Step 2
West Virginia County Needs Assessment
WVBE Policy 2512: A Transformative System of
Support for Early Literacy
The provisions established by the refocusing of West Virginia Code §18-2E-10 have resulted in a repeal
and replace of WVBE Policy 2512 (currently on public comment) to ensure county boards of education are
provided a framework to support a transformative system of support for early literacy. This policy includes
key national and other researched-based components of a comprehensive system to support early literacy
development. The framework is inclusive of the components evidenced below:
West Virginia’s Campaign for Grade Level Reading:
A Transformative System of Support for Early Literacy
Measurement and Support of Children’s Trajectory
for 3rd Grade Literacy Proficiency
A Systemic, Comprehensive Approach
Emphasizing high-quality school readiness efforts
Promoting early childhood school attendance
Providing supports to eliminate summer learning loss
Increasing family engagement
Ensuring high-quality instruction and learning
WV Early Learning Reporting System
• Data reporting based on the formative
assessment process
• Family communication resources
• Outcome resources for data-driven decision
making
• Comprehensive P-3 data profile
• 3rd grade achievement gap data analysis
High-quality, Standards-based instruction and
learning
• Personalized learning
• Standards-focused instruction
• Relationship between learning and teaching
The infrastructure to develop and implement a state wide campaign to close the reading achievement gap is
found in WVBE Policy 2512:
• WVBE Policy 2512: Tranformative System of Support for Early Literacy
• WV Leaders of Literacy: Campaign for Grade Level Reading
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Step 2
West Virginia County Needs Assessment
A Comprehensive Approach to Reading Success
by the End of the Third Grade
School
Readiness
Too many children from low-income families begin school already far behind. The research shows that these
children are less likely to be read or spoken to regularly or to have access to books, literacy-rich environments,
high-quality early care, and pre-k programs. As a consequence, these children may hear as many as 30
million fewer words than their middle-income peers before reaching kindergarten. Research also shows that
such interactions are critical for language development, an important precursor to literacy.
61 percent of low-income children
have no children’s books at home.
The
Attendance
Gap
Summer
Learning
Loss
Poor children hear as many as 30
million fewer words than their more
affluent peers.
A child’s vocabulary as early as
age three can predict third grade
reading proficiency.
Too many children from low-income families miss too many days of school. Research has found that one in
10 kindergarten and first grade students nationwide misses nearly a month of school each year in excused
and unexcused absences. By fifth grade, children with chronic absences who are from low-income families
achieve lower academically.
One in ten kindergarten students
Kindergarteners who miss 10
Among children from low-income
miss nearly a month of school
percent of school days have lower
families, who lack the resources to
every year. In some districts it runs academic performance when they
make up lost time, chronic absence
as high as one in three.
reach first grade.
in kindergarten translated into lower
fifth grade achievement.
Too many children lose ground over the summer months. Without access to the enriching activities available
to more affluent peers, research shows that children from low-income families lose as much as three months
of reading comprehension skills over the summer. By the end of fifth grade, they are nearly three grade levels
behind their peers.
Low-income students lose an
average of more than two months
in reading achievement in the
summer, while their middle income
peers tend to make gains in
reading.
By the end of the fifth grade,
disadvantaged children are nearly
three grade equivalents behind
their more affluent peers in reading.
Studies show 6-week summer
learning programs can produce
statistically significant gains in
reading performance.
Parents are the first teachers and most important advocates for their children. Research shows that students
Family are most successful academically and socially when their parents are involved and engaged in their learning.
Engagement Encouraging family engagement can help turn around the state’s achievement problems, starting with making
significant progress against the milestone of grade-level reading by the end of third grade.
Learning begins at birth and healthy development greatly impacts children’s ability to learn. Children who are
Healthy on track in their physical, social and emotional, cognitive, and verbal development are more successful
Readers learners from their earliest years, and they are more likely to become proficient readers by the end of the third
grade.
State Level
Outreach and
Professional
Development
The WVDE works with child and family advocates to help assure a seamless system of care, services, and
supports from birth through third grade. This includes policy and practice that promotes children’s optimal
social, emotional, and cognitive development; improves professional development for the early childhood
education workforce, and supports parents as their children’s first teacher and best advocate.
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Step 2
West Virginia County Needs Assessment
Overview of the County Needs Assessment:
The purpose of this toolkit is to provide rules that encourages and assists counties in as they determine the
unique strengths and challenges currently present at the local level that impact the Campaign for GradeLevel Reading. This is STEP 2 in the four step process of establishing a transformative system of support
for students to meet grade-level proficiency in reading by the end of third grade, targeting a comprehensive
system of support for early literacy in grades kindergarten through third grade.
STEPS TO A SUCCESSFUL CAMPAIGN
Step 1
Step 3
Step 4
Complete the
County Needs
Assessment
Submit an
Early Literacy
County Plan
Implement
and Support
Determine your
community’s unique
strenghts, opportunities
and challenges
Identify what you aim to
achieve and the steps
needed for success
Embed a culture of
literacy in your
community to help
close the literacy
achievement gap
Step 2
Community
Engagement
Take the initial steps for
ensuring the right
partners are involved.
Guide to completion of the County Needs Assessment:
•
•
•
•
•
•
Be sure to complete Step One (Community Engagement) prior to completing the County Needs
Assessment. For a list of resources to help determine potential partners who can assist with literacy
development at the local level, visit: http://wvde.state.wv.us/leaders-of-literacy/static/doc/step-1community-engagement.pdf.
Data to assist with completion of the County Needs Assessment may be found by going to the helpful
links included in the sections below or by using additional sources of data.
While many individuals will collaborate on the development of the County Needs Assessment, the
County Superintendent (or his/her designee) will need to assure the County Needs Assessment is
completed prior to engaging in Step Three, Submitting a County Action Plan.
Several components that examine a comprehensive approach to early literacy are identified below. For
each component, utilize the guiding questions to assist your county Campaign for Grade-Level Reading
Team best determine the unique strengths and challenges regarding grade-level reading proficiency in
your county.
After needs and strengths are determined through completion of the County Needs Assessment, Step
Three (Submitting a County Action Plan) may be started. One component of the County Action Plan
is inclusion of the County Needs Assessment.
Questions regarding completion of the County Needs Assessment may be directed to: Charlotte Webb,
ctwebb@k12.wv.us.
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Step 2
West Virginia County Needs Assessment
County
County Superintendent of Schools
Designated Contact Person Regarding Application
Address
Phone
Email Address
Date Completed
Please note: All sections must be completed before submission of this needs assessment as part of Step 3 (Completion of the County Action Plan).
Section A: Identification of Contributors
All partners participating in the collaborative process of completing the County Needs Assessment should be
included below.
Potential Stakeholders: United Way, Family Resource Network, Community Early Childhood partners
(DHHR Head Start), Private Childcare Centers, Title I, RESA, Higher Education, Civic Groups, Faith-Based
Organizations
Your signature indicates that you are in agreement with the components of the County Needs Assessment.
Agency
Printed Name
Job Title
Email
*Add additional lines as needed.
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Signature
Step 2
West Virginia County Needs Assessment
Section B: Rationale for the County Needs Assessment
West Virginia’s heightened focus on grade-level reading by the end of the third grade as an important
predictor of school success and high school graduation. Although schools must be accountable for helping
children achieve by providing effective teaching for all children in every classroom every day, schools cannot
succeed alone. The most important factor in student success is the ability to read; however, meeting this
goal requires the support of everyone in the child’s life — family, schools and community. Understanding the
current status of the community as it prepares to hyper focus on closing the third grade reading proficiency
gap is necessary prior to embarking with actionable steps.
The next pages will guide your team through the process of examining the extent to which components of
the Campaign are currently in place in the community, as well as identify areas where challenges and/or
opportunities exist.
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Step 2
West Virginia County Needs Assessment
Section C: Current Status of Campaign Components
Please provide both narrative and data-rich descriptions of the current status and recent trend lines based on
the guiding questions below. Data may be aggregated at the county, school, and/or community level. Where
possible, please disaggregate the data to illuminate the performance of children from low-income families,
including race/ethnicity and English Language Learners, if available, to identify trends and anomalies that
could determine schools or communities with the greatest potential needs.
School Readiness
1. What does the county school readiness data look like?
2. What does this data indicate?
3. What pieces of data are missing or unavailable?
4. What is in place currently to support school readiness efforts at the local level?
5. What key supports and services regarding school readiness are missing and/or unavailable?
6. What school readiness strategies or approaches need imported, replicated, or adapted?
7. What school readiness efforts should be strengthened, expanded, or revisited to ensure alignment to
state policy and achieve stronger results?
8. What conclusions can be drawn about the extent to which school readiness efforts impact the
performance gaps between children from low-income homes and their peers?
(Some examples of conclusions may include: too little attention; too little information about what works; insufficient coordination
among the key stakeholders and actors; inadequate resources; ineffective use of available resources; insufficient access to
otherwise available resources; or mismatch between the interventions and the needs.)
Potential resources to assist with this section:
• WV’s Comprehensive Framework for School Readiness and Transitions: www.readysetgowv.com
• WV 2013 School Readiness Profile: http://wvde.state.wv.us/ready-set-go/doc/2013schoolreadiness.pdf
• School Readiness Research: http://glrhuddle.org/resources/research#readiness
• Data First: http://www.data-first.org/data-center/
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Step 2
West Virginia County Needs Assessment
Please provide both narrative and data-rich descriptions of the current status and recent trend lines based on
the guiding questions below. Data may be aggregated at the county, school, and/or community level. Where
possible, please disaggregate the data to illuminate the performance of children from low-income families,
including race/ethnicity and English language learners, if available, to identify trends and anomalies that
could determine schools or communities with the greatest potential needs.
3rd / 4th Grade Reading Proficiency
1. What does the county 3rd /4th grade reading proficiency data look like?
2. What does this data indicate?
3. What pieces of data are missing or unavailable?
4. What is in place currently to support reading proficiency efforts at the local level?
5. What key supports and services regarding reading proficiency are missing and/or unavailable?
6. What literacy proficiency strategies or approaches need imported, replicated, or adapted?
7. What reading proficiency efforts should be strengthened, expanded, or revisited to ensure alignment to
state policy and achieve stronger results?
8. What conclusions can be drawn about the extent to which reading proficiency efforts impact the
performance gaps between children from low-income homes and their peers?
(Some examples of conclusions may include: too little attention; too little information about what works; insufficient coordination
among the key stakeholders and actors; inadequate resources; ineffective use of available resources; insufficient access to
otherwise available resources; or mismatch between the interventions and the needs.)
Potential resources to assist with this section:
• NAEP Data: http://nces.ed.gov/nationsreportcard/subject/publications/stt2013/pdf/2014464WV4.pdf
• How’s my school doing: https://wvde.state.wv.us/esea/performance/
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Step 2
West Virginia County Needs Assessment
Please provide both narrative and data-rich descriptions of the current status and recent trend lines based on
the guiding questions below. Data may be aggregated at the county, school, and/or community level. Where
possible, please disaggregate the data to illuminate the performance of children from low-income families,
including race/ethnicity and English language learners, if available, to identify trends and anomalies that
could determine schools or communities with the greatest potential needs.
Early Childhood (Pk-3) Attendance
1. What does the county early childhood attendance data look like?
2. What does this data indicate?
3. What pieces of data are missing or unavailable?
4. What is in place currently to support early childhood attendance efforts at the local level?
5. What key supports and services regarding early childhood attendance are missing and/or unavailable?
6. What early childhood attendance strategies or approaches need imported, replicated, or adapted?
7. What early childhood attendance efforts should be strengthened, expanded, or revisited to ensure
alignment to state policy and achieve stronger results?
8. What conclusions can be drawn about the extent to which early childhood attendance efforts impact the
performance gaps between children from low-income homes and their peers?
(Some examples of conclusions may include: too little attention; too little information about what works; insufficient coordination
among the key stakeholders and actors; inadequate resources; ineffective use of available resources; insufficient access to
otherwise available resources; or mismatch between the interventions and the needs.)
Potential resources to assist with this section:
• WVEIS: http://wveis.k12.wv.us/
• Attendance Works: http://www.attendanceworks.org/
• Attendance Research: http://glrhuddle.org/resources/research#attendance
• Data First: http://www.data-first.org/data-center/
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Step 2
West Virginia County Needs Assessment
Please provide both narrative and data-rich descriptions of the current status and recent trend lines based on
the guiding questions below. Data may be aggregated at the county, school, and/or community level. Where
possible, please disaggregate the data to illuminate the performance of children from low-income families,
including race/ethnicity and English language learners, if available, to identify trends and anomalies that
could determine schools or communities with the greatest potential needs.
Summer/Extended Day Learning Opportunities
1. What does the county summer/extended day learning data look like?
2. What does this data indicate?
3. What pieces of data are missing or unavailable?
4. What is in place currently to support summer/extended day learning efforts at the local level?
5. What key supports and services regarding summer/extended day learning are missing and/or
unavailable?
6. What summer learning/extended day learning strategies or approaches need imported, replicated, or
adapted?
7. What summer learning/extended day learning opportunities should be strengthened, expanded, or
revisited to ensure alignment to state policy and achieve stronger results?
8. What conclusions can be drawn about the extent to which summer/extended day learning efforts impact
the performance gaps between children from low-income homes and their peers?
(Some examples of conclusions may include: too little attention; too little information about what works; insufficient coordination
among the key stakeholders and actors; inadequate resources; ineffective use of available resources; insufficient access to
otherwise available resources; or mismatch between the interventions and the needs.)
Potential resources to assist with this section:
• WVEIS: http://wveis.k12.wv.us/
• Summer Learning Loss Research: http://glrhuddle.org/resources/research#summer
• Data First: http://www.data-first.org/data-center/
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Step 2
West Virginia County Needs Assessment
Please provide both narrative and data-rich descriptions of the current status and recent trend lines based on
the guiding questions below. Data may be aggregated at the county, school, and/or community level. Where
possible, please disaggregate the data to illuminate the performance of children from low-income families,
including race/ethnicity and English language learners, if available, to identify trends and anomalies that
could determine schools or communities with the greatest potential needs.
High School Graduation Rate
1. What does the county high school graduation rate data look like?
2. What does this data indicate?
3. What pieces of data are missing or unavailable?
4. What is in place currently to support high school graduation rate efforts at the local level?
5. What key supports and services regarding high school graduation rate are missing and/or unavailable?
6. What strategies or approaches to increase high school graduation rates need imported, replicated, or
adapted?
7. What opportunities focusing on increasing high school graduation rates should be strengthened,
expanded, or revisited to ensure alignment to state policy and achieve stronger results?
8. What conclusions can be drawn about the extent to high school graduation rate efforts impact the
performance gaps between children from low-income homes and their peers?
(Some examples of conclusions may include: too little attention; too little information about what works; insufficient coordination
among the key stakeholders and actors; inadequate resources; ineffective use of available resources; insufficient access to
otherwise available resources; or mismatch between the interventions and the needs.)
Potential resources to assist with this section:
• WVEIS: http://wveis.k12.wv.us/
• Kids Count: http://www.aecf.org/resources/the-2014-kids-count-data-book/
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Step 2
West Virginia County Needs Assessment
Please provide both narrative and data-rich descriptions of the current status and recent trend lines based on
the guiding questions below. Data may be aggregated at the county, school, and/or community level. Where
possible, please disaggregate the data to illuminate the performance of children from low-income families,
including race/ethnicity and English language learners, if available, to identify trends and anomalies that
could determine schools or communities with the greatest potential needs.
High Quality Instruction
1. Do all teachers have an understanding of the Next Generation CSOs that enable them to craft instruction
to support individual student learning?
2. Do all teachers use authentic evidence to design learning experiences to meet the individual learning
needs of students?
3. Do all teachers share the learning goals with their students in terms that they understand? Do the
students hold themselves accountable for their progress in achieving the identified learning goals?
4. How are teachers helping close the literacy achievement gap?
5. What key supports and services regarding high quality instruction are missing and/or unavailable?
6. What strategies or approaches to increase high quality instruction need imported, replicated, or
adapted?
7. What opportunities focusing on increasing high quality instruction should be strengthened, expanded,
or revisited to ensure alignment to state policy and achieve stronger results?
8. What conclusions can be drawn about the extent to high quality instruction efforts impact the
performance gaps between children from low-income homes and their peers?
(Some examples of conclusions may include: lack of ongoing professional learning; too little information about what works;
insufficient coordination among the key stakeholders and actors; inadequate resources; ineffective use of available resources;
insufficient access to otherwise available resources; or mismatch between the professional learning and the needs.)
Potential resources to assist with this section:
• WVBE Policy 2510-Assuring the Quality of Education: https://static.k12.wv.us/oel/docs/foundations/
Implications_Reflective%20Questions%20for%20Six%20Foundations-Reviewer.pdf
• Achieve the Core: http://achievethecore.org/
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