with the WVDE Liaison or
State School Improvement Specialist
• Work closely with school leadership and
leadership team to examine data and
determine strategy
• Broker resources with relationship to focus
• Build capacity through advisement,
guidance and support
Roles: Local School Improvement Specialist
• Review strategic plan action steps and
professional development plans and revise,
as needed
• Conduct classroom observations using
Instructional Practices Inventory (IPI) or High
Quality Standards
• Keep weekly logs
State System of Support
https://sites.google.com/a/
wvde.k12.wv.us/wvde-school-system-of-support/
• Webtop
• Site for housing data, technical
assistance and process
documents
DP21
Data Portal 21
What is DP-21?
•
•
•
•
Interactive data portal
Access to key indicators of success
Single location
Quick diagnosis for more detailed
conversations around data
• Localized data analysis
Wild n’ Wonderful High
Charleston, WV 25305
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Data representative of menu
selection…
Wild n’ Wonderful High
Charleston, WV 25305
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October 2010
November 2010
December 2010
Wild n’ Wonderful High
Charleston, WV 25305
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Narrative Sample
Principal Phil Fake: 201008
Aug 09, 2010
Teacher currently on staff is authorized to teach AP World History we will seek to guide
students to work within the classroom before attempting AP exams to gain benefit of
teacher guidance. Work with staff to see if a dedicated AP World History class can be
offered. As regards AP Chemistry, we will need to provide a better screening process to
insure students are sufficiently prepared for the curriculum.
Sally Pseudo: 201008
Aug 09, 2010
Current student thinking is that the AP World History exam is rather easy relative to
other exams and mostly requires committed reading. Past and current performance on
this exam does not bear this out. All sixteen of the enrolled AP US History students
elected to also take the AP World History. Fifteen of the sixteen did achieve the 3plus
score and the remaining nineteen takers were in Honors History curriculum.
Bill Bogus: 201008
Aug 09, 2010
Only 42% of the AP Chemistry exam takers were able to achieve a 3plus score. Teacher
assessment of the enrolled students was that several of the students did not have
sufficient mathematics preparation.
Wild n’ Wonderful High
Charleston, WV 25305
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Communication
State System of Support
Accountability
• Annual Report
• 18-2e-5
• WVBOE Report
Next Steps:
September 23, 2010
IPI Trainings
Webtop
WVEIS access
Acuity
Data Class
September 23, 2010
Agenda Items
Networking best practices
Data Analysis: WESTEST 2/Acuity
System of Support Site
Data Portal
October 18,19,20: School Teams
Agenda Items
Culture—Kent Petersen (Read, Assess, Shape)
Culture Survey data and debriefing techniques
Beliefs and Values Process
Data Analysis: WESTEST 2 and Acuity
IPI Introduction to process and use of data
Depth of Knowledge
System of Support Site
Data Portal
Concluding Thought
In order to succeed, you must
know what you are doing, like
what you are doing, and
believe in what you are doing.
– Will Rogers