UPSHUR COUNTY SCHOOLS - West Virginia Office of ...

JANUARY 2015

RESA 7 REPORT

UPSHUR COUNTY SCHOOLS

WEST VIRGINIA BOARD OF EDUCATION

UPSHUR COUNTYTotal Standard-

Functions Reviewed Distinguished Accomplished Emerging Unsatisfactory

Standard-Functions Rated for All Schools 240 39 122 77 2

Percentage of Standard-Functions Rated for All Schools in Each Designation 16% 51% 32% 1%

Standard-Functions Ratings Raised 34 14%

Standard-Functions Ratings Lowered 11 5%

Standard-Functions Ratings Unchanged 195 81%

Standard-Functions Reviewed for All Schools 240

Rating Scale:

4 = Distinguished

3 = Accomplished

2 = Emerging

1 = Unsatisfactory

1. Positive Climate and Cohesive Culture

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

1A - Shared Beliefs and Values 2 2 3 3 3 3 4 4 3 3 4 4 2 31B - High Expectations for All 3 2 2 3 2 3 4 4 3 3 3 3 2 21C - Safe, Orderly, Engaging Environment 2 2 3 3 4 4 3 3 3 3 3 3 2 22. School Leadership

2A - Principal Leadership 3 1 2 3 4 4 4 4 3 3 4 4 2 22B - School Teams and Councils 2 2 2 2 2 3 3 3 3 3 3 4 2 32C - Teacher Leadership 3 3 2 2 3 3 4 4 3 3 4 4 2 22D - Student Leadership 3 3 2 2 2 2 2 3 2 2 4 4 2 23.Standards=Focused Curriculum, Instruction, Assessment

3A - Classrom Learning Environment 3 3 2 3 2 3 3 4 3 3 3 3 2 23B - Standards-Focused Curriculum 2 3 2 2 2 3 2 3 3 3 3 4 2 23C - Instructional Planning 2 3 2 3 2 2 3 3 3 3 3 3 2 23D - Instructional Delivery 2 3 2 2 2 2 3 3 3 3 3 3 2 2

4.Student Support Services and Family/Community Connections 4A - Positive Relationships 3 2 2 2 4 4 4 4 2 2 4 4 3 34B - Student Personal Development 2 2 3 3 4 4 3 3 3 3 3 4 3 34C - Parent/Community Partnership 3 3 2 2 4 4 3 3 2 2 3 4 2 25.Educator Growth and Development 5A - Professional Development 3 3 3 3 4 4 4 4 3 3 4 4 2 25B - Teacher Collaboration 2 2 2 3 3 3 4 4 3 3 3 3 3 35C - Evaluation, Feedback and Support 2 2 3 3 3 3 4 4 3 3 3 3 2 36. Efficient and Effective Management 6A - Facilities 3 2 2 2 4 4 3 3 2 2 3 3 3 36B - Fiscal Resources 3 3 2 2 2 2 4 4 3 3 3 4 3 26C - Personnel 2 2 3 3 3 3 4 4 3 3 3 3 2 36D - Data, Information System,Tech Tools, Infrastructure 2 2 2 2 2 2 4 3 3 3 3 4 2 27.Continuous Improvement 7A - Focused and Cohesive Plan 2 2 2 2 3 3 3 3 3 3 3 4 2 27B - Processes and Structures 2 2 2 2 3 3 3 3 2 2 3 3 1 27C- Monitoring for Results 2 2 2 2 3 3 3 3 2 2 3 3 2 2

Union Ele

menta

ry

Wash

ingt

on

Distric

t

Elem

entary

Buckhannon

Academ

y

Elem

entary

French

Cre

ek

Elem

entary

Hodgesv

ille

Elem

entary

Rock C

ave

Elem

entary

Tennerton

Elem

entary

UPSHUR COUNTY

Rating Scale:

4 = Distinguished

3 = Accomplished

2 = Emerging

1 = Unsatisfactory

1. Positive Climate and Cohesive Culture

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

1A - Shared Beliefs and Values 2 2 3 3 3 31B - High Expectations for All 2 2 3 3 4 41C - Safe, Orderly, Engaging Environment 2 2 3 3 3 32. School Leadership

2A - Principal Leadership 2 3 3 4 3 32B - School Teams and Councils 3 3 3 3 3 32C - Teacher Leadership 2 2 3 3 4 42D - Student Leadership 2 2 3 3 3 33.Standards=Focused Curriculum, Instruction, Assessment 3A - Classrom Learning Environment 2 2 3 3 3 33B - Standards-Focused Curriculum 2 2 3 3 3 33C - Instructional Planning 2 2 3 3 3 3

3D - Instructional Delivery 2 2 2 2 4 4

4.Student Support Services and Family/Community Connections

4A - Positive Relationships 2 3 3 4 4 34B - Student Personal Development 3 3 3 3 3 34C - Parent/Community Partnership 2 3 3 3 3 35.Educator Growth and Development 5A - Professional Development 2 2 3 3 3 35B - Teacher Collaboration 2 1 2 3 3 35C - Evaluation, Feedback and Support 2 2 2 2 2 26. Efficient and Effective Management 6A - Facilities 2 2 3 3 3 36B - Fiscal Resources 3 3 3 4 3 36C - Personnel 2 2 3 3 4 46D - Data, Information System,Tech Tools, Infrastructure 3 2 3 3 4 37.Continuous Improvement 7A - Focused and Cohesive Plan 2 2 3 3 4 47B - Processes and Structures 2 2 2 2 3 37C- Monitoring for Results 2 2 2 2 3 2

Buckhannon

Upshur M

iddle

Buckhannon

Upshur H

igh

Fred Eberle

Technica

l Cente

r

UPSHUR COUNTY

Policy and Code Compliance

Rating Scale: F=Full; P=Partial; N=Non Compliance

Policy 2320 - A Process for Improving Education F F F F F F F F F F F F F F

Policy 2340 - WV Measures of Academic Progress F F F F F F F F F F F F F F

Policy 2510 - Assuring the Quality of Eucation F F F F F F F F F P F F F FPolicy 4373 - Expected Behaviors in Safe and Supportive

Schools F N F F F F F F F F F F F F

Code: 18-2-7a - Physical Education P P P P F F P P F F F F F F

Code: 18-5-18b - Counseling Services F F F F F F F F F F F F F F

Full 4 5 6 5 5 6 6

Partial 1 1 0 1 1 0 0

Noncompliance 1 0 0 0 0 0 0

Verification of Monitoring Reports

Rating Scale: Y=Yes; N=No; NA=Not Apply

Policy 1224.1: Accounting Procedures Y Y Y Y Y Y Y Y Y Y Y Y Y Y

Policy 2419: Education of Students with Exceptionalities Y Y Y Y Y Y Y Y Y Y Y Y Y Y

Fire Marshal Report N Y Y Y Y Y Y Y Y Y Y Y Y Y

Health Department Compliance Report Y Y Y Y Y Y Y Y Y Y Y Y Y Y

School Building Authority Report Y Y NA NA NA NA Y Y Y Y Y Y NA NA

Federal Programs Monitoring Reports. Y Y Y Y Y Y Y Y Y Y Y Y Y Y

Yes 6 5 5 6 6 6 5

No 0 0 0 0 0 0 0

Not Applicable 0 1 1 0 0 0 1

Unior E

lem

entary

Wash

ingt

on Dist

rict

Elem

entary

Buckhannon

Academ

y Ele

menta

ry

French

Cre

ek

Elem

entary

Rock C

ave

Elem

entary

Hodgesv

ille

Elem

entary

Tennerton

Elem

entary

UPSHUR COUNTY

Policy and Code Compliance

Rating Scale: F=Full; P=Partial; N=Non Compliance

Policy 2320 - A Process for Improving Education F F F F F F

Policy 2340 - WV Measures of Academic Progress F F F F F F

Policy 2510 - Assuring the Quality of Eucation F F F F F FPolicy 4373 - Expected Behaviors in Safe and Supportive

Schools F F F F F F

Code: 18-2-7a - Physical Education F F F F F F

Code: 18-5-18b - Counseling Services F F N N F F

Full 6 5 6

Partial 0 0 0

Noncompliance 0 1 0

Verification of Monitoring Reports

Rating Scale: Y=Yes; N=No; NA=Not Apply

Policy 1224.1: Accounting Procedures Y Y Y Y Y Y

Policy 2419: Education of Students with Exceptionalities Y Y Y Y NA NA

Fire Marshal Report Y N N N Y Y

Health Department Compliance Report Y Y N Y NA NA

School Building Authority Report NA NA Y Y NA NA

Federal Programs Monitoring Reports. Y Y Y Y NA NA

Yes 4 5 2

No 1 1 0

Not Applicable 1 0 4

Full 54 Yes 50

Partial 4 No 2

Noncompliance 2 Not Applicable 8

Buckhannon

Upshur M

iddle

Buckhannon

Upshur H

igh

Fred E

berle

Technica

l Ctr.

OVERALL COUNTY

SCHOOL PROFILE

BUCKHANNON ACADEMY ELEMENTARY – UPSHUR COUNTY

2011 2012 2013 2014

Enrollment 639 658 646 626

Average Class Size 22.2 23.0 19.9 20.6

Attendance Rate 98.73 98.62 98.17 98.20

Pupil Admin Ratio 280.0 292.0 323.0 313.0

Pupil Teacher Ratio 12.8 13.8 15.0 15.3

Participation Rate-Math not available 98.23 99.24 98.83

Participation Rate-Reading not available 98.94 99.24 99.22

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*The school evidence submitted by the school remains intact as reported.

BUCKHANNON ACADEMY ELEMENTARY SCHOOL in UPSHUR COUNTY SCHOOLS

SECTION 1: What areas should be the focus of school improvement?

Standards for High Quality Schools (WVBE Policy 2322)

DIRECTIONS: Self-rate each of the following areas and provide brief citations of evidence that support the self-rating.

Evidence may include school practices, processes or programs that substantiate the presence of each function in the school. Please use the following scale:

4 = Strong and pervasive characteristic (Distinguished)

3 = Present but not a pervasive characteristic (Accomplished)

2 = Present in a few areas and/or situations but needs improvement (Emerging)

1 = Rarely evidenced; needs significant improvement (Unsatisfactory)

Note: To help the staff evaluate school quality in each of the seven areas, the WVDE provides a number of optional self-rating tools. Additional information about the use of these tools may be accessed on the Office of School Improvement website.

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.

STANDARDS AND FUNCTIONS SELF-RATING SCHOOL EVIDENCE

Please cite key examples of processes or practices.

TEAM RATING TEAM EVIDENCE

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.

EMERGING - Mission and vision- statement

developed and posted -Rachel's

Challenge recited daily -

student of the

month/recognition for positive

behaviors - Character trait of

the month posted -Title 1

Compact -Respect and Protect

-Common Core correlated

parent involvement activities

EMERGING The evidence provided by the school

and the additional evidence collected

by the OEPA Team substantiates the

school’s self-rating for this function.

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.

ACCOMPLISHED -Student Council -Zero

tolerance for bullying -Rachel's

Challenge -Parental

involvement in PTO and LSIC



by the OEPA Team did not

substantiate the school’s self-rating;

the Team determined a lower rating for

this function.

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Rationale:

The Team observed inconsistent and disjointed implementation of policies and procedures.

Students in the classroom for emotional/behavioral disorders are excluded from all related arts classes. A student with a hearing impairment receives sign language during related arts classes.

The Team determined the school does not have a schoolwide Positive Behavior Intervention and Support program.

Recommendation:

The OEPA Team recommends the school examine school and county policies and procedures to establish understanding and consistency with application, especially with regard to discipline.

Students with disabilities should be included in general education classes to the maximum extent possible. If students are not included, they must be provided the required courses outlined in Policy 2510.

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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.

EMERGING -Common core aligned

instruction -Utilization of

Instructional Practices

Inventory (IPI) -Classroom

rules that are taught and posted





Comments:

Custodian closets are unlocked;

Several classroom doors cannot be locked and teachers do not have keys;

The door to the underground storage area is unlocked and full of discarded furniture and materials as well as electrical boxes. This area has an odor, standing water, and is generally hazardous.

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.

ACCOMPLISHED -Grade level collaboration

meetings -Opportunities to

attend trainings and

conferences -Proactive in

handling personality conflicts -

Administration using Love and

Logic -Organize alternative

recess activities -

Emails/newsletters -Speaks

positively about school and

staff -

UNSATISFACTORY The evidence provided by the school





this function.

Rationale: 1. The OEPA Team did not

observe a consistent implementation of the discipline policy and did not observe a discipline or behavior plan for the school.

2. Communication is disjointed (i.e., all staff are not listed on

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the listserv and are not added in a timely manner, teachers did not receive notification of a field trip and thus had no permission slips when busses arrived, and trainings were scheduled but teachers were only notified the day before the training date.)

3. According to students and staff, the principal is not visible in the building.

4. Students do not know the name of their principal.

5. Walkthroughs and formal observations have not been conducted this year.

6. Teachers report that the assistant principal does not enter discipline into WOW and does not communicate discipline consequences to the teachers.

7. Teachers report that major classroom disruptions occur (throwing chairs, a trashcan, breaking a finger of a student on the playground). Students will act up during a specific subject so that they can go to the office. While in the office, it is reported that students act as “special helpers” to the assistant principal (color, shred papers, and “hang out”).

Finding: The Team recommends the county assist both the principal and

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assistant principal in developing professional knowledge, skills, and dispositions to improve leadership and 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.

EMERGING -Principal is actively involved

in PTO, LSIC and leadership

meetings





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.

ACCOMPLISHED -Asks for opinions in meetings ACCOMPLISHED The evidence provided by the school

does not substantiate the school’s self-

rating for this function. However,

through observations and teacher

interviews, the Team supports the

school’s self-rating.

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.

ACCOMPLISHED -Student council -Kindness and

Compassion (KC) club -Leader

of the day -Reading buddies

ACCOMPLISHED The evidence provided by the school




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.

ACCOMPLISHED -Trained technology people -

Citizen of the month -Pioneer

Points -Use of links with

Rachel's Challenge -Counselor

visits classrooms -Skill

groups/guided reading





Function B: Standards-Focused Curriculum.

Teachers implement a standards-focused curriculum aligned with the Next Generation Standards and Objectives for West Virginia Schools and the Next Generation Learning Skills and Technology Tools.

EMERGING -Professional development -

Investigations -Analyze data

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function. Rationale: Through observations

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and interviews, the Team determined most teachers are using Next Generation Content Standards to drive instruction.

Function C: Instructional Planning. Teachers

design long and short term instructional plans for guiding student mastery of the Next Generation Standards and Objectives based on the needs, interests and performance levels of their students.

EMERGING -Assessment driven instruction

-Direct instruction groups -

Literacy stations

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function. Rationale: Through observations and interviews, the Team determined most teachers are using Next Generation Content Standards to drive instruction.

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.

EMERGING - Literacy coaches modeling in

classrooms - Building

background -multiple

comprehension strategies -

Close reading

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function. Rationale: The evidence provided by the school does not support the self-rating. However, through classroom observations, the Team observed multiple instructional strategies, student centered learning activities, and technology integration (more evident in K-3).

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

relations exist between the school staff and the students, families, and the larger community.

ACCOMPLISHED - Title 1 Family Nights - Ed-

line/EnGrade - Citizen of the

month - Concerts, art shows,

PTO Activities - Newsletter -

School website - Guest






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speakers/classroom readers - this function.

Rationale:

Through interviews and observations with staff and parents, the Team cannot determine that there are many positive relationships among school, parents, and community.

Parents and staff have great concerns regarding discipline, bullying, and poor communication.

A few parents have submitted transfer requests for their children to attend other schools.

According to all interviewed, teacher turnover is a result of the school culture and climate.

Recommendation: The Team recommends the school investigate ways to improve communication with parents and increase positive relationships with the 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 as a Second Language.

EMERGING - Adult mentoring - Move up

day ceremony - ELL teacher

and services - Appalachian

Impact

EMERGING The evidence provided by the school does not support the school self-rating. However, through observation and interviews, the Team is in agreement with the self-rating due to the positive relationships between teachers, teachers and students and the school counselor. The school counselor was friendly and informative.

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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.

ACCOMPLISHED - West Virginia Wesleyan

College - McDonalds - Game

Farm - Citizen of the month

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function.

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 sc hool and classroom practice.

ACCOMPLISHED -TERC Classroom math

practices, students as math

problem solvers - Lucy

Caukins Writing Workshop -

STAR (examining student

reading data and use it to drive

instruction)

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function. Comment: Through interviews, the Team cannot verify that there is a systematic support program for new teachers. Recommendation: The Team recommends developing a system to provide support for new staff members in an effort to reduce teacher turnover.

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.

EMERGING - PLC's, Title 1, Special

Education - school wide

memos - CPI training, conflict

resolution, team work -

Meeting notes - sharing -

resources, strategies,

experiences

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function.

Function C: Evaluation, Feedback, and Support.

The staff participates in processes of evaluation that facilitate self-reflection and informs the process of professional growth.

EMERGING - Lesson plans, walk throughs.

observations, evaluations -

teachers directed toward PD

that will strengthen them -

New teacher

packets.collaboration

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function. Comment: There is no evidence of walkthroughs or observations for

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this school year, as stated in the school’s evidence.

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.



TEAM RATING

TEAM EVIDENCE

Function A: Facilities. Facilities are clean, well

maintained, safe and secure, aesthetically pleasing, and configured to meet the learning needs of students.

ACCOMPLISHED -Monitoring hallways -

Teachers taking on duty

responsibilities - locked

doors/buzz to enter building -

Visitors with name badges






this function.

Rationale:

Custodian closets are unlocked;

Several classroom doors cannot be locked and teachers do not have keys;

The door to the underground storage area is unlocked and full of discarded furniture and materials as well as electrical boxes. This area has an odor, standing water, and is generally hazardous.

Recommendations:

The OEPA Team recommends an assessment of unused rooms with clutter to determine what can be purged;

The Team recommends a county assessment of space under the gym and appropriate actions taken to sanitize and de-clutter these areas.

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Function B: Fiscal Resources. Policies and

processes are established and applied to obtain, allocate, and efficiently manage school fiscal resources.

ACCOMPLISHED - Financial secretary follows

accounting manual procedures

- Keeps track of account

balances


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.

EMERGING - Faculty senate hiring

committee trained - sends new

teachers to teacher academy


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.

EMERGING -TIS shared with other schools EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function. Comment: The school needs

additional computer labs, stationary

or mobile, to support the student

population.

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.



TEAM RATING

TEAM EVIDENCE

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.

EMERGING - School wide strategies

(Tiered services, Title 1, Sped,

SAT interventions) - STAR/

Fountas and Pinnell benchmark

assessments - Development of

the Progress Monitoring

Report - Strategic Plan

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self rating for this function. Comment: More staff need to be involved in the development of the Strategic Plan.

Function B: Processes and Structures. The staff EMERGING - Professional development - EMERGING The evidence provided by the school

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has well-defined structures for building professional relationships and processes necessary to collaboratively engage all stakeholders in actions to increase student learning.

Academic coaches - Goal

setting process - Stakeholders

involved in student

performance

and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function.

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.

EMERGING - Monitoring personal goals via

the evaluation process -

Monitor strategic plan


SECTION 2: What Support do you need for improvement?

Needs Analysis, Capacity Building and Efficiencies

Please identify any significant resource and/or facility needs that staff believes are substantially impacting student performance.

Buckhannon Academy Elementary has 600 students and

only 2 computer labs. The school has been completely

wired for wifi but we do not have any mobile labs or

Ipad stations. In order for our students to be prepared

for the 21st century workforce and keep up with the

education advances that can be utilized through

technology we need additional access devices within the

school.

The Team confirms the need for additional technology and training.

Please identify professional development and other capacity building needs that are significantly impacting staff's ability to improve student performance.

The staff feels that it is imperative that grade level

teams of teachers have time for collaboration and they

want to build PLC's within the school. Time as well as

financial resources are necessary to pay for substitutes

and in order to cover teacher classrooms for meeting

times. This PLC time would allow teachers time to

delve into the standards, examine student data closely,

and discuss instructional techniques and methods for

providing interventions.

The Team confirms the need for PLCs and teacher collaboration.

SECTION 3: Best Practices - What are the outstanding practices you have implemented?

Please identify outstanding best practices that have been implemented in your school that you feel should be noted during the accreditation process and communicated to other schools.

-TERC -Lucy Caukins Writing Workshop -Kindness

and Caring student group

The Team does not confirm the identified practices as outstanding best practices. The staff did not provide data to substantiate that these are best practices.

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SECTION 4 Policy and Code - Are you adhering to Policy and Code?

DIRECTIONS: Key WVBE policies and areas of W. Va. Code that are monitored in the school accreditation process. Using the checklists provided,

determine if the school is in full, partial, or non-compliance.

POLICY and CODE

A . Policy 2320: A Process for Improving Education: Performance Based Accreditation System (See Checklist)

FULL COMPLIANCE VERIFIED

COMPLIANCE CHECKLIST: POLICY 2320

A Process for Improving Education: Performance Based Accreditation System

DIRECTIONS: To be considered fully compliant with Policy 2320, your school must adhere to the core areas outlined in Policy 2320. Before you begin self-rating school compliance, you may wish to review the sections of the policy identified in the checklist. These areas will be examined during the on-site review. To determine your level of compliance, use the following guide:

Full Compliance = Compliant with all items listed below. Partial Compliance = Compliant with more than half the items listed below. Non-Compliant = Compliant with half or less of the items below.

The following items will be reviewed by (1) examining the school documents and (2) interviewing staff.

(S_,F_ below identify the Standard and Function correlating to the High Quality Standards in Policy 2322 ).

Compliance Core Areas of Policy/Code

School Responsibilities for Accreditation (Pages 13-14)

In order for accreditation processes to fulfill purposes outlined in W. Va. Code §18-2E-5, to impact student performance levels, and

to improve school quality, each West Virginia school must determine productive and meaningful ways to integrate accreditation

processes into continuous improvement efforts. To that end, the school is responsible for the following:

YES Develop Knowledge of Policy 2322

YES Complete the School Monitoring Report

YES Participate in the on-site review process

· Prepare for the review – the principal shall: o prepare the staff for productive involvement in the review process with materials provided by the OEPA o one month prior to the scheduled review, update the School Monitoring Report documenting and summarizing the school’s overall progress o prepare the staff and stakeholders for the on-site review, including orientation to the logistics, responsibilities, and expectations associated with the process · Participate in the review · Participate in the Exit Conference · Address the review findings – the principal shall:

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o share and discuss the report with the school staff and LSIC and for using the report in the development or revision of the school strategic plan

o work with staff to determine how the deficiencies are to be corrected according to the timelines established by the WVBE

County Board of Education Responsibilities for School Accreditation (Pages 14-15)

It is intended that the accreditation process be a method for local boards of education to improve school quality and student

performance. Thus, the county board of education through the county superintendent of schools must exercise leadership and provide

appropriate support to accomplish this intent.

Implementation

· Develop Understanding of Accreditation Processes

· Establish Local Direction

· Monitor School Responsibilities:

o Completion of the annual School Monitoring Report

o Review and verify the accuracy of the School Monitoring Report

o Ensure school strategic planning processes consider the annual and cyclical feedback provided through the accreditation process

o Ensure that all audit review findings are sufficiently addressed according to the directives and timelines established by the WVBE.

Establish Supports and Expectations that Impact Student Performance

· Develop instructional leadership skills of principals.

· Support school continuous improvement and strategic planning processes.

· Implement school-based professional development programs that address the unique needs of staff and students.

Continuous Improvement and Strategic Planning (Pages 24-25)

(Also referenced in Policy 2510)

Each school is accountable for implementing continuous improvement and strategic planning as outlined in Policy 2510 and to work

toward achieving high levels of student performance as specified below:

YES · Create a Structure and Process for Continuous Improvement including: o a designated team or committee(s) who orchestrate the school’s improvement efforts (S2,FB) o on-going professional development and research on how to best improve school and classroom processes and strategies (S5,FA)

YES · Performance Data - guided by the school system but must include in-depth review of school accountability data and other data sources appropriate to the programmatic level of the school. (S3,FA)

YES · Assess School and Classroom Learning Conditions – all staff must utilize:

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o the School Monitoring Report (which in part is based on classroom learning conditions defined in Policy 2322 (S7,FC) o summary employee evaluation data and professional development needs to guide improvement priorities (S5,FC)

YES · Develop and Implement the Strategic Plan. The Plan and process shall include: (S7,FC) o school’s core beliefs, mission, goals, measurement evidence, action plan, and professional development needs. o direction of the principal with collective involvement and input from the staff and the LSIC. o strategies and action plan based on examination of best practices and innovative approaches to improving student performance and addressing student

needs. o principal monitoring the implementation of the plan and for communicating progress to staff and stakeholders. (Annual updates to the plan must consider

the OEPA School Monitoring Report when this report identifies deficits in quality or compliance.)

B . Policy 2340: West Virginia Measures of Academic Progress



West Virginia Measures of Academic Progress

DIRECTIONS: To be considered fully compliant with Policy 2340, your school must adhere to the core areas outline in Policy 2340. Before you begin self-rating school compliance, you may wish to review the sections of the policy identified in the checklist. These areas will be examined during the on-site review. To determine your level of compliance, use the following guide:


The following items will be reviewed (1) training agendas and sign-in sheets; (2) secure test storage area; and (3) by interviewing staff and students.

(S_,F_ below identify the Standard and Function correlating to the High Quality Standards in Policy 2322).


YES Students, examiners, and technology specialists shall be monitored to ensure that appropriate test taking procedures and test security measures are followed. (Policy 2340; Appendix A) (S2, FA)

YES All public school students with disabilities who are eligible for services as defined in Policy 2419 shall participate in the assessments required under the West Virginia Measures of Academic Progress at the grade level in which they are enrolled with appropriate accommodations, if any, as determined by their IEP Team. (Policy 2340; 4.3) (S2, FA)

YES All public school students with disabilities as defined by Section 504 who do not have an IEP shall participate in the State Assessment in the grade level in which they are enrolled. Appropriate accommodations, if any, must be determined by the student's Section 504 Committee and documented in the student's Section 504 Plan. (Policy 2340; 4.3.b) (S2, FA)

C . Policy 2510: Assuring the Quality of Education: Regulations for Education Programs



Assuring the Quality of Education: Regulations for Education Programs

DIRECTIONS: To be considered fully compliant with Policy 2510, your school must adhere to the core areas outlined in Policy 2510. Before you begin

15

self-rating school compliance, you may wish to review the sections of the policy identified in the checklist. These areas will be examined during the on-site review. To determine your level of compliance, use the following guide:


The following items will be reviewed (1) by examining the school master schedule, strategic plan, school handbooks, district policies, school procedures, curriculum documents; (2) by observing classroom instruction, student engagement, school and classroom conditions; and (3) by interviewing staff, students, LSIC members, and members of various team members such as curriculum teams, leadership teams, etc.



YES The instruction is delivered in ways that appropriately address the developmental characteristics of students at each programmatic level (Early Learning Pre-K to 5, Middle Level 6-8, and Adolescent Level 9-12) as described in pages 5 to 18 of the policy. (S3)

YES The curriculum required of all students includes each content area specified in the appropriate programmatic Charts I-V in pages 8-17 of the policy. (S3, FB)

YES Note: Please review only the areas appropriate to the programmatic level of your school (S3)

Early Learning (Pre-K to 5) develops programs and/or processes to implement the following developmentally appropriate practices as described in the policy pages 6 to 9:

Utilize Early Learning Readiness grades (Pre-K/K) components of the Ready, Set, Go! WV developmentally appropriate practices as described in the policy pages 6 to 9:

Utilize the West Virginia Pre-K Child Assessment System (Pre-K) and the Early Learning Reporting System (K) for data entry of student progress (Pages 6-8)

Utilizes standards-focused curriculum Develops physical health and wellness Develops global competence Utilizes formative assessment processes Utilizes technology integration Develops student success and career readiness Implement appropriate early learning programs (pre-k to 5) classroom learning environments, routines, and instructional

practices as outlined in Chart II of the policy (Pages 8-9)

Middle Level Education (6-8) develops programs and/or processes to implement the following developmentally appropriate practices as described in the policy pages 9 to 12:

Utilizes standards-focused curriculum Provides physical education, physical activity and health/wellness education Develops global competence Utilizes technology integration Utilizes formative assessment processes

16

Utilizes personalized career portfolios to develop career awareness Offers visual arts, choral, and instrumental music courses Implements a standards-focused advisory program utilizing evidence-based practices during the instructional day

Adolescent Education (9-12) delivers programs to assure that all students meet WVBE graduation requirements and have access to course offerings as specified in the Policy to assure the following distribution of those requirements as described in the policy pages 12 to 21:

Utilizes Standards-Focused Curriculum Provides opportunities for world languages Provides the 18 specified graduation requirements Provides access to career technical education (CTE) Develops student success and career readiness Provides the 4 personalized graduation requirements in either a CTE or locally approved concentration Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology Develops and updates a personalized education plan (PEP) Has alternative means to earn high school credit Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs Provides AP courses and AP teachers complete required initial and on-going professional development

YES The school implements the following procedures and systems as specified in Administrative Practices in Policy 2510:

Addresses the minimum time requirements for the school year and school day for the appropriate programmatic level while also providing flexible scheduling to assure all students achieve.

Provides staff with a planning period at least 40 minutes. Has a process for assuring and monitoring instruction is evidence- and research-based. (S3,FD) Has a system for assessing and monitoring student performance related to the content standards and objectives. (S3,FD) Has a process for parental involvement in a student’s education. (S7,FC)

Has a system to monitor and reduce dropout rates. (S1,FB) Implements technology practices that facilitate student development and meet requirements in areas such as critical thinking,

decision-making, academic knowledge, work place programs, etc. (S6,FD) Has technology infrastructure that allows multiple applications in enabling students to achieve at higher academic levels.

(S6,FD)

17

YES The school utilizes the following teams and committees as specified in Policy 2510 (Evidence substantiating the activities of these teams may include agendas and team notes): (S2,FB)

Technology Team Local School Improvement Council (LSIC) Faculty Senate School Curriculum Team Student Assistance Team (SAT) Leadership Team

D . Policy 4373: Expected Behavior in Safe/Supportive Schools

FULL COMPLIANCE

NON-COMPLIANCE The Team determined that there was no schoolwide Positive Behavior Intervention and Support program.


Expected Behaviors in Safe and Supportive Schools



The following items will be reviewed (1) by examining the school and/or county policies and procedures; (2) by visiting alternative education classrooms; and (3) by interviewing staff, students, and placement team members.



YES NO Guidelines for Implementation. (S1,FC)

Each county board of education shall have approved policies and procedures for implementing Policy 4373, including but not limited to:

· Teach students appropriate behaviors and dispositions (Pages 7-17).

· Assure students’ rights and responsibilities are taught and protected (Pages 18-21).

· Implement proactive, preventative, and responsive programs (Page 43).

· Implement investigatory and reporting procedures (Page 43).

· Implement meaningful interventions and consequences in response to inappropriate behavior (Pages 45-57).

· Develop and implement a comprehensive crisis response plan (Pages 25-27).

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YES Alternative Education. (S1,FC)

A temporary authorized departure from the regular school program designed to provide educational and social development for students whose disruptive behavior places them at risk of not succeeding in the traditional school structures and in adult life without positive interventions.

Alternative education programs meet the requirements of Policy 2510 and Policy 4373. (W.Va. Code §18-2-6 and §18-5-19; Policy 2510; Policy 4373) (Policy 4373, Pages 59-63)

· Implement county policies and procedures for alternative education. · Follow eligibility criteria for placement in alternative education, including expelled students. · Convene the Alternative Education Placement Team that will develop a written plan including: academic courses, behavioral components,

criteria for re-entry to the regular school program, and provisions for periodic review of the student's progress at least on an annual basis. (The team for all students with disabilities shall be the IEP team and the written plan shall be the IEP.)

· Follow identified written curriculum based upon State standards, including a component for teaching and learning responsible behavior. · Employ licensed, certified staff in core subject areas. · Participate in State assessment program. · Compliance with State policies and federal regulations in the education of exceptional students.

E . Physical Education W. Va. Code §18-2-7a PARTIAL COMPLIANCE VERIFIED

RESOURCE DOCUMENT

COMPLIANCE CHECKLIST: §18-2-7a

Legislative Findings: Required Physical Education; Program in Physical Fitness

DIRECTIONS: To be considered fully compliant with §18-2-7a, your school must adhere to the core areas outlined in this section of Code. Before

you begin self-rating school compliance, you may wish to review the sections of the policy identified in the checklist. These areas will be examined

during the on-site review. To determine your level of compliance, use the following guide:

Full Compliance = Compliant with all items listed below.

Partial Compliance = Compliant with more than half the items listed below.

Non-Compliant = Compliant with half or less of the items below.

The following items will be reviewed (1) by examining school documents and (2) interviewing staff.



YES Time Requirements (S3,FB) · Elementary School Grades – Not less than thirty minutes of physical education, including physical exercise and age-appropriate physical activities, for not less

than three days a week. · Middle School Grades – Not less than one full period of physical education, including physical exercise and age-appropriate physical activities, each school day

19

of one semester of the school year. · High School Grades – Not less than one full course credit of physical education, including physical exercise and age-appropriate physical activities, which shall

be required for graduation and the opportunity to enroll in an elective lifetime physical education course. · Schools which do not currently have the number of certified physical education teachers, do not currently have the required physical setting or would have to

significantly alter academic offerings to meet these physical education requirements may develop alternate programs that will enable current staff, physical settings and offerings to be used to meet these physical education requirements. These alternate programs shall be submitted to the state Department of Education and the Healthy Lifestyle Council for approval.

YES Students in grades four through eight and the required high school course participate in fitness testing. (S3,FD)

NO Results are shared with students and parents. (S7, FC)

F . Counseling Services W. Va. Code §18-5-18b FULL COMPLIANCE VERIFIED

RESOURCE DOCUMENT

COMPLIANCE CHECKLIST: §18-5-18b

School Counselors in Public Schools

DIRECTIONS: To be considered fully compliant with §18-5-18b, your school must adhere to the core areas outlined in this section of Code. Before









YES The school counselor works with individual pupils and groups of pupils in providing developmental, preventive and remedial guidance and counseling programs to meet academic, social, emotional and physical needs: including programs to identify and address the problem of potential school dropouts. (S4,FB)

YES The school counselor shall spend at least seventy-five percent of work time in a direct counseling relationship with pupils, and shall devote no more than one fourth of the work day to administrative duties: Provided, that such activities are counselor related. (S4,FB)

Verification of Other Monitoring Reports:

A . Policy 1224.1: Accounting Procedures Manual for Schools. Has the school addressed all non-compliances identified during the district accounting audit?

YES VERIFIED

20

B . Policy 2419: Education of Students with Exceptionalities. Has the school addressed all non-compliances identified during WVDE monitoring processes?

YES VERIFIED

No, school has until January 2015 to make corrections.

C . Fire Marshal? Has the school addressed all non-compliances identified during the fire marshal review?

NO

VERIFIED

D . Health Department? Has the school addressed all non-compliances during the Health Department Inspection?

YES VERIFIED

E . School Building Authority (if applicable). Has the school addressed all non-compliances during the SBA review?

YES VERIFIED

F . Federal Programs? Has the school addressed all non-compliances identified during the WVDE federal monitoring?

YES VERIFIED

Findings: Policy 4373: The Team recommends the school develop and implement a schoolwide Positive Behavior Intervention and Support program.

Facility Resource Needs

1. School Location and Site

School does not have 11 useable acres, is not large enough for future expansion, is not removed from hazards and undesirable noise and traffic, is

not suitable for special instructional needs (outdoor learning), and playground/recreational areas are not separated from streets and parking. (May

adversely impact student achievement)

7. Kindergarten Classrooms

Kindergarten classroom area is not adequate (50 ft² per child). (May adversely impact student achievement.)

10. Specialized Instructional Areas

Art room does not have a ceramic kiln or black-out areas.

Physical education facility does not have a data projector or 50 inch screen monitor. (Did not adversely impact student achievement.)

21

14. Food Service

Teachers’ dining area is not adequate in size (250-300 ft²). (Did not adversely impact student achievement.)

15. Health Service Units

Health service unit is not adequate in size (250-400 ft²) and does not have a curtain or small rooms with cots. (Did not adversely impact students’

health or safety.)

EDUCATION PERFORMANCE AUDIT TEAM

Team Chair Deborah Ashwell OEPA Coordinator

Team Leader Tom Tull OEPA Consultant

Team Member Debra Schmidlen Principal, Third Ward Elementary, Randolph County Schools

Team Member Christy Horne Elementary Curriculum Coordinator, Harrison County Schools

Team Member Beth Sturgill Principal, Piedmont Elementary, Kanawha County Schools

Team Member Ange Varner Federal Programs Director, Preston County Schools

Team Member Becky Butler Technology Coordinator, West Virginia Department of Education

SCHOOL PROFILE

FRENCH CREEK ELEMENTARY – UPSHUR COUNTY

2011 2012 2013 2014

Enrollment 253 269 270 251


Attendance Rate 98.76 98.40 98.01 97.18




Participation Rate-Reading

not available 100.00 100.00 100.00

1


FRENCH CREEK ELEMENTARY in UPSHUR COUNTY SCHOOLS

















ACCOMPLISHED - Through "Intensional

Coaching" Faculty adopted

the following vision

statement for FCES on

November 19, 2013:

"....empowering students to

create Hope for the

Present, Dreams for the

Future and Passion for

Life." - Vision statement

repeated daily, during

student-led morning

announcements and

utilized in classroom

activities. - Principal

reviews mission and beliefs

with leadership team, LSIC


and the additional evidence collected by

the OEPA Team substantiates the


2

and staff meetings early in

the year - Student council

and PTO provided a

"Backpack Home" program

with food for needy

families. -Faculty initiates

"Adopt a Family" for those

in need and at Christmas

time



EMERGING - Teachers implement and

research varied instruction

strategies such as: PBL,

Daily 5/Cafe' for Reading

Language Arts, Student

goal folders and 1:1

teacher-student

conferencing, and

journaling. - Teachers

participate in and utilize

grade level PLC's, ongoing

formative assessments and

observational notes -

Student recognition

through programs such as:

Student of the Month, Star

Student of the Week,Show

What you Know

celebration, and the posting

of student work around the

school - Student handbook

and Title I compact with

agreed upon expectations

to all students and families

distributed at the beginning

of school - All staff at

FCES are participating in



the OEPA Team substantiates a higher

rating than the school’s self-rating for

this function.

Rationale: Through observations

and interviews, the Team determines

that high expectations for staff and

students are present in many areas

of the school through positive

adult/student interactions, informal

staff collaboration, and staff staying

after school every Monday for

collaboration opportunities.

3

the development and roll

out of a new PBIS program

during this school year

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.

ACCOMPLISHED - FCES follows and

implements Policy 4373.

As a result of the new

PBIS program, all staff will

be trained more in-depth in

the policy to develop a

distinct identification of

Level 1-4 behaviors on

10/17/14. - Teachers use

the WOW discipline data

collection system to report

behavior incidents. - 5th

grade students participate

in Bulldog Patrol -

assisting younger students

in the halls, during bus

loading and unloading

times and in the cafeteria -

A minimum of 4 safety

drills annually with follow-

up reports from an outside

agency and debriefs at

subsequent staff meetings -

Doors are checked for

security purposes by an

outside agency with a

follow-up report on a

monthly basis - Staff

members wear ID badges

that provide access to the

building through scan

technology. Visitors must

ring the doorbell to gain





4

entry and report to the

office and provide ID upon

entering the building

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.






EMERGING The principal -Participated

in county mentor program

with mentor from another

rural elementary school last

year. -Monitors instruction

through weekly classroom

walk-throughs and lesson

plan checks with feedback.

-Is highly visible

throughout the school day

in classrooms, hallways,

cafeteria, etc. -Facilitates

committees including:

SLT, LSIC, PBIS,

discipline, student & staff

recognition, Title I parent

involvement. -Works

closely with PTO to

increase parent-educator

communication and

involvement - monthly

PTO meetings, approving

PTO agendas, assisting

with scheduling and

implementing PTO events

(fundraisers, field trips,

celebrations). -Composes a

monthly newsletter that

goes home to every family



the OEPA Team does not substantiate

the school’s self-rating; the Team

determines a higher rating for this

function. The evidence provided by the

school and the additional evidence

collected by the OEPA Team

substantiates a higher rating than the


Rationale:

The principal demonstrates

strong instructional leadership

qualities.

The principal exhibits

professional knowledge, is

visible throughout the building

and is respected by the staff.

The Team observed evidence

of strong support for teachers

and programs.

5

in Friday Folders. Teachers

receive a "Friday Folder"

packet weekly to ensure

communication and

consistency among all

stakeholders. -Povides a

weekly "Looking Ahead'

document highlighting

important events

throughout the week and

coming months. -Secured

Intensional Coaching (team

building



EMERGING Teachers and staff: -

Faculty Senate - all faculty

serve on at least 1

committee - Title I - all

faculty plan & participate

in 1 monthly parent

involvement event - SLT -

the leadership team is

taking more of a leadership

role this year presenting at

staff meetings & the

special education academy

(county wide event) &

leading teams exploring

areas of weakness &

strength for the school. -

PBIS - led by the SLT, the

new initiative is completely

staff developed & rolled

out. Faculty approved all

expectations & all staff are

developing rules for each

area for a full roll-out in





6

January. -PLC's (grade

level, Title I) - grade level

teachers meet at least 1

time each week during

their common planning or

before/after school to

collaborate, reflect &

analyze data about student

performance. - Student

Council - develops their

own mission statement;

will meet monthly with

principal, community

service projects &

representatives from each

grade



EMERGING PBIS - led by the SLT, the

new initiative is completely

staff developed & rolled

out. Faculty approved all

expectations & all staff are

developing rules for each

area for a full roll-out in

January. -Represented at

RESA curriculum mapping

by second grade teacher -

SLT - the leadership team

is taking more of a

leadership role this year

presenting at staff meetings

& the special education

academy (county wide

event) & leading teams

exploring areas of

weakness & strength for

the school. -Title I - all





Commendation: Teachers/staff

demonstrate enthusiasm for Positive

Behavior Intervention and Support

roll out and the implementation of

Daily 5 CAFÉ.

7

faculty plan & participate

in 1 monthly parent

involvement event -Faculty

Senate committees (PBIS,

Discipline, Student & Staff

Recognition) -8 of 12

classroom teachers and 2

Title I specialists

participate in an optional

cadre and implement the

Daily 5/Cafe RLA

curriculum -11 of 12

classroom teachers

attended a week long,

summer TERC training

(implementing Math

Investigations) & all

implement Math

Investigations



EMERGING -- Student Council -

develops their own mission

statement; will meet

monthly with principal,

community service projects

& representatives from

each grade -Daily

announcements - student-

led including vision

statement & examples of

student Hopes, Dreams &

Passions - 5th grade

students participate in

Bulldog Patrol - assisting

younger students in the

halls, during bus loading

and unloading times and in





8

the cafeteria; also serve

voluntarily (during recess)

helping in the office with

Friday Folders -Recycling

Cooperative - each year 4th

grade students travel to the

local Solid Waste

Authority to learn about

recycling. 4th & 5th grade

students serve as the

recycling team collecting

recycling materials each

week which leads to a

monetary reward at the end

of the school year. -

Learning roles -

cooperative learning

groups, PBL's -Rachel's

Challenge (KC club) -

counselor-led Kindness

Club celebrates random

acts of kindness & 3rd, 4th

& 5th grade participates in

large county wide event








EMERGING - New teacher cadre

(County led) -Student

data/goal folders (all

classrooms) - students

track their own progress

and set goals with their

teacher -1:1 teacher-

student conferencing -





this function.

Rationale:

Teachers and staff

9

PBL's - research-based

learning in cooperative

settings -Title I

collaboration - reading

specialists spend at least 30

minutes co-teaching in

each classroom; the

instructional coach teaches

mini-lessons and

collaborates with all

classroom teachers -

Journaling - Grade level

common planning

(minimum of one time

each week) - meet to

discuss student

performance and analyze

data

demonstrate positive

behaviors toward students,

staff, visitors, and one

another.

Classrooms are inviting and

student centered.



EMERGING -Lesson plan checks -

lesson plans are evaluated

a minimum of once each

quarter and verified during

weekly walk-throughs by

the administrator. -

Classroom Walk-throughs

- walk-throughs conducted

weekly with checklist and

feedback provided -Title I

instructional coaches -

teachers receive support

from coach two days each

week with resources, mini-

lessons, co-teaching,

planning and feedback -

Tech Steps - the county

provides access to Tech





Recommendation: The Team

recommends the school receive more

access to a TIS to work with

teachers. More technology support

is needed to make repairs so that the

TIS can focus on support and

instruction.

10

Steps lessons and support

through TIS collaboration

every other week. -Co-

teaching with special

education and Title I

reading specialists -

provided daily -Daily

5/Cafe' cadre - 12 teachers

are participating in this

PLC on a monthly basis

and implementing these

literacy strategies in their

classrooms daily. The

county Title I office has

provided all necessary

resources for these

classrooms. -Teach 21

website - teachers utilize

compiled resources on this

website as a valuable

resource to incorporate

21st Century Learning into

their classroom



EMERGING - Summer teacher academy

- 19 out of 20 teachers

attended the school

summer academy focusing

on team building, PBIS,

assessment re-calibration,

collaboration and effective

co-teaching relationships. -

Data review - common

planning and ongoing

assessment to drive

instruction - New teacher

cadre (county led) -





this function.

Rationale: Staff demonstrates

seamless co-teaching and

collaborative planning and utilizing

their own time for planning

opportunities.

11

Teacher-student and

Parent-teacher conference

logs - Observational notes -

Flexible groups based on

mini-group responses in

RLA utilizing Daily 5 and

Cafe resouces



EMERGING -PBL's - research-based

learning in cooperative

settings -Daily 5/Cafe'

cadre - 12 teachers are

participating in this PLC

on a monthly basis &

implementing these

literacy strategies in their

classrooms daily. The

county Title I office has

provided all necessary

resources for these

classrooms. -Student

agendas - 2nd through 5th

graders each receive a

planner to use for

organizing & keeping track

of classroom & school

activities; planners are

provided by the county

Title I office. - Teacher-

student conference -

teachers utilizing

conferencing techniques

with students to help

students take ownership of

their own learning & as

formative assessment. -

Student data/goal folders -





12

students keep track of their

own progress & set

learning goals with teacher

assistance. - Investigations

- teachers utilize this

curriculum for Math to

help students dive deep

into concepts - Number

Talks - Writing Workshop

- STAR; DDS; Fountas &

Pinnell - 5th grade

transition visits to CTE

center & B-UMS








EMERGING - PTO holds monthly

meetings working closely

with administration to plan

activities - LSIC -

functioning with two

parent officers and strong

teacher leadership - Grade

level parent activities -

coordinated by individual

teachers - Communication

logs - documenting parent-

teacher contact -

Newsletters - composed

monthly to keep parents

informed and offer tips for

helping students - Title I

parent involvement plans -

created in the Spring to use

Title I financial resources





Commendation: Several staff

members report that the staff was

disjointed in the past and morale was

low. The focus on their vision

statement and the “intensional”

coaching professional development

has improved staff relationships and

has improved instruction.

13

to help improve parent

involvement at school. -

Community Care Clinic -

one day each week medical

professionals staff the

school clinic and will see

students, staff and

community members on an

as needed basis. -

Appalachian Impact

(mentoring) - partnership

with a local non-profit

mentoring program for at-

risk students. We currently

have one student utilizing

this service. - Grandparent

& Veteran's Day Luncheon

- grandparents and

Veteran's visit for lunch

(approx. 90 visitors) -

Business partners



ACCOMPLISHED -Community Care Clinic -

one day each week medical

professionals staff the

school clinic and will see

students, staff and

community members on an

as needed basis. - School

Health nurses available for

students 3 half-days per

week - School counselor 3

days a week - in classroom

whole group and individual

referral process - SAT

team - administrator,

classroom teacher, Reading





14

specialist (as needed) &

parent evaluate student

progress & set goals for

progress - IEP's - Universal

Free Lunch and Breakfast

(CEP) - Breakfast after 1st

in the Classroom -

CARDIAC Kids - Jump

Rope for Heart -

Fundraising and Adopt a

Family for Christmas and

any time a family is in

need (Quarters for

Quinlyn) - Student Council

Backpack Home - sending

nonperishable goods home

to families in need over

weekends and extended

breaks - PRO officer -

visibility in the school -

approximately 1-2 times

per month - Red Ribbon

Week - Rachel's Challenge

-KC club



EMERGING - Business Partners - Star

Gazers Garden Club, Tri-

County Health Clinic

(Community Care),

Appalachian Impact,

World Vision - Youth

Health Services - visiting

students on their caseload

& use as a resource for

parents - Parent volunteers

- beginning of the year

training & scheduling with





15

teachers - PTO holds

monthly meetings working

closely with administration

to plan activities - Stockert

Youth Center - evening

tutoring & transportation

from school - Upshur

County Youth Soccer

practice,Girl Scouts hold

practice & meetings at

school - CERT team -

CARDIAC Kids - Lions

Club provides financial

resources - Buckhannon

Fitness Center - provided

fun day obstacle course -

MedVac presentation -held

during fun day - Adrian

Fire Department safety

presentation







engages in continuous learning opportunities for professional growth designed to improve school and classroom practice.

ACCOMPLISHED - "Intensional Coaching"

(team building -

collaboration) - PD - Daily

5/Cafe cadre and

implementation - Grade

level PLC's - PBIS training

and implementation -

FCES summer academy -

TERC Math Academy -

implementing

Investigations - "Kiddie

Lit" nights with Title I





16

instructional coaches -

Grade Level Cafe with

Title I instructional

coaches - IPI coding (4

times per year) and data

analysis for improving

student engagement -

eLearning courses - CPI

restraint training - team -

County mentoring program

for new teachers - CERT

team - RESA VII, CPD

and WVDE trainings - data

analysis, curriculum

mapping, PBIS, APTA

training, Policy 5000

Hiring Committee training



EMERGING - Grade level and Title I

data meetings - before/after

school and common

planning times - PBIS -

school wide development

and implementation -

"Intensional Coaching"

(team building) -

collaboration - "Prenups" -

expectations for one

another between co-

teachers completed at

summer academy (obtained

through Dave Sheppard

training) - Daily 5/Cafe

cadre PD and

implementation





this function.

Rationale: Evidence through teacher

interviews determined that all grade

levels are engaged in collaboration to

various degrees.


The staff participates in processes of evaluation

ACCOMPLISHED - Classroom observations

and conferences conducted


17

that facilitate self-reflection and informs the process of professional growth.

on a schedule adhering to

the evaluation

requirements based on

teacher progressions. -

Online evaluation system -

all professional staff utilize

the online system -

Classroom Walk-throughs

conducted weekly with

feedback - Lesson plan

evaluation evaluated

quarterly with feedback &

verified weekly - New

teacher academy available

through WVCPD and a

cadre through the county -

Administrator is visible in

the hallways, gymnasium

& cafeteria during arrival

time, end of the day and

throughout the course of

the day. - Grade level and

Title I data analysis -

before/after school and

common planning times




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.






EMERGING - Detail custodial schedule

- Staff ID's (scan entry) -

New HVAC - Maintenance

work orders submitted

electronically - Centralized





18

supply warehouse and

ordering system - Suite

mate set up with in-

classroom restrooms -

County safety drills -

County door checks - Staff

member exterior door keys

for keeping building secure

during recess and outside

time - The staff is not

satisfied with the

cleanliness of the building

and is working on a plan

with the maintenance

director for weekly and

monthly custodial projects

to improve overall

appearance and sanitation

of the building

Recommendation: The Team

recommends the school develop a

schedule to have exterior doors

checked on a regular basis.

Investigate the possibility of

enclosing playground areas with

security fencing.



EMERGING - Faculty Senate budget

process - treasurer,

chairperson, communicate

fiscal resources to faculty -

Annual supply allocation to

teachers - Excess levy

provides all necessary

supplies - Title I planning

committee meets annually

in March to plan parent

involvement, PD and

instructional supplies for

the school year -

Requisition/PO process -

staff must complete a

requisition to request

items; administrator





19

approves/disapproves

request & secures PO. -

World Vision Teacher

Resource Center provides

supplies for teachers two

times each year -

Individual teachers write

and procure grants - those

received over the last two

years include: Weyerhause

iPad grant; mini-iPad grant

won by Reading Specialist

student teachers; stability

balls secured by Title I

Reading Specialist



ACCOMPLISHED - Policy 5000 hiring

committee in place and

process reviewed by

faculty senate each

semester - Hiring

committee provides input

into interview questions for

all positions - "Intensional

Coaching" (team building)

utilized to include all staff

members and promote "on

the same team" attitude

throughout the school -

County mentoring program





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.

EMERGING - WVEIS - staff records

attendance & discipline

information into the WOW

system. Administrator runs

reports to facilitate data

analysis. - STAR - 3

reading benchmarks





20

throughout the year &

progress monitoring to

gauge and adjust

instruction - Fountas &

Pinnell - reading leveling

system utilized to assess

beginning, middle and end

of year levels to guide

instruction - Grade level

and Title I data review

meetings - Student laptops

available in classrooms -

Teacher laptops available

for all teachers - Hi-speed

WiFI upgraded during

summer 2014 (school

wide) - iPads (teacher and

student use) - Whiteboards

in all classrooms -

Document cameras -

MOBI's - New phone

system in classrooms -

CPS classroom responders

- School Dude - utilized to

submit technology work

orders - TSS on staff - TIS

at the county level to

support school every other

week - Tech Steps

provided by the county for

teacher and TIS use in the

classroom - enGrade

training (9/4/14)

21








EMERGING - "Intensional Coaching" -

team building and vision

casting - PBIS - staff

developed and

implemented initiative -

Strategic planning based on

data and targeting student

needs - Collaboration with

Title I Reading Specialists

and Instructional Coaches -

IEP's driven by student

needs - Utilizing data/goal

folders for all students





Function B: Processes and Structures. The staff


EMERGING - Data analysis - whole

faculty meetings; grade

level, Title I and Special

Education collaboration -

Parent-teacher conferences,

meetings and

communication logs -

Monthly newsletters -

Local newspaper - Friday

Folders - Show What you

Know - SAT team







EMERGING -Individual teachers review

student data on an ongoing

basis and adjust instruction

based on assessment results

(STAR, DDS, Fountas &

Pinnell); Grade level teams

collaborate in data





22

discussions; Teachers

participate twice each year

in P-T conferences along

with parent meetings as

needed, calls home and

communication logs;

Principal communicates

school success and data in

newsletters via Friday

Folders; School celebrates

success during "Show

What you Know";

Teachers chart progress in

the classroom using student

data/goal folders and

posted reading stamina

charts; SAT team evaluates

student progress on a

regular basis; Regular

behavior and attendance

data analysis via the new

PBIS initiative; State

testing data analysis takes

place at the beginning of

each school year.




Teachers would increase impact on student learning

& achievement if they had more time to collaborate,

study data, reflect and adjust instruction. The

students would benefit tremendously from

additional space in the building: dedicated services

room (art, music, hearing impaired). Additional

support in the area of special education would

The Team confirmed the resource/facility needs.

23

ensure improved services to students with special

needs. Additional half-time office staff would free

administrator to focus more on instructional

leadership.


FCES needs professional development on more

effective co-teaching methods and closing the

achievement gap, along with ways to use the data

we have most efficiently & effectively.

Additionally, FCES would benefit from ongoing

PD related to required new initiatives when they are

implemented: Smarter Balance test administration

(what to expect), etc.

The Team confirmed the professional development needs.



Areas of concern as determined from our diagnostic

visit included climate/culture, school-wide

expectations and co-teaching. FCES implemented

processes to improve climate/culture by developing

a staff-created vision and values for the school.

Currently, FCES is creating a PBIS system utilizing

the WVDE and ATC PD to address school-wide

expectations. We are implementing the Daily 5/Cafe

RLA practices & exposing ALL students to at least

30 minutes of co-teaching with Reading Specialists.

The Team cannot confirm the identified practices as outstanding best practices. Data is not available to substantiate that these are best practices.




24

POLICY and CODE

A . Policy 2320: A Process for Improving Education: Performance Based

Accreditation System (See Checklist) PARTIAL COMPLIANCE VERIFIED












YES Develop Knowledge of Policy 2322 The principal and school leadership team were trained in July, 2014.

Teachers were trained at the summer academy in July, 2014. All staff were

made aware of the policy and given an overview in August, 2014.

YES Complete the School Monitoring Report School leadership team, faculty and staff completed the report in August,

2014. LSIC reviewed the report on 8/27/14.


· Prepare for the review – the principal shall: o prepare the staff for productive involvement in the review process

with materials provided by the OEPA o one month prior to the scheduled review, update the School

Monitoring Report documenting and summarizing the school’s overall progress

o prepare the staff and stakeholders for the on-site review, including orientation to the logistics, responsibilities, and expectations

School monitoring report is updated. Faculty will meet once each week to

prepare for review.

25

associated with the process · Participate in the review · Participate in the Exit Conference · Address the review findings – the principal shall: o share and discuss the report with the school staff and LSIC and

for using the report in the development or revision of the school strategic plan




performance. Thus, the county board of education through the county superintendent of schools must exercise leadership and

provide appropriate support to accomplish this intent.

Implementation














Each school is accountable for implementing continuous improvement and strategic planning as outlined in Policy 2510 and to

work toward achieving high levels of student performance as specified below:

26

YES · Create a Structure and Process for Continuous Improvement including:

o a designated team or committee(s) who orchestrate the school’s improvement efforts (S2,FB)

o on-going professional development and research on how to best improve school and classroom processes and strategies (S5,FA)

School leadership team leads school improvement efforts. Staff

participates in culture (team building) PD and PBIS initiative.


WESTEST 2 data will be reviewed with staff during September, 2014.

Benchmarking and leveling is occurring at the classroom level during

August and September. Teachers and Title I support staff will review all

data and use it to guide instruction during common planning and

collaboration time.


o the School Monitoring Report (which in part is based on classroom learning conditions defined in Policy 2322 (S7,FC)

o summary employee evaluation data and professional development needs to guide improvement priorities (S5,FC)

All staff participated in and will have a copy of the updated School

Monitoring Report by 9/5/14. Evaluation data was discussed with

employees in conferences in June, 2014.

YES · Develop and Implement the Strategic Plan. The Plan and process shall include: (S7,FC)

o school’s core beliefs, mission, goals, measurement evidence, action plan, and professional development needs.

o direction of the principal with collective involvement and input from the staff and the LSIC.

o strategies and action plan based on examination of best practices and innovative approaches to improving student performance and addressing student needs.

o principal monitoring the implementation of the plan and for communicating progress to staff and stakeholders. (Annual updates to the plan must consider the OEPA School Monitoring Report when this report identifies deficits in quality or compliance.)

Strategic plan will be on the agenda of all meetings throughout September,

2014 and continuing throughout the year as more data become available.







27

Partial Compliance = Compliant with more than half the items listed below. Non-Compliant = Compliant with half or less of the items below.





All examiners, students and technology

specialists received appropriate training for

appropriate test taking procedures and security

measures.


All students with IEP's received appropriate

accommodations.











YES The instruction is delivered in ways that appropriately address the developmental characteristics of students at each programmatic level (Early Learning Pre-K to 5, Middle Level 6-8, and Adolescent Level 9-12) as described

All classroom teachers are appropriately certified for their

positions and develop appropriate learning activities for the

28

in pages 5 to 18 of the policy. (S3) students they teach.






Utilizes standards-focused curriculum Develops physical health and wellness Develops global competence Utilizes formative assessment processes Utilizes technology integration Develops student success and career readiness Implement appropriate early learning programs (pre-k to 5)

classroom learning environments, routines, and instructional practices as outlined in Chart II of the policy (Pages 8-9)


Utilizes standards-focused curriculum Provides physical education, physical activity and

health/wellness education Develops global competence

Utilizes technology integration Utilizes formative assessment processes Utilizes personalized career portfolios to develop career

awareness Offers visual arts, choral, and instrumental music courses Implements a standards-focused advisory program utilizing

Pre-K is off-site but uses Early Learning Readiness. All

teachers use NxGen standards as evidenced by lesson plans,

classroom walk-throughs and observations. Physical health and

wellness is a focus in the PE, nutrition and counseling

programs.

29

evidence-based practices during the instructional day


Utilizes Standards-Focused Curriculum Provides opportunities for world languages Provides the 18 specified graduation requirements Provides access to career technical education (CTE) Develops student success and career readiness Provides the 4 personalized graduation requirements in

either a CTE or locally approved concentration Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology Develops and updates a personalized education plan (PEP) Has alternative means to earn high school credit Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs Provides AP courses and AP teachers complete required

initial and on-going professional development



Provides staff with a planning period at least 40 minutes. Has a process for assuring and monitoring instruction is

evidence- and research-based. (S3,FD) Has a system for assessing and monitoring student

performance related to the content standards and objectives. (S3,FD)

The instructional day is 350 minutes long. All staff have a 40

minute planning period. Classroom walk-throughs,

observations and lesson plan evaluation assure appropriate

instruction. Student performance is measured via benchmark

assessments, progress monitoring and frequent data reviews

with teachers. Parental involvement is addressed via Title I,

PTO and LSIC. The school participates in "Destination

Graduation" activities and focuses on the "ideal FCES

graduate."

30

Has a process for parental involvement in a student’s education. (S7,FC)

Has a system to monitor and reduce dropout rates. (S1,FB) Implements technology practices that facilitate student

development and meet requirements in areas such as critical thinking, decision-making, academic knowledge, work place programs, etc. (S6,FD)

Has technology infrastructure that allows multiple applications in enabling students to achieve at higher academic levels. (S6,FD)












31

YES Guidelines for Implementation. (S1,FC)






· Implement meaningful interventions and consequences in response to inappropriate

behavior (Pages 45-57).


County provides policy information to parents and

families. FCES is implementing a new PBIS initiative.

Principal leads investigations and ensures proper

procedures are followed. School staff will receive in-

depth training on Policy 4373 on October 16, 2014.




· Implement county policies and procedures for alternative education. · Follow eligibility criteria for placement in alternative education, including expelled

students. · Convene the Alternative Education Placement Team that will develop a written plan

including: academic courses, behavioral components, criteria for re-entry to the regular school program, and provisions for periodic review of the student's progress at least on an annual basis. (The team for all students with disabilities shall be the IEP team and the written plan shall be the IEP.)

· Follow identified written curriculum based upon State standards, including a component for teaching and learning responsible behavior.

· Employ licensed, certified staff in core subject areas. · Participate in State assessment program. · Compliance with State policies and federal regulations in the education of exceptional

students.

An alternative education setting is available to students

who cannot succeed in the regular school setting. The

county implements a procedure for this placement and

monitors its effectiveness.


RESOURCE DOCUMENT

32



DIRECTIONS: To be considered fully compliant with §18-2-7a, your school must adhere to the core areas outlined in this section of

Code. Before you begin self-rating school compliance, you may wish to review the sections of the policy identified in the checklist. These areas

will be examined during the on-site review. To determine your level of compliance, use the following guide:







YES Time Requirements (S3,FB) · Elementary School Grades – Not less than thirty minutes of physical education, including physical exercise and age-

appropriate physical activities, for not less than three days a week. · Middle School Grades – Not less than one full period of physical education, including physical exercise and age-

appropriate physical activities, each school day of one semester of the school year. · High School Grades – Not less than one full course credit of physical education, including physical exercise and age-

appropriate physical activities, which shall be required for graduation and the opportunity to enroll in an elective lifetime physical education course.

· Schools which do not currently have the number of certified physical education teachers, do not currently have the required physical setting or would have to significantly alter academic offerings to meet these physical education requirements may develop alternate programs that will enable current staff, physical settings and offerings to be used to meet these physical education requirements. These alternate programs shall be submitted to the state Department of Education and the Healthy Lifestyle Council for approval.

See master schedule

YES Students in grades four through eight and the required high school course participate in fitness testing. (S3,FD) Grades 4-5 participate in the

Fitnessgram.

NO Results are shared with students and parents. (S7, FC) Results were not shared with

students and parents last year

but will be this year.


RESOURCE DOCUMENT



33

DIRECTIONS: To be considered fully compliant with §18-5-18b, your school must adhere to the core areas outlined in this section of










See counselor's

schedule and

curriculum.


See counselor's

schedule and log.



YES VERIFIED


YES

Upshur County was monitored in FY 2014. Non-compliances were

addressed and corrected. VERIFIED


YES VERIFIED


YES

The school was monitored on February 7, 2014. No non-

compliances were found. VERIFIED


NOT APPLICABLE

34

Recommendation from the West Virginia Department of Education, Office of Instructional Technology: The data infrastructure rack in the front office needs wire management. Facility Resource Needs

3. Teachers’ Workroom Teachers’ work area is not adequate in size (150-250 ft²) and does not provide access to communication technology. (Did not adversely impact student achievement.) 5. Library, Media and Technology Centers

Library does not provide on-line periodical indexes. (Did not adversely impact student achievement.)


Kindergarten classroom is not adequate in size (50 ft² per child). (Did not adversely impact student achievement.)


Art facility is not adequate in size (45-50 ft² per student), does not have access to natural and artificial light, does not have 2 deep sinks-one medium for small schools, does not have counter space, instructional boards, a ceramic kiln, black out areas. (May adversely impact student achievement.) Music facilities do not have adequate storage, adequate instructional board and bulletin board, music chairs with folding arms, music stands, podium, instructor’s station, or acoustical treatment. (May adversely impact student achievement.) Physical education facilities do not have a data projector or 50 inch screen monitor. (Did not adversely impact student achievement.)


Health service unit is not adequate in size (250-400 ft²), does not have a bulletin board or refrigerator with locked storage.

(May adversely impact student health and well-being.)



Team Leader Tom Tull OEPA Consultant

Team Member Debra Schmidlen Principal, Third Ward Elementary, Randolph County Schools

Team Member Christy Horne Elementary Curriculum Coordinator, Harrison County Schools

Team Member Mark Moore Technology Coordinator, West Virginia Department of Education


YES VERIFIED

SCHOOL PROFILE

HODGESVILLE ELEMENTARY –UPSHUR COUNTY

2011 2012 2013 2014

Enrollment 148 146 154 158


Attendance Rate 98.21 98.42 97.87 97.53





not available 100.00 98.33 100.00

1


HODGESVILLE ELEMENTARY in UPSHUR COUNTY 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.

ACCOMPLISHED Creating the vision and mission

statement was a school wide activity

with collaboration between all

stakeholders - Staff, Leadership

Team, LSIC, Faculty Senate,

Curriculum. This was originally

developed in 2013 when Mrs.

Phillips became principal and was

revised this year to include ALL

students. The student motto, which is

a shortened version of the mission

and vision, are read daily on the

morning announcements. Students in

the classrooms recite it in unison with

the announcers. It is: At our school:

Have a caring environment United


2

we grow Success is what we achieve

Kids believe in themselves You, your

parents, and community work as a

team. The vision and mission are

posted throughout the school and in

the classrooms. Class rules are

student created, signed, and posted in

the classroom. The Love and Logic

program is used to promote

responsible students. A locker

magnet program is implemented to

enhance student learning and to

recognize special qualities.

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.

EMERGING The vision and mission statement

reflect our high expectations for all

students. Each student is maintaining

a date notebook to track their

progress. A Title I compact /

brochure was sent home with each

child. It included a place for two

student goals. One was written in

class with teacher guidance and the

second was developed with parent

assistance at our Open House. Rules

and expectations are posted

throughout the building and are

enforced consistently, especially in

the shared areas. In addition, banners

expressing positive thoughts are

posted. The principal provides

weekly memos to the staff which

provide helpful information and

expectations. Classroom teachers use

every minute efficiently and rarely

have "down time" during the

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function. Rationale:

The OEPA Team observed the students’ data folios where students set their own goals based on personal data.

The OEPA Team observed locker magnets where students are recognized for their accomplishments.

3

instructional day. Student work is

displayed throughout the building to

promote our high expectations of

student work. Every teacher sees

herself as a professional and works

diligently to portray that in their

actions.



DISTINGUISHED Quarterly safety drills are utilized to

train students on proper ways to react

in an emergency. Fire drills are

practiced on a regular basis. One

entrance is used for all visitors,

which is located in close proximity to

the office for easy check-in. A Clean

Kids Club competition has been

utilized to encourage students to

maintain clean restroom facilities and

cafeteria. An emergency bag is

provided to every teacher, which

includes a first aid kit, emergency

procedure cards, and other items

necessary in an emergency. Each

adult has a Crisis Response flip book

with a summary of how to respond in

various emergencies. A poster with

emergency response information is

posted in each classroom. Two-way

radios are provided to each teacher to

allow for constant communication

with the office. They are monitored

at all times by the secretary and

principal. Student behavior is

monitored and the Love and Logic

approach is utilized to encourage

student responsibility.

DISTINGUISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function.

4





TEAM RATING

TEAM EVIDENCE

Function A: Principal Leadership. The

principal exhibits the professional knowledge, skills, and dispositions that reflect strong leadership and effective management.

DISTINGUISHED The principal attends conferences and

trainings to stay abreast of

curriculum topics. Principal knows

all students and parents by name and

strives to make everyone feel

welcome. The principal monitors

classrooms with walkthroughs. The

principal consistently prepares the

staff for meetings in a timely fashion.

Daily e-mails are provided to the

staff highlighting activities, events,

successes, and concerns. The

principal uses a wide variety of

common strategies to reinforce more

effective collaboration with students,

staff, and community. The principal

schedules monthly curriculum

meetings for all staff as well as grade

level collaboratives for K-2 and 3-5.

Staff development for our new

language arts curriculum as well as

use of test data to set instructional

goals. The school mission and core

beliefs as well as student data drive

decisions made in the school. Support

is provided to all staff to ensure

success with support from directors.

Handbooks are provided.


5



EMERGING The faculty discusses the school's

strategic plan with implementation of

suggestions at each team meeting.

The Curriculum Committee meets

monthly and communicates strengths

and weaknesses of the school

population. All teams required by

policy are implemented: Curriculum

Committee Technology Team

Faculty Senate LSIC Leadership

Team The Leadership Team meets

weekly and has worked diligently to

create a Strategic Plan to provide

goals, implementation steps, and

activities to improve the school. The

components of the Strategic Plan are

shared at the monthly PTO meetings.

As a small school, all teachers serve

on multiple committees so everyone

has input into all aspects of the

school's mission and goals. Our

school needs to improve the

involvement of teams in councils in

making school decisions which has

been addressed this year.


The OEPA Team observed plans for the implementation of the strategic plan.

The OEPA Team observed the Curriculum Team’s data driven goals that are being incorporated into the strategic plan.

6



ACCOMPLISHED The Faculty Senate elected three staff

members to serve on the hiring

committee. Teachers provide

consistent support / feedback to new

members of the staff. Teachers are

encouraged to take continuing

education courses directly related to

the curriculum and standards. Faculty

Senate meets quarterly as required by

law. The Faculty Senate is chaired by

a teacher and the officers develop the

agenda. The principal works in

collaboration with the county office

directors to provide on-going support

and professional development

offerings such as, Word Journeys and

Units of Study for Writing. PLCs are

held monthly to provide opportunities

for teachers to improve their

classroom performance. At each team

meeting, teachers are asked to take a

leadership role with sharing

knowledge as well as to take minutes

to document the discussions.


7



EMERGING The school uses opportunities for

students to be involved in community

and statewide level leadership.

Example - Legislative Page,

assistants with the PTO Spring Fling

Students are involved in programs

such as Student Council and

Kindness Club (KC) that promotes

thoughtful decision making. The

third, fourth, and fifth graders elect

the Student Council representatives

after listening to their campaign

promises and speeches. Upper

elementary grades conduct daily

classroom meetings to build and

promote constructive leadership and

thinking throughout the school. Each

classroom has jobs that encourage

students to take leadership roles.

When a student misbehaves, he is

asked to discuss possible

consequences that he feels are

appropriate in order to change the

behavior. The student suggestions are

taken into consideration when the

consequences are decided. The Clean

Kids Club is placing responsibility

for cleanliness on all students - K - 5.

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function. Recommendations: The OEPA Team recommends the Student Leadership programs be expanded in Grades K-3.

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.



TEAM RATING

TEAM EVIDENCE

Function A: Classroom Learning Environment. Teachers create and manage an

inviting classroom environment that is student-

EMERGING Collaboration occurs among all

professional staff with scheduled

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team

8

centered and fosters student reflection, intellectual inquiry, and self-direction.

times on Fridays. Guidance lessons

are collaborative. Art and music

teachers teach a collaborative class

with the grade level teachers on a

rotating basis. All students develop

and maintain a student data folder

with goals and ways to track

progress. Data meetings are held

monthly --- one with entire staff; one

with grade levels -- K-2; 3-5. Room

layouts are organized for mutliple

learning opportunities (meeting areas,

whole group areas, collaborative

groups). Each classroom is organized

to allow student collaboration as used

in the Daily 5. Students are

encouraged to take responsibility for

their behavior and to create a positive

climate in the classrooms.

Classrooms are decorated with kid-

friendly decorations! We are working

to create Next Generation classrooms

that value student uniqueness and

enhance student talents and abilities.

substantiates a higher rating than the school’s self-rating for this function. Rationale:

The OEPA Team observed excellent co-teaching strategies within Grade 3-5 classrooms.

The OEPA Team observed Title I collaboration and co-teaching strategies within Grade K-2 classrooms.

The OEPA Team observes the Daily 5 used as a precursor in the daily reading.



EMERGING Next Generation standards drive

lesson planning. Teachers document

the standards covered. All teachers

include Next Generation standards on

their written lesson plans. All

classrooms are equipped with teacher

work stations that include laptop,

Interwrite boards, data projector,

student tablets, and computer station

for students. All teachers actively

participate in leadership roles

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function. Rationale: The OEPA Team observed the evidence listed and deems the rating accomplished.

9

(Curriculum Team, Data Team,

LSIC) All classroom teachers are

participating in the Daily 5 cadre in

order to implement best practices in

reading/language arts. We are

beginning to integrate 21st Century

skills into the curriculum. Teachers

attend professional development,

PLCs, and team meetings to provide

a 21st century learning environment.

All teachers are familiar with WVDE

policies. Each teacher has a copy of

the NxGen standards available in

their classroom. Innovative activities

extending higher level thinking skills

are being developed.



EMERGING The principal reviews teacher lesson

plans to ensure Next Gen standards

are used. Pacing guides for the

Writing Units of Study are used.

Monthly data meetings / curriculum

team meetings cross grade levels that

drive instructions to fit the needs of

all students. Teachers and the

principal analyze summative and

formative assessments to determine

learning goals for students. Teachers

use formative and summative

assessment results to measure

progress. Quarterly IPI data is

collected and analyzed by the staff.

The principal conducts walkthroughs

to check lesson plans and

instructional strategies. Feedback is

provided within the same day to the


10

teacher. STAR data and Word

Journeys data is used to measure

student progress in Reading /

Language Arts and Math. Student

results are analzyed and used to

prepare instruction. We are beginning

to plan lessons that promote higher

level thinking skills.



EMERGING The faculty studies and analyzes the

results of IPI coding and uses it to

provide more engaging instruction.

Within the Daily 5 and Units of

Study teachers collaborate with all

students to determine the reading and

writing goals needed for each

individual. The principal completes

walkthroughs to provide immediate

feedback to teachers regarding

instructional delivery and suggestions

for improvement to benefit the

students. The technology integration

specialist collaborates with teachers

to create a media rich environment.

Classrooms are optimal for learning

due to the arrangement of furniture.

Monthly parent involvement

activities where students share

successes with the school community

are held. Special Education and Title

I teachers provide appropriate and

varied instructional strategies in an

inclusive classroom for 90 minutes

daily. Teachers display various types

of graphics to present content for

students to understand. Students


11

engage in hands on learning.

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.



TEAM RATING

TEAM EVIDENCE



DISTINGUISHED Hodgesville Elementary School staff

works diligently to maintain positive

relations with all stakeholders.

Several staff members know all

parents by name. Examples include:

PTO, Weekly newsletters, Welcome

sign / entrance that is inviting,

Communication logs, Open House,

Parent Nights, Grandparent's Day,

School Carnival, Veteran's Day

presentation. Parent information

meetings / trainings are held on

topics such as, WESTEST, Word

Journeys, Units of Study for Writing,

Science Night, Technology Night

where students teach parents and

online library resources are shared.

Volunteers spend several hours at our

school. The 5th graders visit a local

farm that was owned by Stonewall

Jackson's relatives. Student grades

will be available on line for parent

convenience. Spaghetti dinners were

delivered to senior citizens in our

community as a "thank you" for their

support. Pet Day --- we even had

chickens and goats!! Surveys and

questionnaires allow parents to share

ideas


12

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 as a Second Language.

DISTINGUISHED Students have physical education

classes 40 minutes 3x per week. A

trip to a local farm enhances physical

development. Rachel's Challenge

Field Day focuses on a combination

of physical fitness and character

education. This involves

collaboration with PE, counselors,

teachers. Fitnessgram is administered

in PE. Comprehensive Guidance /

School Counseling. This includes

Human Growth and Development,

Golden Rule Day, Red Ribbon Week,

Be A Buddy, Not a Bully, Cyber

bullying / safety, Stranger Danger,

gun safety, goal setting / data

notebooks, character ed. lunches, K-2

needs assessment, SAT meetings are

held for students struggling in the

classroom academically or

behaviorally. As determined by

testing, IEPs are provided. Title I

provides tiered instruction in K - 3

classrooms. Students have 2

breakfast choices and receive a free

after school snack if they participate

in "Healthy Huskies" activities.

Transition to kindergarten includes a

visit and K101.


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.

DISTINGUISHED Staff members form partnerships

with local businesses to provide

birthday certificates to all students. A

volunteer appreciation luncheon was

held as a thank you for parent and

community volunteers. The PTO


13

works collaboratively with school

staff to plan fundraisers as well as

student activities. PTO held a Spring

Fling with multiple vendors present.

Counseling partnerships have been

developed with Barbour County

Health Department, DHHR, Youth

Health Services, other school

counselors. Community partnerships

have been developed with the CEOs,

Lions Club, Walmart in Weston,

McDonalds, Ruby's Corner Bakery.

Business partners include Bruce's

Corner, Newman's Auto, and

Mountain State Bait Farm. These

businesses provide a variety of

resources to support our students'

well-being. Weyerhauser sponsors a

grant each year that we apply for

various fundings. Our project this

year is to support the theater arts with

attendance at a Christmas show.





TEAM RATING

TEAM EVIDENCE

Function A: Professional Development. The

staff engages in continuous learning opportunities for professional growth designed to improve school and classroom practice.

DISTINGUISHED Teachers attended a week long

Investigations Math training provided

by TERC. All teachers are

participating in the Daily 5 and

CAFE cadre which involves monthly

meetings. Hodgesville Elementary is

implementing the Units of Study for

Writing by Lucy Calkins with


14

assistance from the academic coach

and Title I director as well as the

principal. Monthly PLCs are held to

learn this program. Teachers are

willing to grow and learn as

evidenced with attendance at any

professional development offered.

One teacher and the principal are

National Board Certified. At least

two other teachers have expressed

interest in obtaining this certification.

A Hodgesville Elementary School

Summer Academy was held for 2

days focusing on growing

professionally to meet the needs of

our students. All staff members

participate in 18+ hours of staff

development. Data / curriculum team

meetings allow for discussion of

curriculum and individual student

needs.

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.

ACCOMPLISHED A monthly three hour Units of Study

for Writing PLC is held. The first

meeting involved each participant

reading a chapter of the Assessment

portion and presenting the knowledge

to the entire group. The PLC group

worked collaboratively to norm

scoring procedures for the writing

on-demand assessments. Curriculum

/ Data meetings are held monthly for

all grades and for K -2 and 3-5 to

drive instruction. SAT meetings are

held as needed to analyze student

progress. Weekly collaboration time


15

is provided with Title I and Special

Ed. teachers. IEPs are implemented

and followed for students receiving

special education services A plan for

developing character education traits

is being implemented with the

Multicultural plan. A monthly trait is

studied with daily announcements

and a mini lesson at the end of each

lunch shift. STAR data is analyzed

and used to determine student growth

as well as areas that need additional

instruction to promote student

achievement

Function C: Evaluation, Feedback, and Support. The staff participates in processes of

evaluation that facilitate self-reflection and informs the process of professional growth.

ACCOMPLISHED The new teacher evaluation system

allows the teachers to self-reflect, set

their goals, and then work to allow

their students to achieve

academically. Walkthroughs

completed by the principal provides

feedback on lesson plans and

classroom observations. Feedback

includes commendations and

suggestions. The principal attends

many staff development trainings and

conferences for teachers to stay

abreast of current high quality

instructional practices. A positive

school climate is maintained with

positive observations and

collaboration encouraged. It is a goal

of the principal to meet with each

teacher to determine areas of strength

and weakness they would like

observed on walkthroughs in order to


16

promote professional growth. IPI

coding occurs four times a year and

the data is used to make instructional

decisions.





TEAM RATING

TEAM EVIDENCE



DISTINGUISHED Bulletin boards and displays are

configured to showcase academic,

physical, and emotional needs of

students. Locker magnets highlight

student achievements. All students

have been taught and practiced the

lock-down and emergency response

codes. Custodial needs are supported

by student involvement with our

Clean Kids Club and classroom jobs

that promote pride in the

maintenance of our school. The

LSIC/CRP team discusses safety at

each quarterly meeting. Each

classroom meets the developmental

needs of the students with

appropriate sized chairs and desks to

kid friendly decorations.

Maintenance issues are attended to

on a regular basis by the county

maintenance department. New

shrubbery was provided this summer

to make the outside of our building

aesthetically pleasing. The custodian

takes pride in keeping the building

clean and free of debris. Suggestions


17

for improvement are welcomed by

parents and implemented as possible.



EMERGING Various annual fundraisers are

developed by teachers, parents, and

community members to raise monies

outside allotted budgets. Business

partners actively participate in school

resource needs, such as providing bus

transportation to field trips. Grants

are written to obtain extra perks for

the students, such as attendance at the

American Mountain Theater

Christmas show. Any staff member

can ask the principal to view the

budget, but it needs to made publicly

available at Leadership Team and

LSIC meetings for all stakeholders to

view. The principal works to blend

the school's mission and goals with

the purchase of materials. The

connection between materials

purchased and the mission and goals

needs to be more direct and visible.

All accounting procedures are

followed as mandated by the WVDE.

PTO funds are maintained within the

school account as recommended by

policy. Levy funds, county support,

STEP VII and Faculty Senate funds

are used to meet the goals.


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.

ACCOMPLISHED All teachers are highly qualified and

continue to be lifelong learners. The

principal encourages participation in

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-

18

varied staff development activities.

Two staff members are National

Board Certified and two additional

staff members have expressed

interest in the process. Frequent

collaboration between teachers

ensures innovative and varied

instructional strategies to differ

instruction across the curriculum.

Staff complete the self-reflection and

goal setting in a collaborative

meeting. The principal facilitates

these meetings and provides guidance

and assistance in completing the

tasks. A mid-year meeting is held to

review progress toward the goals.

The principal leads the Faculty

Senate Hiring Committee in

developing questions and

interviewing candidates to retain the

most highly qualified staff members

as well as personnel that will

complement the current school staff.

Central office staff ensure staff are

appropriately licensed.

rating for this function.



EMERGING Technology is used to provide

instruction and reinforce concepts as

well as to collect and assess data.

Teachers use interactive whiteboards

in their instructional delivery. Tech

Steps are used to ensure students

receive technology instruction

adapting to a wide variety of

computer skills. The principal is

continually learning the capabilities


19

of WVEIS and contacts RESA and

county support personnel to answer

questions and to provide training as

needed. A new desktop computer lab

was installed this past summer. She

utilizes the in-house technology

specialist as well as the TIS assigned

to the building. Issues are entered

into the School Dude site on a daily

basis to request additional support.

All students complete the digital

citizenship lessons with assistance

from the counselor. Teachers

integrate technology to the level they

are comfortable. The principal

encourages trainings and more

implementation into the daily

lessons.

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.



TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED The vision and mission are stated

every morning in kid friendly terms.

Frequent collaborations occur for

instruction -- special education & TI

and classroom teachers, music and

classroom teachers, art and classroom

teachers, counselor and regular ed.

Love and Logic is used to maintain a

positive environment with natural,

logical consequences. The LSIC

bridges the gap between the parents

and the school. Monthly ceremonies


20

are held to recognize the Students of

the Month and the Character

Education winners. In addition, every

student is recognized as a Star

student and can share highlights

about their interests. Teachers

regularly attend the same trainings to

keep learning seamless between the

grades (Daily 5 cadre, Units of Study,

TERC for Math Investigations). The

leadership team focuses on bringing

the vision and mission to life. A

summer academy was held to provide

teachers with pertinent staff

development. Data meetings are held

monthly and guide instruction

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.

ACCOMPLISHED As the principal monitors classroom

practices, ideas are found for teachers

to share at staff meetings in order to

promote continuous improvement

across the school for all students. The

principal and the leadership team

hold weekly meetings to discuss the

development of the schools' vision,

mission, goals, action steps, and

professional development. In

addition, root causes of deficiencies,

common strengths and weaknesses

are discussed. This information is

then shared with the entire staff for

suggestions and approval. The

principal created a master schedule

which was then presented to the

instructional staff to manipulate as

needed to meet the needs of all our


21

students. Due to the small size of our

school, all teams work

collaboratively with ease and are

constantly sharing ideas to increase

student learning. Vertical teaming is

provided for Art, Music, and PE.

County level as well as school level

staff development offerings are

provided.



ACCOMPLISHED Staff and students know the

expectations of the principal and

strive to meet those. The vision and

mission are recited daily to enhance

everyone's knowledge of our

purpose. Teachers received training

to calibrate the scoring of the Fountas

and Pinnell assessments. Information

on guiding students in maintaining

data notebooks was provided to

teachers. Benchmarking, STAR,

teacher observations, WESTEST and

other assessments are used to

evaluate the results of student

learning. Agendas, data notebooks,

parent teacher conferences, student

led conferences communicate

progress. Our students know their

learning levels and set goals. The

staff stays up-to-date on current

instructional practices - Daily 5,

TERC, Units of Study by Lucy

Calkins, Word Journeys) The

leadership team wrote SMART goals

for the strategic plan that reflect

deficiencies observed in test data and


22

from the root causes determined to

affect our student achievement and

will be approved b




Our school is in need of additional space. The art,

music, and special education teacher do not have a

classroom and must share space with others. However,

this isn't substantially impacting student performance.

The principal is bombarded with managerial tasks that

pull her away from being in classrooms assisting the

teacher with impacting student performance.

Additional children's literature books are needed in the

classrooms to aid in implementing the Daily 5 to its

fullest capacity.

The OEPA Team confirms the need for a private principal’s’ office for privacy and collaboration among staff and community. In addition, the OEPA Team observe many areas containing material that should be purged.


Our school has numerous forms of data available, but

we are in need of staff development time to be able to

effectively and efficiently use this data to impact

student performance. Additional professional

development is needed in the Daily 5 and CAFE as

well as the Lucy Calkins' Units of Study for Writing to

allow us to effectively implement these research based

strategies.

The OEPA Team confirms the identified professional development needs.



HES has embraced a well-rounded approach to the

reading language arts curriculum. We are

implementing the Units of Study for Writing, the

Daily Cafe and Daily Five, and Word Journeys for

spelling. The combined use of these curriculums

allow us to have data available to teach all students

on their individual level and to meet their needs for

providing exceptional growth levels. Monthly PLCs

across the grade levels allow us to grow as a

The OEPA Team commends the use and implementation of the Love and Logic program. The OEPA Team acknowledges the curriculum adoption; however, the Team commends the staff for their cohesive approach in their delivery of instructional practices.

23

professional staff to provide high quality instruction.




POLICY and CODE











In order for accreditation processes to fulfill purposes outlined in W. Va. Code §18-2E-5, to impact student performance levels, and to

improve school quality, each West Virginia school must determine productive and meaningful ways to integrate accreditation


YES Develop Knowledge of Policy 2322 Policy 2322 was discussed during Leadership and Curriculum Team

meetings. Staff were given copies of the Policy with sections marked that

applies to schools.

YES Complete the School Monitoring Report The LSIC, Leadership Team, and Curriculum Team (all teachers)

participated in completion of the SMR.

24





o prepare the staff and stakeholders for the on-site review, including orientation to the logistics, responsibilities, and expectations associated with the process

· Participate in the review · Participate in the Exit Conference · Address the review findings – the principal shall:



The staff met several times to discuss the SMR as well as to review the

standards and what we are doing to meet them. Every staff member was

involved in documenting high quality standards.





Implementation











25









The Leadership Team orchestrates school improvment efforts with weekly

meetings. At these meetings we use the Strategic Plan to guide our

discussions and ideas to improve the school.


STAR, Fountas & Pinnell, Word Journeys, Units of Study, and WESTEST

data are review in-depth and drive the instruction provided to students.




All staff are aware of Policy 2322 and implement classroom learning

conditions in accordance with it. All data is used to develop the Strategic

Plan which guides our improvement priorities.






The Leadership Team is guided by the principal in developing the Strategic

Plan. It is then presented to all other entities for suggestions and approval.

The princpal maintains a Strategic Plan notebook that is available in all

meetings as well as during each instructional day so it is used to drive all

decisions.



26









All examiners are trained with test security procedures.

Documentation is on file in the principal's office. During

testing, the principal is available to supervise test

security measures and to answer questions.


IEPs for individual students reflect the assessements

studetns will participate in and the accomodations they

are to receive. The special education teacher and the

principal monitor these accomodations.


Students with a 504 plan participate in the State

Assessment.






Full Compliance = Compliant with all items listed below. Partial Compliance = Compliant with more than half the items listed below.

27






Lesson plans, class schedules, and principal walkthrough data

reflects appropriate developmental characteristics.


Daily class schedules reflect all content areas being covered as

required.





Utilizes standards-focused curriculum Develops physical health and wellness Develops global competence Utilizes formative assessment processes Utilizes technology integration Develops student success and career readiness Implement appropriate early learning programs (pre-k to 5)


Middle Level Education (6-8) develops programs and/or processes

Upshur County has 2 staff members trained to use the ELRS. The

kindergarten teacher at HES will be trained. All grade levels

utitlize a standards focused curriculum. Technology is integrated

with weekly visits to the computer lab and Tech Steps project

completion. Many teachers also utilize technology withine their

classroom. The STAR system is used as a formative assessment.

The counselor works to provide global competence and career

readiness.

28

to implement the following developmentally appropriate practices as described in the policy pages 9 to 12:


health/wellness education Develops global competence Utilizes technology integration Utilizes formative assessment processes Utilizes personalized career portfolios to develop career





either a CTE or locally approved concentration Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology Develops and updates a personalized education plan (PEP) Has alternative means to earn high school credit Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs Provides AP courses and AP teachers complete required

29











All classes exceed the 315 minute requirment by at least 50

minutes daily. 40 minute planning periods are reflected in daily

schedules. Curriculum / data meetings allow us to focus our

instruction on evidence. All programs used to collect data are

research based. Monthly parent involvement activites are

scheduled. One of our Strategic Plan goals focuses on involving

more parents. Schoolwide wireless, class set of tablets, 10 iPads,

and a computer lab are available.



All teams are in place. Agendas and team notes are on file with

the principal.



30



















· Implement county policies and procedures for alternative education. · Follow eligibility criteria for placement in alternative education, including expelled students. · Convene the Alternative Education Placement Team that will develop a written plan including: academic courses, behavioral components, criteria for re-entry to

31

the regular school program, and provisions for periodic review of the student's progress at least on an annual basis. (The team for all students with disabilities shall be the IEP team and the written plan shall be the IEP.)


E . Physical Education W. Va. Code §18-2-7a FULL COMPLIANCE VERIFIED

RESOURCE DOCUMENT




you begin self-rating school compliance, you may wish to review the sections of the policy identified in the checklist. These areas will be

examined during the on-site review. To determine your level of compliance, use the following guide:












Our students have PE for 40

minutes three times a week.

YES Students in grades four through eight and the required high school course participate in fitness testing. (S3,FD) Students participate in the

Fitnessgram and results are

32

entered into WVEIS at the end of

the year.

YES Results are shared with students and parents. (S7, FC) Fitnessgram results are included

with the last grade card.


RESOURCE DOCUMENT













A vrariety of counseling programs are

implemented. A file is maintained by the

principal and the counselor outlining her

activities.


The counselor spends more 75% of her time

in direct counseling. She documents her time

in the Webtop log for counselors.



NOT APPLICABLE YES

The manual is on file in the office and referred to as questions arise.

“No findings in the audit report” VERIFIED

33


NOT APPLICABLE YES

We did not have any non-compliances during our most recent monitoring. VERIFIED


NOT APPLICABLE YES

Fire drills are conducted as required. Non complicances have not been cited. VERIFIED


NOT APPLICABLE YES

All recommendations have been addressed. Non-compliances have not been

issued. VERIFIED


NOT APPLICABLE N/A


NOT APPLICABLE YES

We follow all federal programs procedures and non-compliances have not

been identified. VERIFIED


2. Administrative Service Facilities

Administrative office area does not includes adequate reception/waiting area or sufficient work space and privacy for administrative personnel. (Did not

adversely impact student achievement.)

5. Library, Media and Technology Centers

Library does not have a computer work station, capacity for on-line research, electronic card catalogs, on-line periodical indexes, other materials

that are adequate for general reading and reference. (May adversely impact student achievement.)



8. 1-12 Classrooms

Room #100, 104, 105, 107, and 121 do not have adequate storage. (Did not adversely impact student achievement.)

34


Art facility is not adequate in size (40-50 ft² per student), does not have counter space, outlets, mechanical ventilation, a ceramic kiln, or black-out

areas. (May adversely impact student achievement.)

Music facilities are not adequate in size (30-40- ft² per student), are not located away from quiet areas of building, do not have music chairs with

folding arms, music stands, podium, instructor’s stations or acoustical treatment. (May adversely impact student achievement.)

Physical education facilities do not have a data projector or 50 inch screen monitor. (Did not adversely impact student achievement.)

14. Food Service

Food service facilities do not have a teachers’ dining area of adequate size (250-300 ft²). (Did not adversely impact student achievement.)


Health service unit is not adequate in size (250-400 ft²), with curtained or small rooms with cots, bulletin board, scales, a refrigerator with locked

storage, or counter space. (May adversely impact student safety or well-being.)



Team Leader Deborah Chapman OEPA Consultant

Team Member Bob Calhoun Executive Director early Childhood Education, Kanawha County Schools

Team Member Deborah Bever Director Federal Programs & Special Education, Ritchie County Schools


SCHOOL PROFILE

ROCK CAVE ELEMENTARY – UPSHUR COUNTY

2011 2012 2013 2014

Enrollment 141 141 137 137


Attendance Rate 98.03 98.42 97.78 97.29





1


ROCK CAVE ELEMENTARY in UPSHUR COUNTY SCHOOLS

















DISTINGUISHED Staff meeting minutes; Staff

handbook; student handbook;

Leadership Team minutes;

student goal folders; safety

meeting minutes; posted school

goals and mission statement;

collaboration meetings, school

clubs and PBS programs; Title

I compacts; newsletter, OEPA

report from May 1, 2014

DISTINGUISHED The evidence provided by the school






DISTINGUISHED School rules and expectations;

student and employee codes of

conduct that are posted; teacher

evaluation; staff and student

handbooks; student goal

folders; expectations posted in

hallway, cafeteria and gym;





2

classroom expectations jointly

created by teacher and students.

Title I compacts, staff initiated

professional development,

WVEIS WOW Discipline

System, Soaring Rockets Slips,

Custodial work requests, Pink

slips for behavior infractions,

Classroom management

systems (unique to each

classroom) OEPA report gave

us commendation for high

expectations.

Comments:

Student work is displayed throughout the building.

STAR bulletin board shows benchmark mastery progress by grade.

Students have goal folders to set and track individual progress (PreK-grade 5).

Modeling was observed in instructional delivery.

Soaring Rocket Slips recognize good behavior. These students are also recognized during morning announcements.



ACCOMPLISHED Emergency procedures posted;

emergency flip charts; fire

drills; quarterly emergency

drills; weekly custodial

checklists; custodial work

request forms; random door

checks; LSIC minutes; IPI

data; school safety patrol,

school to work program, school

safety committee

minutes...monitors and reviews

safe school conditions.





Comments:

Practice safety drills are held on a regular basis simulating a variety of conditions, such as: medical, weather, or lockdown emergencies.

Teachers have a Work Request Form for the custodian that indicates needed cleaning or repairs in their classrooms. This form is submitted to the principal, who passes it along to the custodian.

3

Recommendation: The Team recommends the school conduct periodic checks of outside doors to ensure proper functioning as the front door was not locked at approximately 10:00 am; however, at other times during the day the front door was locked.





TEAM RATING

TEAM EVIDENCE



DISTINGUISHED Welcome letter to families in

handbook; extensive list of

business partners; sharing from

principal, RESA and other

meetings and trainings;

provides feedback on walk

throughs; schedules and

participates in book studies,

trainings and other forms of

PD;involves all staff in

decision making; effectively

communicates (email, face-to-

face and staff meetings), lesson

plan check list for compliance

and feedback, OEPA gave

commendation for principal

leadership.





Comment: Based on teacher and student interviews, it is evident that the principal is highly respected.



ACCOMPLISHED LSIC meetings; staff meetings;

faculty senate, leadership,

school safety and other

committee meetings; SAT

team; PTO meetings; all are





4

documented with agendas and

sign in sheets; PLCs and

curriculum team are also some

of our school teams.



DISTINGUISHED Teachers have multiple

opportunties to participate in

PD with offerings by the

school, county, contracted and

RESA annually. Lesson plans

are checked on a regular basis

with feedback provided; Title I

compact explains teacher,

student and parent

responsibilities; participation in

PLCs; sharing of best practices;

participate in the hiring of new

employees; have productive

faculty senate meetings; online

/ video conferencing for STAR,

IXL





Comments:

Based on interviews and observations, teachers collect and analyze data on a regular basis, using this information to guide instruction.

An extensive documentation of student data is kept to monitor student growth.

The use of a variety of formative assessment is evident in classroom observations, including anecdotal records and student conferences.



EMERGING 5th grade students are

responsible for raising the flag,

setting out safety cones and

leading the pledge on morning

announcements; school to work

program for technology helper,

school reporter and safety

patrol; students in grades 3-5

complete a survey each May


Students create goal folders to track academic

5

reflecting on the past school

year; starting a leadership club;

classroom routines that teach

responsibility; student goal

folders; classroom service

projects; We will have school

reporters (5th graders) who will

photograph and report on

events and activities within the

school and that will be reported

to the newspaper and school

newsletter.

and behavioral progress.

Students have opportunities to lead through: safety patrol, technology support, school reporter, or greeter. They must complete a job application for these responsibilities.

Students in Grades K-5 select a school club to join. They are able to suggest the formation clubs of their choice to the principal. Examples include the leadership club (which is similar to a student council), and the garden club (which grows produce that is used on the school salad bar).





TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED Teachers in grades K-5

participate in Daily 5 (math

also) that increases student

self-direction and

independence; instruction is

provided in small groups daily;

curriculum is based on NxGen

Standards; student goal folders;

data talks with students after

assessment; Title I teachers

spend 80% of their time in the

DISTINGUISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function. Rationale:

The principal reports analysis of IPI data collected by RESA 7 has facilitated discussions/sharing among

6

classroom; IT, IEP and SAT

meetings are held when there

are academic and emotional

needs; school counselor

supports the emotional and

behavioral needs of students

that cannot be addressed in the

classroom;

staff concerning student engagement. Teachers realize that achievement is tied to engagement and they have to “go deeper.”

Based on the principal interview, schoolwide implementation of The Daily 5 has increased student engagement and decreased behavior problems. She feels this is attributed to allowing student choice and student movement with this program.

According to the principal, teachers conduct one-on-one conferences with students after benchmarking.

Creation of student folders allows for student reflection and promotes self-direction.



EMERGING Lesson plans are monitored for

NxGen Standards; classroom

walk throughs are documented;

technology standards are

posted in the computer lab;

classrooms have various forms

of technology that are

intergrated into instruction;

teachers have trainings on

implementing NxGen; pacing

guides are used; NxGen

standards check list;


Students report that they are using technology almost every day in classrooms.

A Cyber-Safety student lesson was observed in the

7

collaboration twice a month

with Title I;, Special Education

and Coaches, lesson objectives

are posted in the classrooms, as

well as some standards, Teach

21 is used also in some

classrooms. We are working to

implement fully the NxGen

standards., building hands on

activities and higher order

thinking activities

lab.

When interviewed, students could provide multiple names of various web sites used in class.

Office 365 was not observed.

Electronic lesson plans are being used by teachers.



ACCOMPLISHED Classrooms have guided

groups, partner work; whole

group and brain-based

activities; lesson plans with

focus on standards; assessment

data is reviewed and drives

instruction and is a part of

collaboration times; teachers

directly assess their students

and share findings with Title I

and Special Education staff;

using Teach 21, Edmodo,

WVDE site; classroom

conferring notebooks, follow

state and county policy; long-

term planning books;







ACCOMPLISHED Data posted on bullentin board

in hallway; data boards in

classrooms; goal folders; staff

meetings; test data analysis;

instructional coaches for

support; using rubrics and

grading scales; use Doceri;





Comments:

Students create personalized learning with

8

computer and mobile labs;

responders; brain based

activities; STAR, F&P,

Investigations, Cafe, PSI,

Decodable Surveys, IXL,

Odyssey, Dolch word lists,

LLI, TechSteps, Read

Works.Org,; interwrite boards

and document cameras; various

forms of DI in small and whole

group, partner sharing;

individual goals and folders.

The school has adequate equipment for the number of students.

The interactive WhiteBoard installed near the ceiling, cannot be used interactively.

Speakers are needed in the lab for whole group instruction.

A variety of instructional strategies were observed.

Recommendation: The OEPA Team recommends additional tech support for instructional delivery and equipment repairs.





TEAM RATING

TEAM EVIDENCE



DISTINGUISHED Multiple parent trainings

offered all year; staff are

actively involved in PTO,

school compact identifies the

roles that students, parents and

staff are expected to play; there

is good communication with

parents via, school sign,

newsletters, flyers about

upcoming events; permission

slips; informational updates

and email listserve.The LSIC is

also active and we have





Comments:

The school has numerous business partners who contribute to the success of the school. Examples include: Harper Lumber that provided wood for the raised garden beds; IGA

9

extensive business partners for

support. Agendas and minutes

exist for PTO, LSIC and all PI

activities. As a school, we have

a clothing drive in the Spring

and a canned food drive in the

Fall to support the needy in our

school and community. Our

backpack program supports

almost 30 students with food

over weekends and holidays.

We also had positive activities

among teaching staff.

ParentLink, Remind 101,

parent-teacher conferences,

which provides some of the food for the backpack program; and the local bank which does a Bank at School program.

Title I provides a number of parent involvement opportunities. For example, in August an Open House with accompanying activities was held for parents and students. In September a Technology Night was held. At one station the STAR reports were printed and parents were taught how to read and interpret the results. In October, a “Making Math Less Scary” activity is scheduled, and in November a Coffeehouse is panned with students making presentations.



ACCOMPLISHED Educational field trips are

offered at various times over

the school year for all students.

These are both local and out of

county trips to expand the life

experiences of our students and

their families. We also have a

career day twice a year. We

have a Beginning Links

program for PK age students to

help with the transition to

kindergarten. Staff support all

needs of students through the





Comments:

Each grade selects a charitable organization in the community for the focus of a class project. For example: one class selected Parish House, a local food and clothing

10

IT, SAT, SPL and IEP

processes and programs. We

have a counselor 2 days a week

that provides weekly classroom

guidance lessons, individual

and group counseling and other

school-wide character building

activities. The FFVG allows us

to offer healthy after-school

snacks 5 days a week and

during class parties and parent

trainings. We have a school

nurse two afternoons a week to

support student health. SAT,

IT, IEP files can be reviewed

for verification. SIgn-in sheets

and guidance schedules are

also available. The Choosy

Healthy Options program, ESL

services 4 days a week,

backpack program.

bank; another class is working with a foreign exchange student at Wesleyan. Purposes of this work are to teach students the value of giving back, as well to have compassion for others.

The school participates in Create a Dream, sponsored by The Greenbrier, in which each child receives a Christmas gift.



ACCOMPLISHED All classrooms this year have

adopted a different community

service organization to support.

This is in addition to the

school-wide activities with the

clothing drive, food drive and

RCES scholarship. Our

business partners support us in

various ways during the year,

in career day, Read Aloud and

LSIC meetings. The Elks Club

and American Legion support

our Backpack Program with

their finances and volunteer





Comments:

Grade 4 partners with various groups (including DNR) to participate in Trout in the Classroom. This project-based learning opportunity focuses on the ecosystem of fresh water streams and allows much

11

time. The principal attends

SUBA (Southern Upshur

Business Associates). Teachers

use World Vision to

supplement classroom

materials and supplies, field

trip to local business for

experiences;

DonorsChoose.Org, Relay for

Life, Humane Society supply

donations; WV Scale Program

and we have 30 business

partners.

cross-curricular instruction.

According to the principal interview, a parent expressed concern over the prevalence of drugs and other negative influences. This led to creation the Explorers Quest, an after-school program at the fire hall. The LSIC plans to seek monetary support and volunteer time. Almost half of the students attend this program.





TEAM RATING

TEAM EVIDENCE



DISTINGUISHED TERC training for math

support, technology training,

Daily 5 Cadre, and many

offerings by the county, RESA

and State trainings and

workshops. We work with the

county Title I office / coaches

for collaboration twice a month

at each grade level; national

and state conferences when the

budget allows, There have been

and continue to have trainings

on implementing Common

Core.





Comments:

Teachers expressed that any time they feel they need a training the principal will help them find a resource.

The principal reports that coverage is provided for teachers so they are able to observe teachers in other classrooms.

12

Teachers attended optional Daily 5 training and are now implementing it schoolwide. They are supported through a Daily 5 cadre of local teachers.

If teachers attend a training, they are expected to come back and share it with others.



DISTINGUISHED Bi-weekly collaboration occurs

between grade levels and the

Title I teacher for data review,

reflection on instruction and

student groupings. Title I and

Special Education staff are also

active in these meetings. Data

analysis is part of the BOY

meetings, and is also reviewed

after benchmarking. When

needs are evident, referral to IT

or SAT occur to ensure that the

academic and behavioral needs

are supported either with in-

school or out of school

resources. PLCs have occured

in the past and should be

scheduled for this year soon.

(book studies, collaborative

trainings, etc.)





Comment: Collection, analysis,

and use of student data are

prevalent at the school. It is

apparent through bulletin boards,

teacher notebooks, and student

goal folders.


The staff participates in processes of evaluation that facilitate self-reflection and informs the process of professional growth.

DISTINGUISHED All staff completed the

evaluation process required by

the State that include self-

reflection, creation of student

learning goals and supporting





13

the overall school goals to

improve RLA and Math.

Teachers in initial and

intermediate progression

receive the required amount of

observations and evaluations.

Staff seek out professional

development opportunities,

trainings and web-based

research to improve practice.

The Title I and classroom

teachers maintain SPL and

Special Education

documentation.

Comments:

The principal does a mid-year check-up to ensure that teachers are keeping a focus on their student learning goals.

The principal likes the immediate feedback given from observations.

The principal holds conferences with teachers to discuss observations and evaluation.

According to the principal, the self-reflection reinforces accountability.





TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED The wall postings for Daily 5

are visually pleasing and

present in all classrooms.

School-wide data is monitored

on a bullentin board in the

hallway. We recently changed

the school theme and painted in

the cafeteria and computer lab.

We have a school garden

starting this year that our

garden club is maintaining. All

drills and safety meetings are

recorded. Facilities upgrades

include HVAC system, new

ceiling tiles and lights and





14

safety blinds for windows and

doors.



DISTINGUISHED School funds are

communicated with all staff.

Budgets and balances are

frequently shared so all know

where and how our monies are

spent. Teachers have P-cards so

they can spend their faculty

senate and levy funds. Title I

budgets are also communicated

and allocated, and purchasing

procedures are followed. All

are accountable for their

personal (classroom) spending

and procedures are followed.

Random audits / check-ins

occur annually to ensure

compliance to policy. The

special education and speech

teachers bill for services in the

medicaid billing system which

is monitored by the county

offices. All staff work

collaboratively to make

decisions about dispursements.





Comments:

The principal has sought funding through grant awards: The Child Champion Grant for backpack supplies; The Weyerhauser Grant to purchase technology; a grant to purchase the school sign to assist with parent and community communication.

Teachers have received funding for classroom projects through Donorschoose.org.

The staff has input into how funds are expended.



DISTINGUISHED Our county follows the HQ

procedures. All of the teachers

in our building are identified as

Highly Qualified, except one

teacher on permit who is new

and completing her MA in

special education. All teachers

are working in the capacity to





Comment:

Documentation provided verifies

one teacher is on permit.

15

which they are certified. New

postings identify all

requirements necessary for that

and all positions.



DISTINGUISHED We are always building the

technology tools for our

school. We just this year had a

commercial grade wireless

system installed in our

building. We are working to

correct some minor issues with

connectivity. All classrooms

have interwrite boards, data

projectors, document cameras,

laptops, desktops, responders

and cameras. Some classrooms

have ipads. All teachers have a

laptop and ipads provided by

the county. Technology is used

daily in all classrooms, all

TechSteps are completed

annually and the school

computer lab is used by most

classrooms. We also have two

mobile labs that are also used

daily. The county has TISs who

rotate to all schools for repairs,

maintenance and for assistance

with integrating technology,

instructing students and being

an asset to the teachers. We

keep a log in the computer lab,

lesson plans identify the use of

technology, we have a schedule

to have access to the lab, and

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team does not substantiate the school’s self-rating for this function; the Team rates this function lower based on interviews, observations and evidence reviewed. Rationale:

Personalized learning is accomplished through student’s individual goals and folders.

The school has adequate equipment for the number of students.

The interactive WhiteBoard, installed near the ceiling in computer lab, cannot be used interactively.

Speakers are needed in the lab for whole group instruction.

The TIS is at the school a half-day per week. That position is being used for tech support, which does not allow enough time to work with teachers on technology integration.

The staff reports a one-week turnaround for most work orders. However, one

16

grant documentation and other

budget areas can verify

purchasing of equipment.

case has not been resolved over multiple weeks.

Recommendation: The Team recommends more time be made available for the TIS to provide technology integration assistance to staff and more timely attention needs to be given to technology-related work orders.





TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED Teachers and staff use data,

demographics of the county /

area, determines root causes,

sends out surveys and creates

and monitors a strategic plan.

All information is collected and

reviewed and placed in the

plan. This is reviewed with

PTO, LSIC and is in a binder in

the hallway for families to

review as they desire. We look

at the mission and vision

statements and have made

minor changes over the years.

Agendas for PTO, LSIC and

Faculty Senate keep the

Strategic Plan on at all times.

Teachers use all forms of data

to determine how to adjust

instructional practices to meet

the needs of all students. This





Comments:

The staff had input in revising the school mission and core beliefs this year.

The strategic plan was developed collectively.

17

data also aides in determining

forms of parent involvement

activities and the goals of the

strategic plan. All information

is shared with stakeholders.

Function B: Processes and Structures. The staff


ACCOMPLISHED Staff are now meeting before

and after school to collaborate

and review data on students,

which have sign-in sheets and

agendas as evidence. We are

looking creatively at finding

time to extensively use data,

plan for co-teaching, grouping

of students, etc. With the

changes in the school calendar,

we have lost alot of time that

was previously set aside. We

have collaboration times set up

twice a month foro first

semester. Other stakeholders

are updated on school routines

and procedures throughout the

school year. We work with WV

Read Aloud and have readers

in nearly all of our classrooms.

Some of our business partners

volunteer time in the building

for our raised beds and

backpack program. Speakers

from the community give

educational lectures to some

students (Tar Wars) and they

have been and will continue to

be a part of our career days.

We are looking at starting a





18

mentoring program and are

supporting a newly created

after-school club in our

community.



ACCOMPLISHED Teachers use the collaboration

times to review data, discuss

student concerns and group for

DI and small group instruction.

Notes are kept and shared

between all teachers who

provide services to these

students. When SPL services

are needed, they are provided

and tags in WOW are entered.

Parents are involved formally

and informally as needed to

ensure students receive the

appropriate educational

strategies. Students are also

held accountable for their

learning and use goal folders to

monitor their progress and set

the next academic goal. These

folders are shared during SAT,

IT, IEP meetings and during

parent-teacher conferences.








OEPA came to our school in May 2014. They left early,

saying that "there was nothing to see", as we were

meeting and exceeding standards. The principal asked

what more we could be doing to help our students, and

Mr. Brock stated that we were doing everything we

could and was not able to suggest any changes.

The OEPA Team does not confirm the school’s identified needs based on the Team’s observations, interviews and general review of evidence. Comment: The school is using time before and after school for collaboration twice a month.

19

Although lacking space in multiple parts of the building,

it is difficult to say that this is substantially impacting

student performance. We need time to review data and

collaborate.

Teachers are paid through Title funds for this time. Based on teacher/administrator interviews, this time is less than in previous years, but the OEPA Team is not able to determine if this change significantly impacts student performance.


We would like professional development on closing the

achievement gap between our male and female students

and find research based practices to assist us in the

meeting trajectory. We plan to continue Mathematical

Practices with an outside consultant. It may be

beneficial for staff to receive training in Ruby Payne to

assist with understanding the culture and priorities of

those in poverty. Further training on brain research on

learning styles between genders to help close the

achievement gap.

The OEPA Team confirms the school’s identified needs based on the Team’s observations, interviews and general review of evidence: Comments:

Ruby Payne training would be beneficial, based on the school’s percent needy and levels of achievement

Continue with Mathematical Practices, based on levels of math achievement and positive teacher review expressed during interviews of initial Mathematical Practices training

Closing the achievement gap between male and female students and brain-based research on learning styles between genders, based on the OEPA audit last spring that indicated scores of boys were lower in all areas than girls



Students are accountable for their learning and have

goal folders where data on assessment and

achievement are kept throughout the year. They set

their own goals. We have monthly clubs that support

life skills, offer homework support in classrooms, and

recognize the achievement of our students on a

monthly basis as an entire school. The teachers and

principal work as a unit in decision making, planning

and curricular support. We have high expectations for

ourselves, as well as our students.

The Team commends the school for the Trout in the Classroom project. This project-based learning activity incorporates multiple subjects, station/individual learning, involving another school, and responsibility to the care for the entire life process of the fish, from egg to release.

20




POLICY and CODE














YES Develop Knowledge of Policy 2322 All staff have participated in the development of the SMR and can articulate

school processes, needs and successes.

YES Complete the School Monitoring Report The monitoring report was completed in multiple sessions that included all

school staff, LSIC and other stakeholders.


· Prepare for the review – the principal shall: o prepare the staff for productive involvement in the review

process with materials provided by the OEPA

OEPA completed an on site review of our school on May 1st, 2014. We

received several commendations and one finding.

21

o one month prior to the scheduled review, update the School Monitoring Report documenting and summarizing the school’s overall progress









Implementation













22







The school staff receive multiple professional development opportunities

throughout the school year with the assistance of the county, RESA and Title I

support. The leadership team is working to increase their responsibilities at

leading the school improvement efforts.


Data is used in various forms to drive instruction, but desire additional time to

have in-depth review as a school staff. Collaboration sessions have been

scheduled through the first semester.




All RCES staff received and completed a copy of the school monitoring report.

The document was completed on 8-27-14 with all school staff present and

contributing to the creation of the report. All employees are evaluated annually

as per policy and PD needs are articulated and the principal works with county

and Title I to meet the needs requested.






The school monitoring report will be used as another means to measure

evidence of student achievement. The strategic plan will be updated annually

based on State assessment data. This plan remains in the agendas of the faculty

senate, PTO and LSIC and is discussed throughout the school year.




23








Test security training is provided annually and to all

relevant staff involved in the testing process . Sign-in

sheets are completed to verify understanding of

policy and testing expectations.


All RCES students participate in annual assessment.

We have 100% participation rate.


All RCES students with IEP's or 504 plans are

provided the accomodation, if any, during annual

testing. The WVS.326 form is verified prior to and

after testing.







24





Teachers follow NxGen standards, provide intervention and teach

effectively to students at the appropriate developmental level. We

use multiple strategies, incorporating technology, and re-teaching

when there are deficiencies. Teachers use NxGen checklists,

lesson plans templates that have drop down windows, Common

Core Lesson planner apps., and are monitored with walk-

throughs. Collaboration involves specific discussions regarding

levels of student achievement.


Teachers follow State requirements. Teachers schedules and

school schedules are available to review.





Utilizes standards-focused curriculum Develops physical health and wellness Develops global competence Utilizes formative assessment processes Utilizes technology integration

Develops student success and career readiness Implement appropriate early learning programs (pre-k to 5)

classroom learning environments, routines, and instructional

The ELS was used by the PK teacher. Our PK and K teachers

have not received training on "Ready, Set, Go", and the K teacher

has had training and is one of the trainers for the county.. The PK

teacher uses the Creative Curriculum.

25









either a CTE or locally approved concentration Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology Develops and updates a personalized education plan (PEP) Has alternative means to earn high school credit Awards a regular and modified diploma Is offered a high school credential

26

Provides alternative delivery of education programs Provides AP courses and AP teachers complete required




Provides staff with a planning period at least 40 minutes.

Has a process for assuring and monitoring instruction is evidence- and research-based. (S3,FD)

Has a system for assessing and monitoring student performance related to the content standards and objectives. (S3,FD)





RCES meets the minimum time requirements and banks time on a

regular basis, which is documented and tracked.



All school teams meet with agendas and sign in sheets every time

they meet.

27













· Assure students’ rights and responsibilities are taught and protected (Pages 18-

21).





Upshur County Schools have adopted State Policy 4373, which

is identified as County Policy 4011. RCES has shared the

expectations from this policy in the student handbook. The

school discipline system also adheres to these requirements.



Alternative education programs meet the requirements of Policy 2510 and Policy

Upshur County Schools has alternative education programs for

high school and elementary students. The referral process begins

with SAT, and when interventions are not successful and the

needs still exists, a referral to special education is made by the

team. Consultation with the special education office occurs when

specialized services are needed.

28

4373. (W.Va. Code §18-2-6 and §18-5-19; Policy 2510; Policy 4373) (Policy 4373, Pages 59-63)

· Implement county policies and procedures for alternative education. · Follow eligibility criteria for placement in alternative education, including expelled

students. · Convene the Alternative Education Placement Team that will develop a written

plan including: academic courses, behavioral components, criteria for re-entry to the regular school program, and provisions for periodic review of the student's progress at least on an annual basis. (The team for all students with disabilities shall be the IEP team and the written plan shall be the IEP.)


· Employ licensed, certified staff in core subject areas. · Participate in State assessment program. · Compliance with State policies and federal regulations in the education of

exceptional students.


RESOURCE DOCUMENT












YES Time Requirements (S3,FB) · Elementary School Grades – Not less than thirty minutes of physical education, including physical exercise and

age-appropriate physical activities, for not less than three days a week. · Middle School Grades – Not less than one full period of physical education, including physical exercise and age-

All RCES students receive PE

services 3 times a week for 30 min.

each class. They also get 30 min. of

29

appropriate physical activities, each school day of one semester of the school year. · High School Grades – Not less than one full course credit of physical education, including physical exercise and

age-appropriate physical activities, which shall be required for graduation and the opportunity to enroll in an elective lifetime physical education course.


recess daily.

YES Students in grades four through eight and the required high school course participate in fitness testing. (S3,FD) Fitness Gram is completed on 4-5

grade students.

NO Results are shared with students and parents. (S7, FC) Information is not shared with

parents, but will be this year.


RESOURCE DOCUMENT













The school counselor provides developmental guidance lessons

weekly at our school. They will facilitate small group intervention for

at-risk students, facilitate the KC Club, leads the school in character

education activities and uses discipline data to identify students in

need of supportive counseling services.

30


This was the only deficiency that was found in May 2014. Our

counselor went on maternity leave March 1, 2014 and did not return

for the rest of the year and there was no substitute. Her time was just

short of 75%....at 72.5%. She taking the 2014-2015 school year off

and we have hired a long term substitute who will not start until

September 2, 2014. The corrective action plan was written and

provided to the OEPA office to meet the deficiency.



NOT APPLICABLE YES

There were no deficiencies in our school finance reports. VERIFIED


NOT APPLICABLE YES

There were no deficiencies in our school's compliances with 2419. VERIFIED


NOT APPLICABLE YES

There were no deficiencies in our fire marshal report. VERIFIED


NOT APPLICABLE YES

There were no deficiencies identified in the health department report. VERIFIED


NOT APPLICABLE The SBA report will not be complete until Spring 2015. VERIFIED


NOT APPLICABLE YES

There were no deficiencies identified in the Title I federal programs audit. VERIFIED

Follow-Up Education Performance Audit

The Initial OEPA Audit was conducted May 2014. The counselor finding from the initial audits was corrected.


1. School location.

The school site is not removed from hazards and undesirable noise and traffic; sidewalks are not adequate with designated crosswalks, curb cuts,

and correct slope. (Did not adversely impact student achievement.)

31

2. Administrative and Service Facilities

An adequate reception/waiting room is not available. (Did not adversely impact program delivery and student performance.)

4. Counselor’s Office

The counselor’s office does not have adequate space (100-125 ft²). (Did not adversely impact student achievement.)

5. Library, Media, and Technology Centers

The library/resource/media center does not have adequate space, electronic card catalogs, automated circulation capacity, on-line periodical

indexes, or copying equipment. (May adversely impact student achievement.)


The kindergarten classroom does not have a storage area for student use. (Did not adversely impact student achievement.)


Art facility is not adequate in size (45-50 ft² per student) and does not have adequate storage, deep sinks, hot and cold water, counter space,

bulletin boards, a ceramic kiln, or black-out areas. (May adversely impact student achievement.)

Music facilities are not adequate in size (30-40 ft² per student) and does not have adequate storage, music chairs with folding arms, music stands, a

podium, recording devices, microphones, stereo sound system, piano, instructional technology equipment, instructor’s station, and acoustical

treatment. (May adversely impact student achievement.)

Physical education facilities do not have a data projector or 50 inch screen monitor, network connection, or audio equipment. (May adversely

impact student achievement.)


Health service unit is not adequate in size (250-400 ft²), does not have curtained or small rooms with cots, bulletin board, toilet, lavatory, scales, medicine chest, refrigerator with locked storage, first aid kit, work counter, desk and chair, or locked medication box. (May adversely impact student health and safety.)



Team Leader Marsha Bailes OEPA Consultant

Team Member Beth Sturgill Principal, Piedmont Elementary, Kanawha County Schools

Team Member Julia Legg Technology Coordinator, West Virginia Department of Education

SCHOOL PROFILE

TENNERTON ELEMENTARY – UPSHUR COUNTY

2011 2012 2013 2014

Enrollment 265 286 296 285


Attendance Rate 98.38 99.00 98.66 98.05





1

*The school evidence as submitted by the school remains intact as reported.

TENNERTON ELEMENTARY in UPSHUR COUNTY SCHOOLS













Please cite key examples of processes or practices. TEAM RATING TEAM EVIDENCE

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.

ACCOMPLISHED Morning school motto that all students

and staff say together Positive Behavior

Support plan for the school where

students are ready, responsible, and

respectful. Our plan is to meet with

school improvement council to involve

more stakeholders.

ACCOMPLISHED The evidence provided by the school and the

additional evidence collected by the OEPA

Team substantiates the school’s self-rating

for this function.



ACCOMPLISHED Common expectations are posted

throughout the building in addition to the

school motto. We have academic

intervention where students are

encouraged to seek one on one assistance

with areas of concern. The staff is

currently collaborating to create writing

pacing guides at each grade level,

implementing opportunities for

stakeholders to become more involved




for this function.

2

with our school, and have created student

leadership through a student council / KC

Club. Terrific Tigers has been added this

year which gives staff members the

opportunity to recognize students

through morning announcements for a

variety of reasons. Student of the Month

will also be added this year to allow

students to be recognized for any reason

by any staff member.

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.

ACCOMPLISHED Our school has put a new drop off / pick

up procedure in place. Regularly

scheduled emergency drills are held.

New blinds have been added to all

windows. Schedules are developed so

that daily routines and transitions are

smooth. The building is secured and

visitors must be buzzed into the building.

Volunteers will be trained by the

principal in expectations when working

with students. The staff has expressed

concerns about the cleanliness of the

school. The principal will be working

with the custodial staff to improve on

this concern.




for this function.







ACCOMPLISHED Tennerton has transitioned between two

principals this year and it has been

seamless for the stakeholders.



Team substantiates the school’s self-rating for

this function.

3

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.

ACCOMPLISHED Leadership Team, LSIC, SAT, and

Safety Committee these are teams that

exist at Tennerton Elementary. They

work together for the betterment of our

school, by meeting regularly to discuss

issues and make recommendations to the

principal. Due to the change in

leadership, the principal is currently

chairing these committees until

stakeholders step into these roles.




this function.



ACCOMPLISHED Teachers take advantage of staff

development opportunities when they are

presented. Many teachers participated in

TERC training and several have joined

the Daily 5 cadre. Staff members are

heading up KC Club and Student

Council. The staff truly cares about one

another. They support, encourage, and go

the extra mile to help out their

colleagues.




this function.



EMERGING Our staff has recognized that this has

been a weakness in our school. We are

trying to improve this by allowing

students to hold jobs in the building such

as putting out cones, putting up the flag,

bus buddies, reading buddies, making ice

packs, doing recycling, and saying the

pledge. Classrooms also have leadership

positions each day. Student council will

be a new addition to the school this year.

They will be holding offices and heading

up service projects.

EMERGING The evidence provided by the school and the



this function.

Comments:

• Evidence gathered through staff interviews and classroom observations supports the self-rating; however, staff actions to date demonstrate positive progress.

• A few staff intentionally engage students to develop student leadership skills within the classroom and school.

4







ACCOMPLISHED Our school has a positive behavior

support program in place. Data

notebooks will be in place for grades 3-5

and K-2 is in the development stage.

Through the Daily 5, students are given

the opportunity to pick their own

materials and reflect after each activity.

Staff spends a lot of time training

students in routines and expectations.

The guidance counselor allots much of

the in class time to helping students to

focus and gain ownership and

responsibility for their learning.




this function.



ACCOMPLISHED Our math curriculum is Investigations

and allows students to explore and

develop their own understanding of the

concepts being taught. I-pads are

available for all students in grades 3-5 to

extend learning, including all special

education classrooms. Each grade level is

working together to develop a writing

curriculum for their students. Each

teacher has been asked to complete a

PBL per semester for this year. All staff

has been trained in the Next Generation

Standards and work through

collaborative planning to implement

them.




this function.

Comments:

• Grade 4 students are using iPad minis in a 1:1 setting (incorporating Inspiration software as a graphic organizer, using various websites for research and word processor for writing reports)

• Grade 3 students are using Neumonics board to take notes on classroom discussion.

• Students in most classrooms are working on computers in centers on individualized activities

Function C: Instructional Planning. Teachers design

long and short term

ACCOMPLISHED There are multiple assessments that are

available to staff. In addition to



5

instructional plans for guiding student mastery of the Next Generation Standards and Objectives based on the needs, interests and performance levels of their students.

WESTEST and Online Writing

Assessment, we use Fountas and Pinnell,

STAR Reading, STAR Math, PSI, STAR

Early Literacy, and informal teacher

assessments and observation. Staff

members uses the data gained from these

assessments to groups students and

develop instructional plans to best meet

the needs to each of their students.

Through collaborative planning, teachers

can generate ideas for their classrooms.

Our staff believes that assessments are

for learning not of learning.


this function.

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.

ACCOMPLISHED Through out the building teachers use a

variety of strategies. They use

cooperative groups, co-teaching, small

group instruction, differentiated groups,

technology integration, hands on science,

project base learning, collaboration with

students, and a variety of delivery

techniques. Students are offered multiple

learning opportunities both in the

classrooms and in the community.




this function.

Comments:

• Computers are used in student centers for personalized learning.

-Odyssey, Ticket to Read, Voicethread, MobiMax, tablets, interactive whiteboards are used by students as well as teachers. -Additional examples: Edmoto, student responders, Khan Academy, Engrade are being used.

• Most teachers were observed using student centered instruction part of the time.

• An additional opportunity may exist for enhancing individual student progress for students opting out of a scheduled chorus class.

6

Recommendation: The OEPA Team recommends Tennerton staff carefully review the recommendations from the RESA 7 High Quality Standards Diagnostic Report from 9/12/13.







EMERGING While the relationships that our school

has are positive, we feel that we are

lacking in the number of relationships

that we currently have with the

community. We are working to increase

the number of opportunities for parents

and community to be involved in our

school. However, the staff at Tennerton

is very involved in their community,

such as sports coaches and members of

local organizations. They believe that it

is important to not only invite visitors to

our school, but to be part of the greater

community and to give back to the

people around them.




this function.

Comments:

• Staff recognizes a small group of core parents participates consistently, but is interested in participation from a broader range of parents

• Staff has identified specific activities to enlist participation of parents that include a focus on helping parents understand the investigative math process, Daily 5 and Safety



ACCOMPLISHED There are multiple opportunities for

students to grow such as Eddie Eagle,

Golden Rule Day, Red Ribbon Week,

Human Growth and Development, Bus

Safety, Rachel's Challenge, Be a Buddy

Not a Bully, Peace Day, Cyber Safety,

and Fire Safety. Regular in class

guidance lessons are provided as well as

health and nutrition.




this function.

Function C: Parent and Community Partnerships.

The school staff forms

EMERGING Through our local high school and West

Virginia Weslyan College, our school is



7


blessed to have many extra hands. We

have Future Teachers from the high

school visit to provide mini lessons with

our fourth and fifth graders. WVWC

provides our school with clinical students

and student teachers to help in

classrooms and with students. The local

student athletes from the college came

and encouraged our students to read. We

also have a Foster Grandmother would

helps with items that teachers need

prepared for their classrooms. Energize

the Community through PDC,

volunteered time and materials to paint

the playground equipment. The staff and

students truly enjoy and appreciate the

relationships that they build with these

visitors to our classrooms.


this function.

.







ACCOMPLISHED Teachers take advantage of staff

development opportunities when they are

presented. Many teachers participated in

TERC training and several have joined

the Daily 5 cadre. Staff members are

heading up KC Club and Student

Council. The school counselor attends

regular conferences and a variety of

strategies are utilized by staff members.

Teachers also bring back ideas and

information to share with the staff.

Academic coaches help to keep the staff

current with new trends.




this function.

8



ACCOMPLISHED Special education teachers now have a

common planning with each teacher

where they share students. Collaborative

planning occurred once a month last year

and the plan is to continue this year as

well. During collaborative planning,

grade level teachers, Title I teacher,

principal, and special education teachers

would analyze data. This is a place where

data was discussed, students grouped,

and necessary interventions planned.




this function.

Function C: Evaluation, Feedback, and Support. The

staff participates in processes of evaluation that facilitate self-reflection and informs the process of professional growth.

ACCOMPLISHED PLCs were held quarterly last year and

were led by the academic coaches.

Strategies were modeled or information

presented and then teachers were given

homework to try with their classes. At

the next PLC, teachers were asked to

reflect on ways they implemented the

ideas and shared with the group. This

allowed them to grow through discussion

with colleagues and reflecting on how

things went in their own classrooms.




this function.





Function A: Facilities.

Facilities are clean, well maintained, safe and secure, aesthetically pleasing, and configured to meet the learning needs of students.

EMERGING Our school has put a new drop off / pick

up procedure in place. Regularly

scheduled emergency drills are held.

New blinds have been added to all

windows. Schedules are developed so

that daily routines and transitions are

smooth. The building is secured and

visitors must be buzzed into the building.

Volunteers will be trained by the




this function.

Comments:

• Doors to electrical, mechanical and custodial closets are unlocked or propped open but corrected when

9

principal in expectations when working

with students. The staff has expressed

concerns about the cleanliness of the

school. The principal will be working

with the custodial staff to improve on

this concern. The principal is working

with the KC Club to generate ideas for

ways to beautify the building and

improve the curb appeal.

brought to administrator/custodian attention.

• Bus loading/unloading area is unsafe when bus departs because of close proximity to corner of building for individuals unfamiliar with the procedures.

• All exterior doors of main and modular buildings must be locked. (Kindergarten classroom located in modular building and main building entrance from this location are protected by fencing, but not locked.)



ACCOMPLISHED The staff is currently using Declining

Balance cards to spend their allocated

money. Faculty Senate votes on what to

purchase with their monies. The school

PTO funds are run through School

Funds. Tennerton Elementary follows

procedures found in the School

Accounting Manual.




this function.

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.

ACCOMPLISHED By January 2015, our staff will be 100%

Highly Qualified. Staff retention is really

good and this is a school where people

want to come and work until retirement.




this function.

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.

ACCOMPLISHED Over the summer, the school was

recently outfitted with a new WiFi

system. This has been a great asset to the

classroom and has allowed the teachers

more freedom in the activities that they

want to do. The building has one

stationary computer lab while most

classrooms are outfitted with some

desktop computers, laptops or iPads. The




this function.

Comments:

• The school has a new wireless network. • Classroom sets of iPad minis are used in

Grades 3 – 5.

10

school also recently had the phone

system updated so that each classroom

has a working telephone.

• Computer lab is being utilized. • Each classroom has 4 to 6 computers in

workstation setting, although not all are in working order

• The school uses Engrade, WOW, STAR, and Odyssey.

• A work order is in process for phone and wifi access to kindergarten modular.





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.

ACCOMPLISHED The school leadership team has worked

with their colleagues and the new

principal to identify weaknesses at the

school. The LSIC and the PTO will also

be given input into the improvement of

the school. The staff at Tennerton

Elementary believe that all stakeholders

need to have input and a good rapport in

order to accomplish what is best for

students.




this function.

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.

EMERGING The staff has expressed that the

involvement of stakeholders has been

limited in the past. While we still plan to

do open house and parent teacher

conferences, we are planning to add

some new events to get others involved.

We are implementing student of the

month, fundraising and completion of

service projects, and parent nights.

Tennerton is also utilizing the students

from West Virginia Wesleyan College in

classrooms to help struggling students.




this function.

11

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.

EMERGING The staff uses the school website,

newsletters, letters, and meetings to

communicate student progress to parents.

They have identified that communication

outside of the school needs to be

improved. We are planning to include

more announcements in the local

newspapers, the local news, and over the

intercom.




this function.




The number of technology devices for use by students need

to be increased. Our enrollment grew by over 25 students

this school year and we feel that we would benefit by an

expansion to our facility. It would be beneficial for the

principal and the secretary to have another person in the

managerial staff. The principal is often tasked with clerical

work and would be more beneficial to spend more time as an

instructional leader.

The Team cannot not confirm the identified needs.


The following areas were expressed by staff as areas that

they would like to have additional support and professional

development to improve: Standards Based Math SPL for

math Cooperative Groups CoTeaching Project Based

Learning Effective and Efficient Use of Data Understanding

Poverty

The Team confirms the identified professional development

needs.



Collaboration among teachers PBIS Data Notebooks SPL

Reading Behavior management

Although data were not provided to determine these as outstanding best practices, the Team commends the staff for:

• Positive Behavior Intervention and Support and Classroom Behavior Management: Tiger Bucks Program, Kindness and Caring Club, Rachel’s Challenge, Academic Intervention; all contribute to the positive school culture

12

and whole child focus of the school. • Data Notebooks (refined for 2013-14) schoolwide

contribute to student leadership development and support personalized learning.

• Reading: Emerging use of Daily 5 by some staff is creating classroom environments that are student centered, foster student reflection and self-direction.




POLICY and CODE











In order for accreditation processes to fulfill purposes outlined in W. Va. Code §18-2E-5, to impact student performance

levels, and to improve school quality, each West Virginia school must determine productive and meaningful ways to

integrate accreditation processes into continuous improvement efforts. To that end, the school is responsible for the

following:

13




· Prepare for the review – the principal shall: o prepare the staff for productive involvement in the review process with materials

provided by the OEPA o one month prior to the scheduled review, update the School Monitoring Report

documenting and summarizing the school’s overall progress o prepare the staff and stakeholders for the on-site review, including orientation to the

logistics, responsibilities, and expectations associated with the process · Participate in the review · Participate in the Exit Conference · Address the review findings – the principal shall:




It is intended that the accreditation process be a method for local boards of education to improve school quality and

student performance. Thus, the county board of education through the county superintendent of schools must exercise

leadership and provide appropriate support to accomplish this intent.

Implementation






o Ensure school strategic planning processes consider the annual and cyclical feedback provided through the accreditation

process

o Ensure that all audit review findings are sufficiently addressed according to the directives and timelines established by

the WVBE.


14






Each school is accountable for implementing continuous improvement and strategic planning as outlined in Policy 2510

and to work toward achieving high levels of student performance as specified below:

YES · Create a Structure and Process for Continuous Improvement including: o a designated team or committee(s) who orchestrate the school’s improvement efforts

(S2,FB) o on-going professional development and research on how to best improve school

and classroom processes and strategies (S5,FA)


YES · Assess School and Classroom Learning Conditions – all staff must utilize: o the School Monitoring Report (which in part is based on classroom learning

conditions defined in Policy 2322 (S7,FC) o summary employee evaluation data and professional development needs to guide

improvement priorities (S5,FC)








15









YES All public school students with disabilities who are eligible for services as defined in Policy 2419 shall participate in the assessments required under the West Virginia Measures of Academic Progress at the grade level in which they are enrolled with appropriate accomodations, if any, as determined by their IEP Team. (Policy 2340; 4.3) (S2, FA)

YES All public school students with disabilities as defined by Section 504 who do not have an IEP shall participate in the State Assessment in the grade level in which they are enrolled. Appropriate accomodations, if any, must be determined by the student's Section 504 Committee and documented in the student's Section 504 Plan. (Policy 2340; 4.3.b) (S2, FA)


FULL COMPLIANCE PARTIAL COMPLIANCE

Recess was not being provided 30 minutes daily as required.





The following items will be reviewed (1) by examining the school master schedule, strategic plan, school handbooks, district policies, school procedures, curriculum documents; (2) by observing classroom instruction, student engagement, school and classroom conditions; and (3) by interviewing staff,

16

students, LSIC members, and members of various team members such as curriculum teams, leadership teams, etc.




YES NO The curriculum required of all students includes each content area specified in the appropriate programmatic Charts I-V in pages 8-17 of the policy. (S3, FB) Recess is required daily for all students for 30 minutes-Chart I








Utilizes standards-focused curriculum Provides physical education, physical activity and health/wellness education Develops global competence Utilizes technology integration Utilizes formative assessment processes Utilizes personalized career portfolios to develop career awareness Offers visual arts, choral, and instrumental music courses Implements a standards-focused advisory program utilizing evidence-based practices during the instructional day

Adolescent Education (9-12) delivers programs to assure that all students meet WVBE graduation requirements and have access to course offerings as specified in the Policy to assure the following distribution of those requirements as described in the policy pages 12

17

to 21:

Utilizes Standards-Focused Curriculum Provides opportunities for world languages Provides the 18 specified graduation requirements Provides access to career technical education (CTE) Develops student success and career readiness Provides the 4 personalized graduation requirements in either a CTE or locally approved concentration Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology Develops and updates a personalized education plan (PEP) Has alternative means to earn high school credit Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs Provides AP courses and AP teachers complete required initial and on-going professional development



Provides staff with a planning period at least 40 minutes. Has a process for assuring and monitoring instruction is evidence- and research-based. (S3,FD) Has a system for assessing and monitoring student performance related to the content standards and objectives. (S3,FD) Has a process for parental involvement in a student’s education. (S7,FC) Has a system to monitor and reduce dropout rates. (S1,FB) Implements technology practices that facilitate student development and meet requirements in areas such as critical thinking,


(S6,FD)


Technology Team Local School Improvement Council (LSIC)

18

Faculty Senate School Curriculum Team Student Assistance Team (SAT) Leadership Team



















A temporary authorized departure from the regular school program designed to provide educational and social development for students whose disruptive behavior places them at risk of not succeeding in the traditional school structures and in adult

19

life without positive interventions.


· Implement county policies and procedures for alternative education. · Follow eligibility criteria for placement in alternative education, including expelled students. · Convene the Alternative Education Placement Team that will develop a written plan including: academic courses,

behavioral components, criteria for re-entry to the regular school program, and provisions for periodic review of the student's progress at least on an annual basis. (The team for all students with disabilities shall be the IEP team and the written plan shall be the IEP.)


· Employ licensed, certified staff in core subject areas. · Participate in State assessment program. · Compliance with State policies and federal regulations in the education of exceptional students.


RESOURCE DOCUMENT












YES Time Requirements (S3,FB) · Elementary School Grades – Not less than thirty minutes of physical education, including physical exercise and age-appropriate

physical activities, for not less than three days a week. · Middle School Grades – Not less than one full period of physical education, including physical exercise and age-appropriate

.

20

physical activities, each school day of one semester of the school year. · High School Grades – Not less than one full course credit of physical education, including physical exercise and age-appropriate

physical activities, which shall be required for graduation and the opportunity to enroll in an elective lifetime physical education course.



YES Results are shared with students and parents. (S7, FC)

F . Counseling Services W. Va. Code §18-5-18b


RESOURCE DOCUMENT














21



YES VERIFIED


YES District letter from WVDE OSP needed that indicates corrective actions have been completed from 2013-14 monitoring report.

VERIFIED


YES VERIFIED


NOT FOUND 2/2014 letter about kitchen sanitizing; 10/7/2014 OEPA Team observed staff cleaning with bleach after meal.

VERIFIED


YES VERIFIED


YES VERIFIED

Findings: Policy 2510: Staff need to investigate alternate time to deliver instruction. Students cannot be removed from recess for instruction. Facility Resource Needs

1. School Location and Site Site does not have stable, well-drained soil free of erosion. (Did not adversely impact student achievement.)

3. Teachers’ Workroom Teachers’ work are is not adequate in size (150-250 ft²) and does not provide access to communication technology. (Did not adversely impact student achievement.)

22

4. Counselor’s Office Counselor’s office is not adequate in size (100-125 ft²). (Did not adversely impact student achievement.) 5. Library/Resource/Media Center The library is not adequate in size, does not have computer work stations, capacity for on-line research, electronic card catalogs, on-line periodical

indexes, copying equipment, or other materials that are adequate for general reading and reference. (May adversely impact student achievement.)

7. Kindergarten Classrooms Room #105 is not adequate in size (50 ft² per child) and does not have hot and cold water. (Did not adversely impact student achievement.) Room #130 is not adequate in size (50 ft² per child). (Did not adversely impact student achievement.)

8. 1-12 Classrooms Room #107 and 116 are not adequate in size (28-30 ft² per student). (Did not adversely impact student achievement.) 10. Specialized Areas Art facility is not adequate in size (45-5- ft² per student), does not have counter space, a ceramic kiln or black-out areas. (May adversely impact

student achievement.)

Music facilities do not have adequate storage, instructional board, bulletin board, music chairs with folding arms, music stands, instructor’s station,

or acoustical treatment. (May adversely impact student achievement.)

Physical education facilities do not have a data projector or 50 inch screen monitor. (Did not adversely impact student achievement.)

14. Food Service Food service area does not have a dry erase board and a teachers’ dining area is not provided of adequate size (250-300 ft²). (May adversely impact students’ safety and well-being.) 15. Heath Service Unit Heath service unit is not of adequate size (250-400 ft²), and does not have curtained or small rooms with cots, bulletin board, scales, refrigerator with locked storage, work counter, or desk and chair. (May adversely impact students’ safety and well-being.)



Team Leader Karen Ruddle OEPA Consultant

Team Member Ange Varner Federal Programs Director, Preston County Schools

Team Member Pam Gould Dorini Principal, Edgewood Elementary, Kanawha County Schools


SCHOOL PROFILE

WASHINGTON DISTRICT ELEMENTARY – UPSHUR COUNTY

2011 2012 2013 2014

Enrollment 145 134 131 140


Attendance Rate 98.48 98.66 97.84 97.82





not available 100.00 100.00 100.00

1


WASHINGTON DISTRICT ELEMENTARY in UPSHUR COUNTY SCHOOLS

















EMERGING •WDES Core Beliefs and

mission statement were last

updated and approved by the

faculty and LSIC in July/August

of 2014. The Mission Statement

and Core Beliefs are also shared

with PTO. •The Core Beliefs

are: all students deserve a

quality education in a safe,

student-centered learning

environment oall students

deserve to learn in a respectful,

caring atmosphere oit is the

mutual responsibility of

students, staff, parents, and other

community members to be

committed to and accountable

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function. Rationale: The OEPA Team through the interview process verified the school’s evidence and determines the school’s evidence substantiates a higher rating.

2

for student mastery that the

mastery of essential skills will

lead to success in life all

students can reach their potential

and obtain high growth. •During

the first IS day, the staff went

through Policy 2322 WV

Standards for High Quality

Schools reflection sheet.. •The

Mission Statement and Core

Beliefs are included in the first

newsletter and are prominent in

each classroom and throughout

the school. - School-wide

procedures were updated at the

summer Teachers’ Academy.



EMERGING •The Mission Statement and

Core Beliefs are prominent in

each classroom, in the hallway,

in the first newsletter, and on the

Title I Home-School Compact.

•Student of the week are

displayed in the foyer for all to

see. •A parent information board

has been established in the foyer

where parents wait to pick up

students. •The Responsible Road

Runner award is provided for

students who follow all

expectations set by their teacher.

•Student work is displayed in

the hallways outside classrooms.

•A Student Handbook is updated

at the beginning of the year and

sent to each student. •A

Veterans’ Day program and


3

Grandparents’ Day Program will

be held again this year to honor

our family members. Principal

attended the WVPD Principals'

Leadership Academy



EMERGING •School-wide procedures were

updated at the summer

Teachers’ Academy and

practiced during the first weeks

of school •The Responsible

Road Runner award is provided

for students who follow all

expectations set by their teacher.

•To encourage each students’

responsibility to maintaining a

clean building, the custodian has

the “Golden Broom” which is

awarded to the class who has

kept the neatest room

throughout the week. Students,

parents and staff are greeted by

the principal each morning. •The

staff has had training on Love

and Logic. •School safety

procedures are practiced with

fire drills and emergency drills

and are proactively taught to

staff and students.


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.






EMERGING •The principal is working to

have vertical and cross-grade

planning through


4

Data/Curriculum Team

Meetings and Leadership Team

meetings to create a better flow

of data throughout each

student’s elementary experience.

•The principal participated in

professional development at

RESA on policy and was

updated on school law. •The

principal is highly visible in the

school to greet buses, students,

and parents dropping off

students. All students are known

by their first name. •The

principal attends all SAT and

IEP meetings as well as

data/curriculum meetings. •The

principal attends county wide

Principal and Title 1 meetings

and updates staff on changes and

developments with principal

notes

Recommendation: The OEPA Team recommends the principal become aware of current professional development of the staff.



EMERGING •The staff met at the beginning

of the year to update the Core

Beliefs and Mission Statement

and began to update Strategic

Plan. •At the beginning of the

school year, STAR data and

Fountas & Pinnell Data were

available in each grade level and

the Strategic Plan goals were

updated. •The Mission

Statement and Core Beliefs are

shared with LSIC & PTO. •The

Leadership Team meets once a

month and is made up of one

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function. Rationale: The OEPA Team observed the evidence listed and deemed the rating accomplished.

5

representative from each grade

level as well as the support team

made up of Title I, Special Ed

and the school’s counselor. The

team will also act as the

Technology and Safety Team.

•Other teams include

Data/Curriculum Team, Faculty

Senate, Hiring Practices

Committee and LSIC.



EMERGING •School-wide procedures were

updated at the summer

Teachers’ Academy and

practiced during the first weeks

of school •During the first IS

day, the staff went through

Policy 2322 reflection sheet.

•The Core Beliefs and Mission

Statement were reviewed and

updated. •Faculty Senate

meetings are held quarterly. The

senate is chaired by a faculty

member and teachers control the

agenda. •All grade levels are

involved in the analysis of

current data. To date we have

analyzed STAR math and

reading benchmarks and Fountas

& Pinnell reading levels from

2013-14 EOY. WESTEST 2 will

be analyzed when the

information is made available.

•The county will provide

academic coaches to oversee a

PLC on a quarterly basis. •85%

of teachers serve in a leadership

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function

6

role on one or multiple

committees



EMERGING •Intermediate students sell

tickets for the Darla Edgell

Scholarship Fund. •All students

take turns bringing information

to the office. •The counselor

uses intermediate students to

promote anti-bullying activities

with the students during the

school year. •Students are

encouraged to write notes to the

principal with suggestions that

are important to them. •Two

fifth graders are chosen to

collect recycling every

Wednesday. •Plans are being

made to create a 5th grade

Student Council to allow

students to have a voice.









EMERGING •Academic coaches provide

support in Next Gen Standards

in all classrooms. •Principal is

doing walk-throughs and lesson

plan checks. •Counselor works

with staff to develop lessons that

meet the needs of the students at

WD. •Parents and community

volunteers are being trained to

work in the building. •Teachers


7

are working on providing

multiple learning opportunities

through large group, small group

and independent learning. •Title

1 is involved with collaboration

and co-teaching •Students create

academic and personal goal

folders •Art teacher is

collaborating with the classroom

teachers to co-teach on

standards that can be expressed

through art. •Title 1 teacher,

special ed teacher, and

classroom teachers collaborate

weekly and co-teach within the

classrooms. •Three teachers are

implementing “Daily 5/Reading

CAFE” within their classrooms

to provide student –centered

environments that foster student

reflection, intellectual inquiry

and self-direction. inquiry



EMERGING •Teachers were provided

training through the county on

NexGen Standards and provided

pacing guides to help pace

instruction in reading and math.

•All teachers attended TERC

training in August to better

implement NexGen Math

Standards. •Principal walk-

throughs and lesson plan checks

are being done to see where

teachers need more support to

create standards-focused

learning experiences.


8

•Information on Policy 2510 has

been shared with teachers

•Classrooms are equipped with

laptops, whiteboards, data

projectors and Ipads •Preschool

teacher basis provides

instruction on Early Learning

Standards Framework



EMERGING •Lesson plans are checked

regularly by the principal

•Teachers looked at STAR EOY

and Fountas & Pinnell EOY to

determine instructional practices

at the beginning of the year.

•Data/Curriculum Team

meetings have been established

to meet following important

benchmarks. •Teachers plan

collaboratively to develop ideas

for differentiating lessons for

advanced and below level

students. •Daily 5 program is

being implemented in some

classrooms to offer students

book choices based on their

interests. •Teacher Evaluation

allows collective reflection

about teaching.




EMERGING •Student interest inventories

were provided by some staff

members. •Number Talks is

done 3x week and allows for

reflection of learning •Inter-

write boards, laptops and Ipads

are being used to engage

students and reinforce the use of

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function. Recommendation: While the school has the technology infrastructure, The OEPA Team

9

21 Century learning •Teachers,

Title I and Special Ed provide

appropriate and varied

instruction as indicated in SPL

for students who need extra

assistance within the inclusive

classroom setting and pull

students out when necessary.

•The principal will be checking

lesson plans for 50% hands-on

Science lessons.

recommends that the staff improve the integration in the instructional process.








ACCOMPLISHED •Open House was held the night

before school began. •A Home-

School Compact signing

•Home/School folder is

provided for each student

•Grades 1 -5 have agendas

where students can record

homework assignments and

teachers and parents can

communicate on a daily basis.

•Monthly newsletters are sent,

and additional information is

sent to parents during the month

•“Remind” is being set up once

again this year to remind parents

and family members of

upcoming school activities

through a text message. •A

parent survey is sent out in late

winter or early spring to gage

parent satisfaction. •Parents are

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function

10

encouraged to serve on LSIC

and PTO so they can have a

voice. LSIC meets •Counselor

conducts weekly 40-minute

classroom groups for grades 3-5

•Bi-weekly 40-minute classroom

groups for grades 1-2, 30-minute

for K •Lunch groups conducted

during each lunch period (3 ½

hour groups per day in

residence) •Weekly “Girl’s

World” group conducted with

4th grade girls



ACCOMPLISHED •Needs Assessment completed

by all 3-5 grade students

•Helping Hands” form

developed for guardians to

report concerns •Teacher

Referral form for students

•Groups to address identified

needs (developed from data

from Needs Assessment)

including: anger management;

assertive communication;

friendship skills; anxiety; family

diversity; low self-

esteem/confidence; healthy

relationships •Student request

forms available to all students to

request time to meet with

counselor •Counselor

collaborates and co-teaches with

classroom teachers and provides

resources to ensure

generalization of guidance

curriculum •Assists students in

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function. Comment: The OEPA Team observed the Counselor’s Programs: “Banana Split” and Girls’ Club” as additional evidence to substantiate this rating.

11

developing and monitoring

SMART goals for academic and

emotional success •SAT meets

regularly to develop intervention

plans for students •At the end of

the year, the school did a

“Move-Up” day when 5th grade

visited the middle school. Each

class spent 30 minutes with the

next grade’s teacher.



EMERGING •Community members are

involved at the school:

Tallmansville CEOs are partners

in education, and the WD

Volunteer Fire Department is

teaming with PTO to help raise

funds for an information sign for

the school that will be used to

share school news and also news

in the community. •The

Washington District CEOs

maintain a closet with clothes

for students when the need

arises. •The school has a nurse

who comes to the school on

Tuesday and Thursday

afternoon. •WDES has initiated

“Breakfast After First” to ensure

that students receive a healthy

breakfast each day. •New

Business Partners Obtained

include: Sugar Shack, Sheppards

Furniture, Washington District

CEO’s, Tallmansville Lions

Club, Washington District Fire

Department, and Papa John’s


12

Pizza. Fast Stop and Eagles are

also business partners. •The

school provides backpacks to

students in need through World

Vision. •The school was

recently awarded $800 Green

Apple Grant to promote

community recycling.








EMERGING •Professional Development

opportunities available through

the county office include: TERK

math training iPAD training

Daily 5 PLC •A summer

Teachers’ Academy for our

school’s teachers was attended

by 100% of the staff. Items

covered included: Co-Teaching

Re-Calibrating the Assessments

Mathematical Practices Helping

Us Help Students with their

Feelings •A New Teachers

Academy has been implemented

by the Title I Central Office for

newly hired teachers and

teachers new to their grade

level. •The principal participated

in professional development

during the county’s Directors’

Academy in July and attended

CPI training through RESA.

•Three teachers are part of the

monthly Daily 5 and CAFÉ

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function. Recommendation: The OEPA Team recommends that the principal and staff research PLCs within the county for increased student performance.

13

Cadres •Counselor provides

guidance binders for each

classroom teacher with

collaborative lessons that go

along with counselor’s main

lesson •The Special Ed

Academy was attended by our

Special Ed teacher •Beginning

teachers are provided with a

mentor



ACCOMPLISHED •Teachers looked at STAR EOY



at the beginning of the year.

•Data/Collaboration Teams will

meet following STAR

Benchmarks and Fountas &

Pinnell benchmarks. •Teachers

collaborate every Friday with

Title I and Special Ed •Principal

walk-throughs and lesson plan

checks are utilized to gage

teachers’ use of data. •The

school’s Leadership Team

consists of the principal, one

representative from primary and

intermediate grades, Title I,

Special Ed, and the school

counselor. •County Academic

Coaches model for teachers and

offer feed-back on lessons.




EMERGING •Principal walk-throughs and

lesson plan checks are utilized to

gage teachers’ use of data.

•Teacher Evaluations follow

state policy and allow for

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function.

14

reflection between teacher and

principal. •Teachers submit

student learning goals at the

beginning of the year. Teachers

confer individually and as

vertical teams with the principal.

Rationale: Through the interviews, the OEPA Team found the principal is in the classrooms doing walk-throughs and communicates and provides feedback through email and face to face meetings with staff. The principal also communicates with students daily at the beginning and end of the school day as well as having mini-conferences concerning behaviors throughout the day.

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.



TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED •To create cohesiveness between

staff, students, and the

custodian, the “Golden Broom”

is awarded weekly to the room

the custodian feels has been

consistently neat and easy to

clean. At the end of each month,

students with the most “Golden

Broom Awards” will provide

extra recess by the principal.

•Two fire drills were done

during the first 5 days of school.

Additional drills will be planned

– one with the local fire

department during Fire

Prevention Week. •All staff and

students have been taught proper

protocols for emergency drills

and ensures that the external

doors remain locked at all times.


15

•LSIC and the school safety

committee discuss safety

concerns and needs. •Partners in

Education are a resource for

funds for miscellaneous school

needs. •Levy monies from the

community have provided our

school with facility upgrades

such as a new roof, paved

parking areas, and equipment for

cleaning and maintenance.



ACCOMPLISHED •Fiscal resources are efficiently

managed according to county

and state policy •An informal

audit is set up with the Director

of Finance to touch base with

the school secretary. •Staff

contribute to a flower fund

managed by the Title I teacher.

•Faculty Senate/Levy money

reports are given to the principal

and Faculty Senate monthly

with balances that each teacher

has to use for instructional

materials. Teachers are asked to

sign and date all packing slips

for items received and turn into

office so items are not paid for if

they are not received. •PTO and

Partners in Education are

approached for extra school

needs outside the budge.

•Newsletters and handouts are

used to communicate the

reasons for fundraising and our

goals. •Title I funds pay for

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team did not substantiate the school’s self-rating; the Team determined a lower rating for this function. Rationale: Through interviews, The OEPA Team observed that the staff is not included in budget discussions or decisions except for Faculty Senate and levy monies. Recommendations:

The OEPA Team recommends that the principal investigate the proper handling of the flower fund.

The principal should include staff in future finance discussions and decisions.

16

outside training for teachers.

•PTO funds our transportation

for field trips using county

school buses.



EMERGING •All professional staff is highly

qualified, -Faculty Senate

elected staff members to serve

on the hiring board according to

WV code. Each member has

taken and passed the hiring test.

•Classes are taught by highly

qualified teachers. •Teachers set

student learning goals as part of

the Educator Evaluation System.

•Job postings are placed in an

area for all to see and apply for

openings. •All emails and

paperwork received from the

board are passed on to all

personnel via mailboxes or

email listserve. •Opening day

provides site based time to

introduce new employees to the

school environment.

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function. Rationale: The OEPA Team observed the evidence listed and deemed the rating accomplished.



EMERGING •The Weyerhaeuser Giving

Fund awarded WDES $ 4,130

last year to be used toward

technology - iPADS for the

classroom. The principal has

applied for the same grant this

year to purchase more iPADS

for classroom. - Staff attended

Infusing Technology over

summer. •Teachers currently use

interactive white boards, iPADS,

and data projectors in their


17

instructional delivery. •TECH

STEPS is utilized at every grade

level to help students learn how

to utilize technology in the

course of learning and life.

•WDES recognizes their

students require 21st Century

skills to excel in our globally

competitive world. Through past

grants and county funds, each

classroom has computers

available to their students.

Intermediate classrooms also

have laptops for each student.

•A computer lab is situated in

the school’s library and is used

for TECH STEPS as well as

research if necessary. Teachers

also use the lab to take STAR

benchmarks in math and

reading. •Staff attended iPAD

training through WVCPD.





TEAM RATING

TEAM EVIDENCE



EMERGING •Teachers looked at STAR EOY



at the beginning of the year and

revisited the Strategic Plan to

begin to make necessary

changes. •The principal,

Leadership Team, and

Data/Curriculum Teams all have

a shared responsibility for


18

frequently monitoring the

learning of students.

Adjustments to instruction will

be made using formal and

informal assessments, student

work, and feedback from

parents. - Varying Instructional

Strategies was a topic during the

summer teachers' academy. -

Teachers are using hands-on

teaching to engage students and

enhance achievement. -

Teachers were provided pacing

guides in reading and math. -

More hands-on standards-based

learning is being used and

looked for on the lesson plans

by the principal.



UNSATISFACTORY •WDES is working to build

professional relationships with

all stakeholders. The Leadership

Team will meet monthly to track

the progress of the strategic

plan’s goals and action steps.

LSIC will receive updates as

well. PLCs are embedded in the

Data/Curriculum Teams and are

to share best practices with

colleagues. Faculty Senate

meets quarterly and PTO meets

monthly.

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function. Rationale:

The Leadership Team is in place and is meeting regularly.

The LSIC now has a larger role in the decision making process for student learning.



EMERGING •The principal, Leadership

Team, and Data/Curriculum

Teams all have a shared

responsibility for frequently

monitoring the learning of


19

students. Adjustments to

instruction will be made using

formal and informal

assessments, student work, and

feedback from parents.

Data/curriculum team meetings

will look at current data to make

instructional decisions. Support

for Personalized Learning (SPL)

is practiced at WDES. Title I,

Special Ed and the classroom

teachers teach strategic and

intensive groups. After looking

at the growth of our higher

achievers, teachers are putting

practices in place to challenge

them. Daily 5 and Number Talks

have been practiced more

frequently.




Technology is constantly changing. When equipment

doesn't work, teachers become frustrated with the lost

time in planning and instruction. An IT was on campus

last year as well a TIS once a week. This year we don't

have an IT on campus and have yet to see our TIS.

When teachers need assistance, they have to wait for

someone to become available. We need a more regular

TIS for embedded training to build capacity.

The OEPA Team confirms the need for professional development to incorporate technology in the instructional process.


There is an understanding that it will take several years

to fully implement NexGen Standards. We'd like to see

more embedded professional development offered in

the area of writing across the curriculum as teachers

learn to create a more student-centered classrom.

Because of the large population of boys and the lack of

The OEPA Team confirms the need for professional development to incorporate technology in the instructional process.

20

engagement noted by the IPI team and principal,

classroom management is another area that could be

addressed for some through professional development.



Our school's parent involvement and community

outreach has been well implemented. We provide

parents with ways to help in the classroom, but also try

to make all community members feel comfortable in

the school. A community recycling project is planned

for late September after it was realized that the

community wanted to recycle but didn't have resources

to begin. The PTO is raising funds this year for an

informational board that will be used by the school and

community.

While these practices do not rise to the level of outstanding best practices due to lack of supporting data, the OEPA Team commends the staff for their cohesive approach in their delivery of instructional practices. The counselor’s implementation of “Banana Splits,” (a programs designed for students of broken homes) and “Girls Club” (a program designed for specific girls’ issues) are commendable. The counselor’s collaboration notebook for each of the teachers is an excellent effort to incorporate needed lessons in all classes.




POLICY and CODE







21








YES Develop Knowledge of Policy 2322 The Policy 2322 reflection sheet was given to the staff during our summer

Teachers' Academy. Teachers did their own self-reflection and then we went

over it as a group on August 11.

YES Complete the School Monitoring Report School Monitoring Report was shared with staff and LSIC to involve all

shareholders.



process with materials provided by the OEPA o one month prior to the scheduled review, update the School



· Participate in the review · Participate in the Exit Conference · Address the review findings – the principal shall: o share and discuss the report with the school staff and LSIC and



Staff has been prepared to date - 8/29/14





22

Implementation



















The Leadership Team is working with the principal to determine improvement

based on current data. Teachers have met in Data/Curriculum Teams to review

data, share information and determine the needs of their incoming students.

Current data has not been made available. Professional development is on-going

in math with the assistance of a math consultant and in ELA with the assistance

of our academic coach


WESTEST 2 data has been preliminary and there has been no growth report.

Teachers have looked at benchmark data from 2013-14 but are still doring

formative assessments on current students.



o summary employee evaluation data and professional

The School Monitoring Report has been a good place for the principal and staff

to gauge where they are in their profession. The employee evaluation data and

professional development needs have put a spotlight on where our teachers need

to improve.

23

development needs to guide improvement priorities (S5,FC)






Core beliefs and mission have been updated this 2014-15 school year. The staff

has looked at the goals and measurement, but action steps have not been updated

to date. Preliminary goals were shared with LSIC at the first meeting.











Principal and staff were last trained

for the 20113-14 school year


Special Ed students who require

earphones for text to speech were

accommodated.


Although we have had students with

504 plans in the past, there are none to

date this school year

24











Teachers have been encouraged to get students up more often

during instruction.


All content is being covered and teachers are encouraged to

cross curriculum when applicable.





Utilizes standards-focused curriculum Develops physical health and wellness Develops global competence Utilizes formative assessment processes

Pre-K has completed the Early Learning Scale. Kindergarten

receives information from our Pre-K teacher, and is in the

process of implementing the Early Learning Reporting system.

The entire staff is implementing the NexGen standards, and

continues to transitiion into more rigorous instruction.

25

Utilizes technology integration Develops student success and career readiness Implement appropriate early learning programs (pre-k to 5)








Utilizes Standards-Focused Curriculum Provides opportunities for world languages Provides the 18 specified graduation requirements Provides access to career technical education (CTE) Develops student success and career readiness Provides the 4 personalized graduation requirements in either a

CTE or locally approved concentration

Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology Develops and updates a personalized education plan (PEP)

26

Has alternative means to earn high school credit Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs Provides AP courses and AP teachers complete required initial

and on-going professional development











Technology Team Local School Improvement Council (LSIC) Faculty Senate School Curriculum Team Student Assistance Team (SAT)

Many of the teams cover more than one agenda.

27

Leadership Team


















WDES has a Crisis Response Plan and classroom

guidelines. The plan is practiced under the

direction of Jeffery Harvey, JH Consulting, LLC.



Alternative education programs meet the requirements of Policy 2510 and Policy 4373. (W.Va. Code

Three staff members have been trained in the

"Nonviolent Crisis Intervention" training

program and carry CPI blue cards. Additional

teachers are planning to attend the training.

28

§18-2-6 and §18-5-19; Policy 2510; Policy 4373) (Policy 4373, Pages 59-63)

· Implement county policies and procedures for alternative education. · Follow eligibility criteria for placement in alternative education, including expelled students. · Convene the Alternative Education Placement Team that will develop a written plan including:

academic courses, behavioral components, criteria for re-entry to the regular school program, and provisions for periodic review of the student's progress at least on an annual basis. (The team for all students with disabilities shall be the IEP team and the written plan shall be the IEP.)


· Employ licensed, certified staff in core subject areas. · Participate in State assessment program. · Compliance with State policies and federal regulations in the education of exceptional students.


RESOURCE DOCUMENT
















· Schools which do not currently have the number of certified physical education teachers, do not currently have the required physical setting or would have to significantly alter academic offerings to meet these physical education

PE is scheduled 3 times a week for

40 minutes.

29

requirements may develop alternate programs that will enable current staff, physical settings and offerings to be used to meet these physical education requirements. These alternate programs shall be submitted to the state Department of Education and the Healthy Lifestyle Council for approval.

YES Students in grades four through eight and the required high school course participate in fitness testing. (S3,FD) Fth and 5th graders participated in

the fitness testing last year and the

information was shared in WVEIS.



RESOURCE DOCUMENT













The counselor's

schedule reflects

this.


The counselor's

schedule reflects

this



NOT APPLICABLE YES

No findings

VERIFIED

30


NOT APPLICABLE YES

No findings

VERIFIED


NOT APPLICABLE YES

No findings

VERIFIED


NOT APPLICABLE YES

No findings

VERIFIED


NOT APPLICABLE Not SBA construction


NOT APPLICABLE YES

No findings

VERIFIED




Kindergarten classroom, Room #114, is not adequate in size (50 ft² per child) and is not located related educational areas and away from disruptive

noises. (May adversely impact student achievement.)

8. 1-12 Classrooms

Room #115 is not located near related educational areas and away from disruptive noises. (May adversely impact student achievement.)

Room #109 and #110 are not adequate in size (28-30 ft² per student). (Did not adversely impact student achievement.)

9. K-12 Remedial

Remedial area is not adequate in size (28-30 ft² per student) and is not located adjacent to general instructional areas. (May adversely impact

student achievement.)


Art facility does not have one medium sink, hot and cold water, counter space, a ceramic kiln or black-out areas. (May adversely impact student

achievement.)

Music facilities do not have adequate storage available, music chairs with folding arms, music stands, podium, or acoustical treatment. (May

adversely impact student achievement.)

31

Physical education facilities do not have data projector or 50 inch screen monitor. (Did not adversely impact student achievement.)

14. Food Service

Food service area does not provide a teachers’ dining area of adequate size (250-300 ft²). (Did not adversely impact student achievement.)


Health service unit is not of adequate size (250-400 ft²), does not have curtained or small rooms with cots, bulletin board, toilet lavatory, refrigerator

with locked storage, desk or chair. (May adversely impact student health and well-being.)



Team Leader Deborah Chapman OEPA Consultant

Team Member Bob Calhoun Executive Director Early Childhood Education, Kanawha County Schools


SCHOOL PROFILE

UNION ELEMENTARY – UPSHUR COUNTY

2011 2012 2013 2014

Enrollment 316 321 315 309


Attendance Rate 98.81 98.96 98.53 98.81





1


UNION ELEMENTARY SCHOOL in UPSHUR COUNTY SCHOOLS
















DISTINGUISHED Union Elementary faculty and staff

created the core beliefs and mission

statement during a strategic planning

session at the beginning of the school

year. These beliefs are revisited

annually during faculty meetings.

Staff and faculty reflect a shared

vision for our students. We want

Eagles to SOAR- Staff and students

Offer opportunities for Achievement

and leadership in a Respectful student-

centered environment. Additionally,

collaborative teams meet routinely to

develop implementation plans. Leader

in Me Foundation Grant Love and

Logic model used in discipline

Mission statement is posted and

DISTINGUISHED The evidence provided by the



substantiates the school’s self-


Comments:

The principal uses “Princi-PAL” every morning to build positive school community and shared beliefs and values. The principal leads all students and teachers in the gym/bus room in the pledge, singing, and discussing

2

shared with staff, students, and

parents. All stakeholder opinions are

respected. High expectations for all

staff, students, and parents. No

complacency, there is always room for

improvement. Self-reflection. LSIC

(Local School Improvement Council)

Faculty Consensus during strategic

planning revisited annually

Collaborative teams Core Beliefs:

Eagles SOAR -posted everywhere

character and principles before being released to classrooms.

Teachers and students develop individual mission statements as part of the Covey program.



ACCOMPLISHED Union has a long history of high

achievement. Expectations are

practiced and posted in hallways and

classrooms. Union teachers promote

21st Century skills such as problem

solving, critical thinking, written and

oral communication and technology

literacy. Teachers and principal meet

in professional learning communities

Each student receives a handbook to

describe expectations. Parents sign off

that they will support the expectations

outlined. Master calendar is

maintained in office. Veterans Day

Grandparents Day Jump Rope for

Heart Chinese New Year Student

Council Safety Patrol Christmas Play

Show Choir Recycling Reading

Buddies Rachel's Challenge Student

Led Conferences Leadership binders

where students track their own data

Popcorn Friday has parent

involvement Canned food drives

ACCOMPLISHED The evidence provided by the





Comment:

Between kindergarten and

Grade 5, all students are able to

complete six college field trip

visits. They recently added a

visit to the Fred W. Eberle

Center.

3

Student Leadership Roles Kindness

Club Morning News Student-written

expectations in all areas.



ACCOMPLISHED Evidence collected during the school

culture survey indicate staff and

students feel safe at school. School

safety procedures are practiced and

direct taught in the classroom and

during school assemblies. Each

classroom has a booklet that outlines

the Union Elementary Crisis response

plan and classroom guidelines. Results

are shared with teachers and students

regarding drills. School safety

procedures including fire, tornado,

lockdown, shelter in place, weather

and medical emergencies are taught

and practiced. Staff monitor hallways

to assure areas are well supervised and

we have a trained 5th Safety Patrol.

Good Work Ethic Custodians Student

Led Classroom Jobs and

Responsibilities Leader in Me Teacher

ability to delegate a sense of urgency

for meaningful student responsibility.

Need an ID badge to enter school

Practice emergency drills Visitor

Sign-In and Badges Students are

conscientious of students with special

needs. Extracurricular activities






4







DISTINGUISHED • Dr. Stankus has won the National

Distinguished Principal Award • She

has obtained a Doctoral degree in

Educational Leadership and is the

instructional leader at Union. She is

very knowledgeable of current

policies and how to implement policy

at the school level. - Dr. Stankus is

very involved in the community and is

very visible in our school. - She leads

staff in disaggregation of data and

how to use data for instructional goals.

• She is an instructor for the center for

Professional Development • She

provided the guidance for our school

to become a Leader In Me school •

She lead our school on several

innovation zone initiatives • She

always has a positive “Today is a new

day” attitude with staff and students •

She has an open door policy and

everyone is welcome to talk to her

about anything • Encourages and

attends conferences such as Model

School Conference and the Student

Success Summit - Principal knows the

students and calls them by their name.






5



ACCOMPLISHED • Each classroom creates a mission

statement and students create their

own mission statements for

Leadership Folders • Our school has a

very strong Local School

improvement Council and

involvement from parents and

community members • Our staff meets

monthly to share best practices,

important information, complete

trainings and to share ideas on

everyday logistics and solving

problems that arise • Our school has a

strong PTO involvement • Our school

works on committees to celebrate staff

and student success - Staff meets

monthly in SPARK meetings where a

teacher shares a "best practice" -

Curriculum team meets monthly to

make data driven curricular decisions.

- Technology team is utilized to assess

and advise technology vision for our

school. - Leadership team meets bi-

weekly to assist in decision making

for Union Elementary - Hiring

committee is utilized to assist in hiring

new teachers. - Safe schools

committee holds safety meetings.




substantiates a higher rating than

the school’s self-rating for this

function.

Rationale:

All teachers are able to serve on the leadership team. This helps ensure an inclusive atmosphere.

The school has a Focus team that helps maintain connection to the school goals(s).

The Lighthouse Committee helps support/promote the Leader in Me work.

The school has a grant writing committee comprised of the principal and teachers at the school.

A student achievement committee comes up with ways to recognize and reward behavior and academics of students.



DISTINGUISHED • The principal is supportive of

classroom initiatives by providing

guidance but allowing teachers to

maintain the leadership for Union

Elementary • Teachers often attend

professional development on






6

technology integration and new

initiatives from the county or state

level - Our teachers have been

recognized at the state and national

level for awards such as Arch Coal,

Frieda J. Riley teacher award, and

Presidential Science and Math

Teacher of the Year. • Teachers are

taking classes or are instructing e-

learning professional development

classes on a regular basis • Our staff

holds monthly meetings to share best

practices, we attend leadership

meetings, and held regular meetings

for FOCUS school improvements - A

number of our staff are serving as state

level facilitators/trainers for Center

For Professional Development and the

WVDE Reading Cadre. - Five

teachers in our building have been

trained as new teacher mentors - Serve

as placements for student teachers

Comments:

The school holds monthly SPARK meetings that provide a forum for teachers to share best practices.

The Faculty Senate hiring committee created a school-specific rubric to assist in hiring four new staff members this year.



DISTINGUISHED • Our school has a safety patrol who

monitor the hallways and assist with

bus and cafeteria monitoring. • Our

school has become a Leader in Me

school and every student is designated

with leadership responsibilities within

the classroom • Our school has a

student council who create and

spearhead service projects for our

school. They also assist with Red

Ribbon Week which is our drug free

schools week. • Our school has a

kindness club who design and






Comments:

Students have to apply for student council by writing why they want to be on the council and why they want to be a leader.

7

implement service projects such as

singing for nursing homes, Easter

Baskets for underprivileged children

and mitten/hat drive for parish house. -

Student leaders assist with cafeteria,

classroom and hallway clean up. •

Students have to opportunity for after

school programs such as: girl scouts,

4-H, - Fellowship of Christian

Students. • Students are provided with

a wide variety of extra-curricular

activities – including a Raze (tobacco

free) group. • Classrooms take on

community service activities that are

student

Every class has designated leadership roles/jobs.

Every class participates in a service project selected by the students.

Students in Grades 3-5 serve as “buddies” for Grades K-2. This role is like a student mentor.

Grade 5 students create a morning news report using an iPad and iMovie. It includes weather, lunch, and announcements and is broadcast via email to teachers.






inviting classroom environment that is student-centered and fosters student reflection, intellectual inquiry, and self-direction.

ACCOMPLISHED Student Reflection • Union is a

Leader-In-Me School that includes

student-directed goal-setting, 7 Habits

routines, tracking progress,

accountability, and guides students to

be self-directed in setting academic,

behavioral and personal goals. •

Teachers use the Daily 5/CAFÉ- iPick

teaches the students to choose their

own reading text based on interest,

purpose, comprehension and knowing

the words. Intellectual Inquiry •

Students utilize Leadership notebooks

as a pensive of their learning, the






8

questions they want to answer and

their goal-setting. • Teachers

coordinate virtual learning through

iPads, media centers, and Wi-Fi

availability throughout the entire

building to allow insatiable inquiry-

based learning opportunities. Self-

direction where students learn to be

proactive and making their classrooms

positive place to learn • Students refer

to their Leadership Notebooks as a

guide for their next steps in goal

setting for personal, academic and

behavioral goals.



ACCOMPLISHED • Teachers use WVNxtGen Standards

to drive instructional focus and

planning. • The Standards guide

teacher’s lesson plans and instruction.

• Assessments are used as a

benchmark to set instructional pace. -

All teachers were trained in the Next

Gen standards and 2 teachers were

trained as teacher trainers. These are

reviewed during monthly SPARK

meetings • We access CCSS based

sites that align with WVNXTGEN

standards that require students to show

mastery of the standard in ELA, Math

and Social Studies. • We use

Lemonade Day, Impact Day, United

Nations Day, Service-Learning

projects, Stone’s visit as opportunities

for students to experience

entrepreneurship and global literacy.

These opportunities enrich our






function.

Rationale:

Based on classroom observations, technology is widely used by teachers and students.

Based on classroom observations, a variety of technology is being used. (There is an abundance of iPads, iPods, laptops and desktops.) Students are using audio and video resources and

9

students understanding of the 21st

Century and their role as a citizen. •

We attend professional development

at the local, state and national levels

for example Daily 5 by our ELA

coaches, Infusing Technology by the

WVCPD and Model Schools

Conference by the ICIE.

consuming from math and reading websites.

Students are also creating with technology. Students use iPads to record a morning news report. This is edited with iMovie and broadcast to teachers via email (contains weather, lunch, and announcements).

Teachers are creating resources for display on the board.



ACCOMPLISHED • Teachers use a pacing guide across

the county for English and Language

Arts. • Teachers implement standards-

based math instruction and projects.

Teachers have over 30 hours of

standards-based math training by

TERC. • Grade level teaming for

generalizing across the curriculum to

coordinate PBL’s and instructional

guides for meeting individual student

learning goals. SPL Support for

Personalized Learning. - Principal

reviews lesson plans and works with

teacher to assure a focus on the Next

Generation Standards - Summative

assessment results ana - Use of

differentiated instruction is monitored

by IPI data and observation • Daily 5,

Reading Buddies, leadership roles,

SPL, are support for the students that

are aligned with WVNXTGEN

standards. • Teachers use Problem and






10

Project Based Learning, Service

Learning opportunities: Walk for

Rover, Leadership Day, composting

for the Garden to School Program ,

and QR Codes at the WV Wildlife

Center are some examples.



ACCOMPLISHED • Teachers are trained in Ruby Payne

to value our culture, but positively

introduce outside influences. •

Teachers provide Brain Breaks, allow

Parent volunteers to do many tasks at

the school, and have Leadership Day

where the school is open to the

community to come see student

growth and achievement in their

leadership roles. • The staff is making

the world accessible by providing Wi-

Fi to support 25 devices in each room.

• Teachers collaborate with authors,

speakers, and other teachers with

Skype in the classroom. Teachers also

provide opportunities for virtual field

trips. • Students have fluency in

technology by exposure to desktops,

iPad, Kindle, laptop, software, and

internet. Students learn to be good

internet citizens throughout the year. •

Teachers post objectives of lessons

and how it relates to topics and

mastery towards NXT GEN standards

and model using appropriate and

varied instructional strategies.•

Teachers promote wait time, use fun

noises for transitions.






Comments:


Based on classroom observations, a variety of technology is being used. (There is an abundance of iPads, iPods, laptops and desktops.) Students are using audio and video resources and consuming from math and reading websites.

Students are also creating with technology. Students use iPads to record a morning news report. This is edited with iMovie and broadcast to teachers via email

11

(contains weather, lunch, and announcements).


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.





DISTINGUISHED At Union Elementary, our staff works

cooperatively to ensure a welcoming

environment for students, parents, and

community members by: •Establishing

effective home-to-school

communication through newsletters,

communication folders, parent

surveys, Helping Hands, school

websites (e.g., Edmodo, Remind 101,

Class Dojo), and daily calendars •

Involving community and parent

volunteers through after-school

student programs, recycling programs,

classroom involvement, community

programs (e.g., 4-H, Boy/Girl Scouts,

Fellowship for Christian Students,

Girls on the Run, Backpack program,

foster grandparent program, Read-to-

Me Day, Career Day) leadership

recognition events (e.g., Moms and

Muffins, Grandparent Tea, Veteran’s

Day Recognition) , community service

projects (e.g., canned food drives,

Toys-for-Tots, Pet Rescue food drive,

Cystic Fibrosis fundraising, Jump

Rope for Heart, Operation Christmas






12

Child, community park restoration)

and peer mentoring programs from

community schools



ACCOMPLISHED The staff at Union Elementary value

diverse backgrounds that impact

students’ personal development by: •

Providing services to accommodate

the overall needs of students’

academics, as well as social,

emotional and physical well-being

through Leader In Me curriculum,

Love and Logic, counseling support

groups, guidance support (e.g.,

Rachel’s Challenge, Kindness Club,

individual goal setting, personal health

support including Girls on the Run,

school athletic teams, intensive

physical and health education,

differentiation through inclusion,

handicap accessibility, individual

student cultures). Nurse each day.

Providing a student/parent handbook.

Providing clothing for students when

needed through school clothes closet. -

there are four special education

teachers to address these needs •

Promoting student choice for healthy

meals and snacks • Creating SMART

(Specific, Measurable, Attainable,

Realistic, Timely) goals for academic

and personal growth groups for

identified needs.






function.

Rationale:

The school focuses on a character development trait every month.

The counselor does a needs assessment at the beginning of the school year with Grades 3-5. Based on results she has formed small groups, such as: Banana Splits, self-worth, and social skills.

The Kindness Club meets every other month. Students complete contracts through the Rachel’s Challenge program when they join.

The counselor writes a monthly newsletter to parents, “Counseling News”.

The counselor provides books to teachers to support the character

13

theme of the month.

The Helping Hands form allows parents to refer their child to the counselor.

Destination Graduation includes student goal setting for high school completion.



ACCOMPLISHED As professional educators, we strive to

exhibit positive leadership roles within

our community and school

environment by: • Enhancing

partnerships with local businesses and

community members to meet the

needs of all students (e.g., community

assistance for homeless/foster

families, out-of-school counseling

services, after-school youth programs)

• Leading and administering trainings

at local, state, and national level

conferences to professionals within

the field of education (e.g., Infusing

Technology, Character Education, the

Impact of Poverty on Students, •

Presenting school successes and

modeling behaviors that will impact

student learning and enhance

educational leadership (Student

Success Summit) • Exhibiting

professional leadership through state

and national recognition (e.g.,

Distinguished Principal Award, Arch

Coal Awards, Presidential Teacher of

the Year Award, County Teacher of






function.

Rationale:

The school has multiple business partners.

The school received the Martin Luther King, Jr. Community Partner award from WVWC.

Community organizations have access to use the building, i.e., Stockard Youth Basketball, local fire department, and Girl Scouts.

14

the Year Award) - We started a

breakfast after first program to provide

healthy breakfast







DISTINGUISHED • Leader in Me staff training • WV

Learns / Continuing Education classes

• Week long TERC/Investigations

Math training • WV Center for

Professional Development Beginning

Teacher Academy • IPAD/Infusing

Technology training • County Special

Education Academy • Daily 5 Café

Training • Student Success Summit

Presentation • Word Journeys training

• Number Talks • Love and Logic

training • Instructional Processes

Inventory (IPI) (evaluates student and

teacher engagement) • APTA Core

Essential Elements training • New

self-reflection/educator evaluation

online through WVEIS • Fountas and

Pinnell training • Common Core

training • STAR Reading, Math and

Early Literacy training • Training on

online curriculum programs such as

IXL and MobyMax • Wilson Reading

System training • State wide

technology conference • Mentor

training • WVCPD trainers and

facilitators • MCS conference • Arch

Coal recipient • Innovation Zone •

Leader in Me Parent training






Comments:

Staff report that the principal does whatever she can to facilitate professional development needs to ensure success in the classroom.

The principal attends professional development sessions with the staff.

15



ACCOMPLISHED The teachers at Union function as a

team and meet weekly/bi-weekly to

focus on instructional issues. The

Leadership team has a representative

from each grade level, a special

educator, counselor, reading specialist

and principal. This team uses the

strategic plan and an agenda to focus

on curricular - Teachers have written

and were funded for a number of

grants to improve instruction - school

wide SPARK (new and innovative

ideas that interest you and should

share) • additional after school

meetings - serve on after school

programs/activities such as 4-H,

fellowship of Christian students, girl

scouts and boy scouts as well as PTO •

professional learning communities •

collaborative planning periods • ISE

day collaborations • Leadership team

meeting • Lighthouse (Leader in Me)

team meeting • LSIC meetings •

Teaching collaborative training •

Collaborative with math and reading

coaches • Teacher and counselor co-

teaching • County Daily 5 Cadre








ACCOMPLISHED • New self-reflection/educator

evaluation online through WVEIS •

Leader in Me program reflections •

Instructional Processes Inventory (IPI)

(evaluates student and teacher

engagement) • Principal observations /

classroom feedback • Student led

conferences /Parent teacher night •






16

Informal students feedback on lessons

taught • School culture survey •

Lesson plan review by the principal -

Union Elementary has fully

implemented the new West Virginia

Educator Evaluation System which

sets high standards, ensures high

quality instruction and guidance and

promotes self-reflection and growth

with all WV Educators. - Teachers

submit evidence for each goal to

validate progress of student learning

and describe results on both student

learning goals. Principal and teachers

meet to discuss the goals and reflect

on the evidence. - Professional

learning communities are utilized for

teachers to reflect on best practices

and evaluate data to determine if

strategies are being effective.







ACCOMPLISHED When you enter the halls of Union

Elementary you will see an

exceptionally clean facility. Students

and staff take pride in our building.

We have high expectations for

everyone to assist in maintaining a

high level of cleanliness. Although the

school was built in 1988, it looks new.

The custodians are exceptional and

willing to go "above and beyond" to

help teachers and students maintain






17

our school. Students use tennis balls

on sticks during their recess time to

take black skid marks off of the

hallway floors. Students help clean the

classrooms and the cafeteria. -

Students feels safe and secure as

reflected in the school culture surveys.

• All doors and closets are locked. •

Visual entry point • All doors are

connected to an alarm system • Visitor

passes, and all teachers wear badges to

ensure check in of all outside

personnel • Regular safety code drills,

monitored by custodians who keep

data • Timely feedback is given to

staff about safety drills



ACCOMPLISHED • Faculty funds are pooled and

expended on equipment determined to

be a priority for the entire staff -

utilized to purchase color printer ink. -

Fiscal resources are efficiently

managed according to the county and

state policies. - teachers and staff

contribute to funds to help families

and staff who are in need or in

situations that cause economic

hardship. -All staff contribute to a

flower fund managed by the school

secretary. - A number of school fund

raisers are held by PTO to pay for the

school field trips. Parents help to fund

students who are unable to pay for

child's field trip expense. - There have

been no audit findings at Union in

recent years.






function.

Rationale:

The school has a grant writing committee.

The school has received three Innovation Zone requests in the past and has applied for one this year.

Multiple grants have been awarded to the school.

The PTO is helpful in

18

funding programs and necessities.



ACCOMPLISHED - Union Elementary teachers are

highly qualified. 100% of teachers are

highly qualified as reflected in the

state report. -Eleven teachers serve on

the hiring procedures committee to

ensure that new hires meet the high

expectations for staff at Union

Elementary. -Teachers reflect on their

performance and write learning goals

for their students as part of the

Educator Evaluation System. -

Teachers and staff engage in the larger

learning communities and are

provided multiple opportunities for

growth and development at the school.

Teachers volunteer to tutor students,

serve on 4-H, Clover Buds, FCS, and

other community based organizations.








ACCOMPLISHED All classrooms are equipped with

interactive white boards and data

projectors which all teachers use daily

in their instructional delivery. An

innovation zone grant was written and

funded for the past 3 years to

implement technology integration at

all levels. -IXL which a review of

common core standards. -MyOn

Reader is utilized a high interest

leveled reader program. -Pierson

Success Net is utilized as a math,

social studieskill practice program. -

Sum Dog and Cool Math are utilized






function.

Rationale:


Based on classroom observations, a variety of technology is being

19

as a math skill practice -Spelling

City.com is used for spelling practice.

-Odyssey is used as a reading, math,

writing skill practice. -Writing

turtle.com is used in lower grades as a

math, reading, writing skill practice. -

Ipads are used in all classrooms. - All

teachers have an ipad and an apple TV

in their classroom, along with adapters

in order to utilize this technology in

their instruction. Students can Bring

their own devices in order to

encourage engagement in the

classroom

used. (There is an abundance of iPads, iPods, laptops and desktops.) Students are using audio and video resources and consuming from math and reading websites.

Students are also creating with technology. Students use iPads to record a morning news report. This is edited with iMovie and broadcast to teachers via email (contains weather, lunch, and announcements).








ACCOMPLISHED The Five year plan is like an IEP for

Union Elementary School. It includes

our mission and core beliefs. It helps

us look closely at interventions that

are being used at our school and

develop plans on how to address

those. It also includes our goals for

technology to assure we are providing

a quality 21st century education for

our students. Five year strategic plan

developed by staff and revisited

during monthly meetings. We use data

to drive our instructional decisions.






function.

Rationale: The Strategic Plan

was created collectively, based

on data. It is revisited

throughout the year. Example of

collaboration: Someone had

20

We review the five year plan during

collaborative and faculty senate

meetings. At the end of the year we

review the entire plan. We consider

the goals of the plan as the framework

for making good, instructional

decisions. This year we noticed we

had a drop in the WesTest scores in

the low SES and special education

populations. We are working hard to

address those areas. - Collaborative

School-wide mission - SMART

school-wide goals, posted in building -

SPARK meeting mission and goal

reflection

brought up a new writing

curriculum. The leadership team

will examine and report back at

the next meeting.



ACCOMPLISHED - Staff recognition committee -

Volunteer Recognition Breakfast -

Community Partners Recognition

Dinner - Leader in Me: Leadership

Day During review of our strategic

plan, if we notice an area of need

during collaboration, faculty senate or

spark meetings, we make immediate

changes to our plan. Other school-

wide activities to actively involve

community: Veteran’s Day

Celebration, Grandparent Day

Breakfast, multi-cultural celebrations,

seasonal celebrations - Grade level

community service projects - SPARK

Meetings: Collaborative meetings

where teachers share best-practices -

Professional Learning Communities:

Grade level teachers meet with

literacy coaches - Teachers






21

continually engage in Professional

Development Opportunities - Teachers

- Grade level college visits - Cross

grade level meetings - Data meetings



ACCOMPLISHED - SMART Goals are posted in building

- Goals are discussed at staff meetings,

SPARK Meetings, and Leadership

meetings - SMART Goals and

progress are shared with stakeholders -

Faculty and Staff set personal and

professional goals - Staff members

have an “accountabilibuddy” to assist

in goal achieving progress - Faculty

and Staff reflect on goals - Feedback

is provided: culture promotes open

communication - Leadership Team,

curriculum team and professional

learning communities continually

share the responsibility of reviewing

data and making recommendations for

improvement. We use data notebooks

are used to make instructional

decisions. Review of attendance,

behavior and DF reports are

completed during leadership team

meetings. Additionally,

curriculum/leadership will review data

to look for trend data in order to drive

instructional decisions.









-Outdoor intercom system -Controlled vestibule -

Improved and updated technology with a goal of one

to one technology for students. -Provision for after

The OEPA Team cannot confirm the school’s identified needs based on the Team’s observations, interviews and general review of evidence.

22

school transportation for after school tutoring

programs (especially those students who are low

achieving, low income and possibly homeless) -

Librarian/ technology integration specialist full time.

Science Labs (School wide) Addition of onsite

preschool would be beneficial. Additional classroom

space for additional computer lab

Outdoor intercom (It cannot be confirmed that this is substantially impacting student performance.)

Controlled vestibule (It cannot be confirmed that this is substantially impacting student performance.)

Technology use is pervasive throughout the building both through instruction by teachers and used by students. A computer lab is available, and teachers are scheduled in at least twice a week. iPads and mobile labs are also present and used in the building. Teachers do not indicate that more technology is a need.

Librarian/technology integration specialist full time. Currently three teachers are qualified iPad trainers for CPD. Two teachers are working on special education TIS certification. Based on observations, many teachers are proficient in technology. Technology is widely used and none was reported broken or in need of repair.

Preschool on site: Based on teacher interviews, the students who have attended the preschool associated with the school are the best prepared students they receive in primary grades.

Science labs: Based on teacher observation, hands-on science opportunities are occurring in classrooms. Teachers utilize the equipment available from NASA to supplement lessons.

Currently the school does not have an after-school tutoring program in place. Thus, transportation for this type of program is not needed at this time.

Please identify professional development and other capacity building needs that are significantly impacting

Updated Love and Logic training for new staff More The OEPA Team confirms the school’s identified

23

staff's ability to improve student performance. in depth technology training such as new grading

system (Engrade) and Office 365 advanced features.

needs based on the Team’s observations, interviews and general review of evidence:

Training on Love and Logic: The school emphasizes character, empathy and kindness as part of their beliefs and values. Since all but two teachers have been trained in the program, the Team confirms a need for the new teachers to be trained as well.

Engrade: Since the county has adopted this program, teachers need to have the skills to utilize it to its full capacity.

The OEPA Team does not confirm the school’s identified needs based on the Team’s observations, interviews and general review of evidence:

Office 365: This training is already scheduled and will be held next week.



Veteran’s Day-Entire School Grandparent’s Day-

Entire School U.N. Day- 5th Grade Garden

Program/Farm to School Grant Kindness Club-4th

and 5th Grade Fellowship of Student Christians-

Entire School Leader IN Me RAZE-5th Grade

Student Council-5th Grade Wax Museum-5th Grade

Storytelling Festival-Entire School PDS-Glenville

State College Grant-Entire School Fifth Grade

Graduation Kindergarten Graduation 4-H Club-

Entire School Red Ribbon Week-Entire School

Strawberry Mile-All Students

Commendations:

Electronic Morning News Report

Princi-PAL

School garden: The students work in the garden. Food is used in the lunch program. Surplus food grown is sold to the county for profit.

Schoolwide college visitations

School climate and culture While data is not presented for consideration for outstanding best practice, these identified practices are worthy of continuing.




24

POLICY and CODE












improve school quality, each West Virginia school must determine productive and meaningful ways to integrate accreditation processes

into continuous improvement efforts. To that end, the school is responsible for the following:









The staff at Union were prepared through a number of staff meetings as well as

surveys which collected input from all stakeholders. Parents and community

members were involved through an orientation during Parent Teacher Meetings

and during the Local School Improvement meeting. Dr. Stankus selected means

that involved the staff by presenting and collecting information through

surveys, informal interviews as well as teacher led discussions.

25







Implementation


















26











B . Policy 2340: West Virginia Measures of Academic Progress FULL COMPLIANCE VERIFIED





27





















28







Utilizes Standards-Focused Curriculum Provides opportunities for world languages Provides the 18 specified graduation requirements Provides access to career technical education (CTE) Develops student success and career readiness Provides the 4 personalized graduation requirements in either a CTE or locally approved concentration Provides the requirement for 2 elective offerings Implements career development

Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology Develops and updates a personalized education plan (PEP) Has alternative means to earn high school credit

29

Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs Provides AP courses and AP teachers complete required initial and on-going professional development




decision-making, academic knowledge, work place programs, etc. (S6,FD) Has technology infrastructure that allows multiple applications in enabling students to achieve at higher academic levels. (S6,FD)



D . Policy 4373: Expected Behavior in Safe/Supportive Schools FULL COMPLIANCE VERIFIED




Full Compliance = Compliant with all items listed below. Partial Compliance = Compliant with more than half the items listed below.

30
















· Implement county policies and procedures for alternative education. · Follow eligibility criteria for placement in alternative education, including expelled students. · Convene the Alternative Education Placement Team that will develop a written plan including: academic courses, behavioral components, criteria for re-entry to




31

RESOURCE DOCUMENT




















RESOURCE DOCUMENT




32













NOT APPLICABLE No deficiencies were identified as of 2013-2014. VERIFIED




YES No deficiencies were identified as of 2013-2014. VERIFIED




NO

Completion of the MIP project was 2012. New lights,

ceiling tile, wiring project and replacement of fire alarm

system was completed with SBA monies. The SBA will

review project 2014-2015.

33






9. K12 remedial

Remedial area is not located adjacent to general instructional areas. (Did not adversely impact student achievement.)


Art facility is not adequate in size (45-50 ft² per student), and does not have a ceramic kiln or black-out areas. (Did not adversely impact student

achievement.)Music facilities do not have music chairs with folding arms. (Did not adversely impact student achievement.)


Health service unit does not have a refrigerator with locked storage. (May adversely impact students’ safety or well-being.)



Team Leader Marsha Bailes OEPA Consultant

Team Member Deborah Bever Director Federal Programs & Special Education, Ritchie County Schools

Team Member Pam Gould Dorini Principal, Edgewood Elementary, Kanawha County Schools


SCHOOL PROFILE

BUCKHANNON-UPSHUR MIDDLE – UPSHUR COUNTY

2011 2012 2013 2014

Enrollment 820 819 848 873


Attendance Rate 97.99 98.30 97.56 97.08

Dropout Rate 0.0 0.0 0.0 0.0





1


B-U MIDDLE SCHOOL in UPSHUR COUNTY SCHOOLS

















EMERGING The school vision, mission, and

goals are placed yearly in the

student handbook and are

posted in every classroom These

were revised in 2011 through

work with the curriculum Team

and the LSIC. They will be

reviewed and revised

throughout the course of the

current school year. These have

not been consistently used to

guide the school's climate and

culture, although we are moving

toward that. The leadership

team, curriculum team, team,

and faculty meetings will be

utilized in the revision process.

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating of this function.

2



EMERGING The BUCS program is the

responsible student program at

B-UMS. After a year hiatus due

to personnel challenges, it has

been resurrected and is being

coordinated by one of our

veteran music teachers.

Teachers send home parent

letters to inform them of

classroom practices and

expectations. Classroom

expectations are posted in each

classroom as well. Parent

contacts are documented

through a parent contact log and

referenced in discipline or SAT

referrals. The Celebration of

Achievement held at the end of

each year recognizes high

academic achievement of our

students. More than 250

students are recognized each

year, well over a quarter of our

population. Teachers,

counselors, and administrators

use the self-reflection

component of the evaluation

system to set high expectations

for our professional practice.

The Asset Builder program

created by the Graduation

Coach has set high expectations

for all students and staff in the

40 developmental assets (Search

Institute).

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating of this function. Comments:

The Team observed students as assistants in the library, office, and in-school suspension room.

Students should be receiving high quality instruction rather than serving in these capacities in the school.

Students in ISS are privileged to discipline data as these students are receiving in-school suspension.

Recommendation: The Team recommends ceasing the practice of student assistants.

3



EMERGING The Prevention Resource

Officer is one of our best safety

features at B-UMS. His

presence in classrooms,

hallways, at lunch, and at extra-

curricular activities makes all of

us feel safer. Many safety

measures are in place. All staff

members wear ID badges daily,

and visitors are required to

obtain a pass from the office

when arriving. Teachers

monitor the hallways between

classes and are present at

Breakfast After First and in the

cafeteria during lunches. Door

checks are conducted by a

contracted company, which also

helps us conduct quarterly drills.

These drills help our school

community prepare for a variety

of emergency situations.

Classrooms are safe places to

learn as well. Student

engagement is good, as

evidenced by our IPI data. The

guidance counselors provide a

safety net for students when

they are having trouble in a

subject or just need someone to

talk to. The Graduation Coach is

another point of contact when

at-risk students need to talk

through an issue.

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating of this function. Comments: The Team identified a concern with engagement and suggests the school utilize the IPI data more effectively.

4








EMERGING Principal participated in the

OEPA policy review in June

2014, HSTW summer

conference, county principals'

academy, and the RESA

administrators' forum. Principal

holds bi-weekly curriculum

team meetings, weekly

leadership team meetings,

monthly faculty meetings, LSIC

and PTO meetings, and supports

professional learning

communities including a new

teacher PLC. She has an "open

door" policy and is responsive

to staff, student, and parent

needs. Principal communication

is good, utilizing emails and the

weekly Friday Focus to keep

staff informed of upcoming

events. She uses the Friday

Focus for recognition as well.

The school website has been

utilized in the past, but we are

currently without one due to

changes at the county level.

School newsletters help keep

parents and students informed.

The principal announces the

winners of contests throughout

the year. She also works to

provide quarterly rewards and

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA substantiates a higher rating than the school’s self-rating for this function. Rationale: Documentation and interviews support most of the evidence listed under Function A; Friday Focus, Open-door policy, communication and team meetings. The evidence and Team observations support a rating of accomplished.

5

WESTEST incentives for

students and staff.

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.

ACCOMPLISHED School teams are functioning

well at B-UMS. Curricular

teams hold team meetings every

Thursday. A copy of the team

meeting minutes is sent to the

principal to let her know the

topics discussed and any

concerns. The principal

provides guidance at the LSIC

and PTO monthly meetings.

Curriculum and Leadership

Teams meet regularly to discuss

school policies and procedures,

concerns that arise throughout

the year, teacher concerns, and

to focus on school

improvement. Everyone is

represented in these school

teams in some fashion. We are

reminded at intervals throughout

the year what goals we are

addressing.




EMERGING Teachers are heavily involved in

the leadership of the school.

Curriculum and Leadership

Team members work to come to

consensus in curriculum, school

policy and practice, and school

improvement. Faculty Senate

officers and committee chairs

conduct business at their regular

meetings. The interview team of

the Faculty Senate provides

members for every interview for


6

a new position. Staff members

also serve on LSIC and the Staff

Development Council according

to policy. Teachers also serve as

department chairs at B-UMS, an

uncompensated role which they

take very seriously. Most

teachers take advantage of

professional development

opportunities, including the

High Schools that Work

conference, music teacher

conferences, science teacher

conferences, and IPI training to

name a few. The principal’s

open door policy welcomes

feedback from teachers. She

also responds to emails quickly,

providing two-way

communication with all staff.

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.

EMERGING Students have several leadership

opportunities at B-UMS. They

may participate in Student

Council as an officer,

homeroom representative, or a

grade level chairperson.

Students may apply to be an

office, in-school suspension, or

library assistant. They may

participate in the yearbook staff.

Students are offered their choice

of clubs and may hold

leadership roles in those

settings. Classroom teachers

also provide leadership

opportunities to students


7

through group work. Students

may participate in the many

athletic programs available

throughout the year. There are

students who have joined the

newly formed National Junior

Honor Society. Other students

help to conduct our successful

recycling program.





TEAM RATING

TEAM EVIDENCE



EMERGING Through the SMR, teachers

have indicated the need for

additional PD in the Next Gen

standards to assist in this

function. PLCs have been

formed to support

reading/language arts,

mathematics, and new teachers.

Lesson plan checks are

completed to ensure proper

planning occurs. Team, SAT,

and IEP meetings are held to

support all students. Student

support is provided through the

BUCS program, advisory, clubs,

the team concept, SPL groups,

and extra help during academic

exploration. Parent Link,

Remind 101, emails and phone

calls are utilized to keep parents

informed of student progress

and concerns. School safety is a

primary focus at B-UMS. Hand-


8

held radios are issued to various

teachers throughout the building

in case other communication is

shut down. Door checks are

completed monthly and

quarterly emergency drills are

conducted for students and

teachers to practice procedures.

Teachers work to create a safe,

learner-centered environment

for their students.



EMERGING All teachers at B-UMS design

their curriculum to align with

the Next Generation Standards

and Objectives. The skills block

teachers provide extensive

exposure to career opportunities

and the choices for the skilled

and professional pathways.

There is a need for more PD for

the common core/next gen

standards and the 21st century

themes in order for teachers to

feel comfortable including those

in their instruction. Through

team and department meetings

teachers collaborate to follow

policy and code. Teams work to

coordinate test and project dates

to keep from overloading

students. IPI coding has given

compelling data on student

engagement, showing a need for

increased opportunities for

students to collaborate in the

classrooms. The student


9

learning goals in the evaluation

system have helped teachers to

focus on instruction, data, and

assessment.



EMERGING Teachers plan for student

mastery of the standards and

objectives, including long- and

short-term planning. Lesson

plan checks quarterly and on

walkthroughs confirm planning

is appropriate. Teachers use

agenda boards and I can

statements to communicate

daily objectives. SPL groups

help address varying student

needs. Teachers analyze

WESTEST data and have access

to IPI, STAR, and Explore data,

as well as classroom tests,

quizzes, and other informal

assessments. This data does not

typically result in changes to

instructional practice. Student

learning goals in the evaluation

system have helped to focus

teachers on data and how to

adjust instruction from pre- to

post-assessment. Many teachers

conduct a learning styles

assessment to ascertain student

learning needs and preferences.

They work to differentiate work

according to the student needs.

Modification sheets for special

education students are

maintained to document


10

delivery of services.



EMERGING Teachers use learning style

inventories to identify student

interests. Departments share

ideas and resources. Teachers

use daily agendas, I can

statements, and big ideas to

communicate the daily topic,

theme, and objective to the

students. Teachers use a variety

of instructional strategies

including podcasts, labs,

webquests, and projects to

ensure student understanding.

Reteaching is used as necessary,

and SPL groups are utilized to

address learning deficits.

Technology is heavily utilized

with presentation stations in

every classroom. Technology

and general instruction is often

teacher-led, however, and not

student-centered, as evidenced

by IPI results.






TEAM RATING

TEAM EVIDENCE



EMERGING Relationships between

staff and students are

nurtured through

advisory, clubs, BUCS

program, counseling

department, team

support, agendas,

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating for this function.

11

student council, the

Graduation Coach,

athletic programs, and

Engrade. Parents are

included in this

partnership through

Open House,

parent/teacher

conferences, parent

contacts (phone calls and

emails), Parent Link

contacts, Remind 101,

newsletters, team, SAT,

and IEP meetings,

Destination Graduation

forums, PTO, and

volunteer opportunities.

Students are recognized

through spotlight

students, Heritage Fair

displays, and the

Celebration of

Achievement in June.

Community partnerships

include LSIC, the health

clinic, the PRO officer,

Leo Club, Chess Club,

and 4-H Club, student

council volunteer

projects, Citizenship

Assembly and reception,

Christmas Store, Parish

House food drives,

Rotary Blood Screening,

Harvest in the Hills, and

the craft show. Outreach

Rationale:

The Team observed evidence of positive relations between the school and the larger community. Examples included: business community, religious community, and civic organizations.

Student feedback indicates a caring and nurturing staff.

12

also includes the school's

exterior appearance and

the new electronic sign.



ACCOMPLISHED Advisory lessons are designed

around character development

and provide a connection to a

caring adult. Destination

Graduation events and speakers

are chosen to focus on student

personal development, including

the Choice Bus and True Lies

by Phil Chalmers. Words of

Wisdom are used to close the

announcements each morning.

Guidance counselors are

revising their program to align

with the school counseling

standards. The team concept

supports student well-being,

with teachers able to address

student needs immediately as a

team. SAT and IEP teams meet

to develop individual education

plans for our students. An ESL

teacher serves one B-UMS

student with language barriers.

Hearing and vision impaired

teachers support students with

those disabilities. Transition

activities include middle school

tours, elementary visits, 8th

grade parent meetings, WV

Clearinghouse presenting ACT

Explore results, and high school

counselors meeting with every

8th grade student to plan for


The Team identified a particular issue related to this function and suggests examining academic services to assure appropriate supports are in place, especially for students with disabilities.

13

high school.



EMERGING B-UMS partners with various

businesses through the PTO

Buccaneer discount card. Sports

teams are also supported by

businesses, and a local church

feeds our football team before

every away game. Students are

able to participate in events at

the Stockert Youth Center on

Main Street; a bus provides

transportation from the middle

school to SYC. The school art

department displays student

work in business windows on

Main Street throughout the year.

WVWC is an important partner,

providing student teachers and a

tutoring/mentoring program

called Do It. Student teachers

also come to B-UMS from

Glenville State and Fairmont

State. Community Care of WV

holds a school-based health

clinic on site two days per week.

Youth Health from Elkins has

provided counselors to work

with some of our at-risk

students. Appalachian Impact

works to mentor students as

well. The Prevention Resource

Officer is funded through a

partnership grant with the

Upshur County Commission.


The Team observed evidence of positive relations between the school and the larger community. Examples included: business community, religious community, and civic organizations.

Student feedback indicates a caring and nurturing staff.

14

Standard 5: Educator Growth and Development - In high quality schools, staff members participate in processes of self-reflection, collaboration and evaluation that lead to




TEAM RATING

TEAM EVIDENCE



EMERGING Staff members at B-UMS work

to improve their professional

practice through a variety of

avenues. Many staff members

continue to take college courses

for advanced degrees, licensure,

and certification. Special

education teachers work to

become highly qualified in a

subject area. Five B-UMS

teachers have obtained their

National Board Certification.

Teachers are members of the

various professional

organizations, from

representative groups to

honoraries. They also engage in

PD through reading professional

journals. The collaboration the

teams have weekly is very

important, as they coordinate

testing and project schedules,

meet with parents, and

brainstorm ideas for assisting

students in need.

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating for this function. Comment: The Team determined focused, continuous, school embedded, data driven professional development is lacking.



EMERGING Teachers are participating in

PLCs in the areas of

reading/language arts and

mathematics this fall, as well as

a new teacher PLC for those

UNSATISFACTORY The evidence provided by the school and the additional evidence collected by the OEPA Team does not substantiate the school’s self-rating; the Team determines a lower rating for this function.

15

new to B-UMS. Teachers

collaborate in a variety of ways,

through curriculum and

leadership teams, department

meetings, and weekly core team

meetings. Leadership and

curriculum team members have

reviewed IPI data and

WESTEST data, but have not

yet used that data to drive

decision-making. Teachers

collaborate through professional

conferences they attend,

including the science teachers’

and music teachers’ state

conferences. One teacher has

Skyped with a teacher and his

students in Lewis County. The

special education and general

education teachers collaborate

daily within their inclusion

classrooms, although there is

not regularly scheduled

common planning time outside

of the class period.

Rationale:

The Team determines PLCs are not focused on teacher collaboration to improve instructional practices or to address student learning problems.

The Team did not observe evidence of use of relevant data to drive the decision making to improve student learning.

Finding: The Team recommends the staff utilize the results of the School Monitoring Report to assist in developing cohesive, embedded professional development, effective PLCs, data analysis, and instructional strategies to improve student performance.



EMERGING Teachers utilize the self-

reflection and student learning

goals of the evaluation system

to focus on improving their

professional practice.

Observations and evaluations

open the conversation for

improvement needs and PD

opportunities. Teachers were

encouraged last year to sign up

for The Teaching Channel


Focused, continuous, school embedded, data driven Professional Development is an identified concern related to the function.

The evaluation system is not

16

which offers PD through video

clips from all areas of

education. PD 360 is available

during the current school year as

well.

driving the professional development.





TEAM RATING

TEAM EVIDENCE

Function A: Facilities. Facilities are clean,

well maintained, safe and secure, aesthetically pleasing, and configured to meet the learning needs of students.

EMERGING The B-UMS campus is one of

our biggest obstacles. The age

and condition of the building do

impact students and teachers

alike. While the maintenance

department works hard to

address each need quickly, it is

a constant battle maintaining

this building. Students must go

between buildings to enter the

tech ed building or the computer

lab. There are challenges with

the custodial staff at times,

although the assistant principal

works closely to monitor their

work. In spite of the challenges

of this old, sprawling campus,

there are bright spots. The

hallways are decorated by

teachers with encouraging

messages. The new electronic

sign is a great resource to keep

the community informed of

events. After school clean up

days encourage students to take

ownership of the grounds.

School safety is a primary


17

focus, with a safety committee

in place, door entry system to

secure visitors, and the PRO

officer on staff.



ACCOMPLISHED All WV Accounting Procedures

are established and followed by

the various entities at B-UMS.

The grant committee of the

Faculty Senate provides

information to teachers for grant

opportunities. The committee is

currently completing a grant

application to obtain an iPad for

each teacher. Levy and Faculty

Senate allocations are used by

classroom teachers to support

the learning environment.

Additional levy money is

distributed to each teacher for

additional support. Other levy

monies are allocated as needs

arise.




EMERGING Personnel are hired at B-UMS

following county and state

policy. Faculty Senate provides

an 11-member committee to

utilize at interviews for posted

positions. The principal works

with the interview committee to

come to consensus when hiring

new teachers. Teachers utilize

the self-reflection piece in the

evaluation system to guide their

professional improvement. New

teachers are supported by the

county mentor program. The


18

team structure at B-UMS is a

good support for new teachers

as well, providing them with a

resource for questions and

concerns. The new teacher PLC

is studying "What Great

Teachers Do Differently" and

will spend the year discussing

various relevant topics including

special education and classroom

management. The new teacher

committee on Faculty Senate

works to brainstorm ideas of

needs new teachers have.

Resources are provided to new

teachers as the needs arise.



ACCOMPLISHED Technology infrastructure at B-

UMS is strong. Institutional

grade wireless was completed in

Spring 2014, just prior to the

WESTEST assessment. Many

hardware items are available for

student and teacher use. Each

teacher has a laptop and a

presentation station in their

classroom consisting of a

projector, whiteboard or slate,

and a document camera in most

rooms. Responders, flip

cameras, iPad’s, and kindles are

also available for use. The

Technology Integration

Specialist and the Computer

Support Technician at B-UMS

are priceless to the success of

utilizing our many technology

EMERGING The evidence provided by the school and the additional evidence collected by the OEPA Team does not substantiate the school’s self-rating; the Team determines a lower rating for this function. Rationale: Although technology is readily available, and a full time TIS employed, technology is under-utilized schoolwide. Recommendation: The Team recommends the school investigate and consider additional professional development to better utilize the technology systems available for improve instructional delivery and increase student learning.

19

tools for student learning. They

provide Tech Tuesday trainings

and can trouble-shoot problems

as they arise. There are three

hard-wired labs and three

mobile labs available for daily

instructional use.





TEAM RATING

TEAM EVIDENCE

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.

EMERGING The strategic plan, especially

this past year, was written for

the purpose of improving

student performance. The action

steps were created looking at the

available data, including the

school climate survey and the

RESA diagnostic report. Data

analysis is used to construct the

plan for improving student

performance, including Explore,

Acuity, STAR, WV Writes,

WESTEST, and IPI data.

However, teachers feel that

much of the data doesn't show

what students are capable of.

Teachers often do not follow

through after data analysis to

adjust instruction to improve

student performance. SAT and

IEP meetings are utilized to

guide student achievement.

There seem to be many

“decisions” to be made and that

seems to be an overwhelming


20

task for one leadership team.

There is a lack of connection to

the community as well.



EMERGING Collaboration time for special

education and general education

teachers is at a minimum. The

biggest obstacle for most of us

is time. There are opportunities

in place this year for

professional learning

opportunities, for

reading/language arts,

mathematics, and teachers new

to B-UMS. These are supported

through county funds. Teachers

hold weekly team meetings,

sometimes daily, to collaborate

within their grade level teams.

Departments collaborated

together in the past on ISE days.

The professional development

opportunities available recently

have been very limited. There

are a variety of leadership

opportunities available to

teachers through curriculum

team, leadership team, Faculty

Senate, and the new PLCs.




EMERGING The staff monitors student

progress through a variety of

data sources, including informal

assessments, formative, and

summative assessments. Data


21

from IPI, SPL, WESTEST,

Explore, NAEP (every other

year), and Acuity are reviewed

periodically, although midterm

adjustments are not monitored

by the principal. Teachers create

student learning goals in the

evaluation system and

conference with the

administration at the goal-

setting conference and in the

final evaluation conference.

Teachers also use posted

objectives, syllabi, and agenda

boards to share objectives,

monitor changes, and

communicate

classroom changes that need to

occur throughout the week.




The age/condition of the building causes some

challenges. There are roof leaks, inadequate lighting in

some areas, AC/heating issues, not enough restroom

facilities in the 8th grade wing, and students must travel

outside to get to the tech building and the computer lab.

Some staff members report health issues. The library

needs updates, lockers need to be replaced, and there are

not facilities for large group instruction or meetings.

The most significant resource need is time!

The OEPA Team confirms the school’s identified needs based on observations, interviews and general review of evidence.


Need time for collaboration and implementation of best

practices. Need PD in collaborative teaching/inclusion;

new technology tools (Engrade, Office 365); classroom

management; more common core/21st century skills;


22

Smarter Balanced assessment; instructional strategies;

student engagement. Need more total school

accountability, instead of viewing ourselves as

"independent contractors." We are all in this together

and need to see it that way.



The Graduation Coach funded by an Innovation Zone

grant has helped to improve the climate at B-UMS. Her

work with clubs, advisory, quarterly student

recognition, Grandparents’ Day, Asset Builders of the

Month, Asset Builder of the Year banquet, transition

activities for 5th and 8th graders, Destination

Graduation public forums, and the WESTEST

celebration has been priceless. Other important

programs are the Heritage Fair, Veteran’s Day

recognition, and Holocaust Remembrance.

The Team does not confirm these as outstanding best practices as no supporting data are provided.




POLICY and CODE








23







YES Develop Knowledge of Policy 2322 Leadership team met on August 6 to review Policy 2322 and to begin work on

the SMR. Full faculty met on August 11 and August 13 to review policy and

to begin input for SMR. Each faculty member received a hard copy of the

seven standards from Policy 2322.

YES Complete the School Monitoring Report SMR was completed with input from LSIC members, faculty, and staff. All

faculty members had an opportunity to complete the SMR and turn it in. The

combined curriculum and leadership teams worked to come to consensus

ratings on August 20. The staff was divided into groups on August 27 to use

the rubrics from the SMR to ensure that the ratings were an accurate

representation of the school.



process with materials provided by the OEPA o one month prior to the scheduled review, update the School






Preparing staff with the standards and possible questions for the onsite review.

Included discussion about OEPA team training in our faculty meeting on

August 27. Discussed that day the interview process, observations, and other

logistics for the upcoming visit.


24




Implementation



















School Leadership Team has representation from every curricular area, grade

level, and includes the TIS and one of the guidance counselors. As a Focus

School, our SLT has met weekly for the past year to focus on improving

school climate. This was one of the suggestions from the RESA diagnostic

visit in September 2013. PD provided through The Teaching Channel and

county staff development in common core/next generation standards.


Yearly reviews of WESTEST scores, including summary and item analysis

reports. Other data sources reviewed throughout the year include IPI reports,

School Climate Survey, advisory information, and student council

information.

25




Utilized the SMR throughout August 2014 to begin in-depth look at our

school practices and focus on what needs to be improved. Self-reflection tool

in the employee evaluation system has helped teachers to focus in on their

own personal practice. Developing student learning goals has focused teachers

on using their classroom data, pre- and post- data, to guide instruction.






The school Strategic Plan is created/revised with the LSIC and curriculum

team yearly, and also now includes the school Leadership Team. Goals were

determined through data review of WESTEST, the School Climate Survey,

and the RESA diagnostic report. The strategic plan will be reviewed this year

by LSIC, the faculty and staff, and revised by the curriculum team/leadership

team. Professional development needs will be determined through the SMR as

well as the items listed above.











School testing coordinator and principal monitored every

testing setting throughout the testing window of each

assessment. Security training rosters and specific test

training rosters are on file at the school and at the county

26

office.















Early Learning (Pre-K to 5) develops programs and/or processes to implement the following developmentally appropriate

Personalized career portfolios have not yet been implemented. All

other areas of this question are being addressed in our middle

school curriculum and classrooms.

27

practices as described in the policy pages 6 to 9:



Utilizes standards-focused curriculum Develops physical health and wellness Develops global competence Utilizes formative assessment processes Utilizes technology integration Develops student success and career readiness Implement appropriate early learning programs (pre-k to

5) classroom learning environments, routines, and instructional practices as outlined in Chart II of the policy (Pages 8-9)




awareness Offers visual arts, choral, and instrumental music

courses

Implements a standards-focused advisory program utilizing evidence-based practices during the instructional day

Adolescent Education (9-12) delivers programs to assure that all students meet WVBE graduation requirements and have access

28

to course offerings as specified in the Policy to assure the following distribution of those requirements as described in the policy pages 12 to 21:


either a CTE or locally approved concentration Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical

activity Integrates technology Develops and updates a personalized education plan

(PEP) Has alternative means to earn high school credit Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs Provides AP courses and AP teachers complete required








Master schedule will illustrate the time constraints of Policy 2510.

Walk-throughs and observations are conducted to monitoring

instruction and student performance. Parents are included in

development of 8th grade students' five-year plans. Parents are also

included in all SAT, IEP, and 504 meetings. They are also

encouraged to meet with teachers throughout the year as needs

arise.

29

Has a system to monitor and reduce dropout rates. (S1,FB)

Implements technology practices that facilitate student development and meet requirements in areas such as critical thinking, decision-making, academic knowledge, work place programs, etc. (S6,FD)




We do not have a formal technology team in place, but this should

be in place by the time the OEPA team visits. All other teams are

in place.

Technology issues are solved through curriculum/leadership teams.











30











· Implement county policies and procedures for alternative education.

· Follow eligibility criteria for placement in alternative education, including expelled students. · Convene the Alternative Education Placement Team that will develop a written plan including: academic courses, behavioral components, criteria for re-entry

to the regular school program, and provisions for periodic review of the student's progress at least on an annual basis. (The team for all students with disabilities shall be the IEP team and the written plan shall be the IEP.)



RESOURCE DOCUMENT



DIRECTIONS: To be considered fully compliant with §18-2-7a, your school must adhere to the core areas outlined in this section of






31




YES Time Requirements (S3,FB) · Elementary School Grades – Not less than thirty minutes of physical education,

including physical exercise and age-appropriate physical activities, for not less than three days a week.

· Middle School Grades – Not less than one full period of physical education, including physical exercise and age-appropriate physical activities, each school day of one semester of the school year.

· High School Grades – Not less than one full course credit of physical education, including physical exercise and age-appropriate physical activities, which shall be required for graduation and the opportunity to enroll in an elective lifetime physical education course.



YES Results are shared with students and parents. (S7, FC) The fitness testing results are shared with students

including pre- and post-test results and improvements

made. Parents are provided the information through

parent/teacher conferences. A formal vehicle for parent

notification will be in place this year.


RESOURCE DOCUMENT



DIRECTIONS: To be considered fully compliant with §18-5-18b, your school must adhere to the core areas outlined in this section of



32









The counselors utilize the logs

on WebTop to verify these

percentages.



YES VERIFIED


YES VERIFIED Gifted Teacher on Permit until 1/10/15


YES NO Door closure in room 302 not repaired from the 2013 Fire Marshal report.


YES VERIFIED


NOT APPLICABLE NA


YES No findings in report for Middle School. VERIFIED

33

Finding:

Fire Marshal: The school and county must address the finding in the Fire Marshal Report.

Identification of Facility Resource Needs


Site does not have 11 useable acres, is not removed from hazards and undesirable noise and traffic, suitable for special instructional needs, i.e.,

outdoor learning; sidewalks are not adequate with designated crosswalks, curbcuts and correct slope; playground and recreational areas are not

well equipped and appropriate for age level. (May adversely impact student achievement.)

2. Administrative and Service Facilities

Administrative office area does not include adequate reception/waiting area. (Did not adversely impact student achievement.)

4. Counselor’s Office

Counselor’s office does not have adequate space (100-125 ft²) and does not insure privacy. (May adversely impact student well-being.)

5. Library, Media and Technology Centers

Library does not have on-line periodical indexes. (Did not adversely impact student achievement.)

8. 1-12 Classrooms

Room #101, 105, 106, 107, 112, 114, 119, 121, 122, 124, 125, 126, 127, 128, 129, 140, 141, 200, 201, 202, 208, 209, 300, 302, and 305 are not

adequate in size (28-30 ft² per student). (May adversely impact student achievement.)


Art facility does not have mechanical ventilation or a ceramic kiln. (Did not adversely impact student achievement.)

Physical education facility does not have forced ventilation or a display case. (May adversely impact student health and well-being.)

11. 6-12 Science Facilities

Room #120,131, 132, 134, 203, 207, and 303: Science facilities are not adequate in size, are not located with easy access to outdoor activities, are

not isolated to keep odors from remainder of building, do not have compressed air, ventilation fume hood, demo table, laboratory workspace at 2.5

linear feet per student with sink, water, gas, and electricity, fire extinguisher, blanket, emergency showers, first aid kit, darkening provisions, and

main gas shut-off. (May adversely impact student achievement.)

12. 7-12 Auditorium/Stage Facilities

Auditorium is not located to have convenient access to language arts and music instructional area and close to seating, does not have acoustical

treatment, or controlled illumination. (Did not adversely impact student achievement.)

34

14. Food Service

Food service area is not convenient to service driver for deliveries and removal of waste and does not have a teachers’ dining area of adequate size

(250-300 ft²). (Did not adversely impact student health and well-being.)


Health service unit is not of adequate size (250-400 ft²), does not have a bulletin board, toilet, or refrigerator with locked storage. (May adversely

impact student health and well-being.)



Team Leader Mike Boyd OEPA Consultant

Team Member Christi Chambers Assistant Director, West Virginia Department of Education, Office of Institutional Education Programs

Team Member Randall Farley Administrative Assistant, Curriculum & Instruction, Marion County Schools

Team Member Carla Lambert Assistant Principal, Elkins High, Randolph County Schools

Team Member Lori Shumaker Assistant Principal, Grafton High, Taylor County Schools

Team Member Chuck Crookshanks Assistant Principal, Parkersburg South High, Wood County Schools

Team Member Jeff Harvey Director Curriculum & Instruction, Federal Programs and School Improvement, Doddridge County

Team Member Jaclyn Swayne Curriculum Assistant Principal, Sissonville Middle, Kanawha County Schools


SCHOOL PROFILE

BUCKHANNON UPSHUR HIGH – UPSHUR COUNTY

2011 2012 2013 2014

Enrollment 1140 1085 1057 1043


Attendance Rate 97.02 97.83 96.45 94.47

Graduation Rate 4 yr cohort

70.36 72.55 78.33 81.52


69.62 72.64 74.18 80.33

Dropout Rate 5.5 4.7 2.5 2.7





not available 99.12 97.60 93.03

1


BUCKHANNON UPSHUR HIGH SCHOOL in UPSHUR COUNTY SCHOOLS

















ACCOMPLISHED Input was provided from the

faculty via School Leadership

Improvement Team(SILT) and

Curriculum Team on the school's

mission statement. Teachers

collaboratively developed and

reviewed the school's mission and

motto. This mission is used to

direct the school improvement

efforts at the school. The mission

is to provide a positive, respectful,

safe and orderly climate that

prepares all students to be

successful, healthy and productive

21st century. Teacher and student

codes of conduct are posted in all

classrooms. Classroom

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating of this function.

2

rules/consequences and

procedures are posted in all

classrooms. Clubs are promoted

for entire school participation.

Collegues regularly share with one

another. Advisory lessons promote

safety and the understanding of

the differences of others.



ACCOMPLISHED Next Generation Standards are

central instructional planning.

Common pacing guides and

syllabi for each course offered

provides equitable opportunities

for students to work at a high

level. Common assessments are

being developed in the core

subjects to provide equity in

educational opportunity. ACT

College Readiness Standards are

posted in classrooms to give

students and teachers a focus on

high expectations. Each student is

provided with a student handbook,

receipt verified by parents and

reviewed and discussed with

students during advisory. An

agenda is provided for each

student to promote success and

organization. Teachers serve as

positive role models and mentors

to students. PRO works with

students to encourage positive

behaviors. Visuals around the

school to reinforce positive

behaviors. IPI data collection.

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating of this function. Comment: Confidentiality/High expectations: Students are utilized as assistants in the office and in-school suspension room. Students should be receiving high quality instruction rather than serving in these capacities in the school. Students assisting in ISS could be privileged to discipline data as these students are receiving in-school suspension.

3

Rubrics have been used to

communicate expectations to

students.



ACCOMPLISHED The county in conjunction with

the Upshur County Sheriff's

Department employs a full-time

Preventative Resource Officer.

The school has a school safety

committee that meets regularly to

discuss safety and security issues.

The school-wide emergency drills

are held on a quarterly basis.

Teachers do supervisory duties to

provide a safe and orderly

environment to increase students

feelings of security and comfort.

Student develop their own

academic schedule with the

assistance of parents, advisors and

counselors. Behavior expectations

are communicated to students and

parents. The number of physical

confrontations has declined over

the past five years. Fire and

emergency drills are held

regularly to instruct students on

the proper procedures.






TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED Principal participates in multiple

professional development

opportunities. Walk-throughs are

DISTINGUISHED The evidence provided by the school and the additional evidence collected by the OEPA

4

performed and feedback given on

a regular basis. Lesson plans are

reviewed and feedback is provided

regularly. The principal's door is

always open and teachers feel

comfortable discussing issues with

the administration. Important

information is communicated to

the staff through meetings and

email. Online calendar provided

for all staff members.

Administration models expected

behavior for staff.

Team substantiates a higher rating than the school’s self-rating of this function. Rationale:

The principal exhibits strong instructional leadership.

He is a leader of leaders.

He is a visible leader in the building.

He has a focused plan for the school with the support of staff.



ACCOMPLISHED Faculty Senate meets regularly to

discuss school instructional and

management issues. SILT meets

weekly, the Curriculum Team

meets monthly and the LSIC

meets the required number of

times with additional meetings

held as needed. The math

department professional learning

committee meets monthly. The

Language Arts and Math

departments have common

planning periods and meet on a

regular basis to address

instructional needs. All

departments meet to discuss

curricular issues on early release

days for students. Curriculum

Team, Faculty Senate, LSIC,

Technology Team, Hiring

Practices Committee, Safety

Committee, and SAT meet as


5

required by Policy.



ACCOMPLISHED Faculty driven staff development

on block schedule strategies with

David Shepherd(The Middle

Matters). Teacher lead committees

meet throughout the year to voice

concerns over curricular issues,

school climate, and school

procedures. Teachers participate

in a wide variety of professional

development opportunities.

Teachers network with one

another to to expand professional

knowledge and practice.




ACCOMPLISHED Student leadership opportunities

are provided through a variety of

clubs and organizations: Student

Council, High Y(Youth In

Government), National Honor

Society, Interact, RAZE, Red

Cross, Rachel's Challenge, 4-H,

Teen Institute, Advance Health

Studies, FCA, FFA,

FBLA/DECA, and Pro-Start.

Students are provided

opportunities to attend: Camp

Horseshoe, Entrepreneurship

Camp and Leadership Camp. The

Buckhannon Rotary Club

sponsored three students to attend

camp during the summer of 2014.

Multiple students attended Boy's

and Girl's State. Two students

earned scholarships to the Hugh


6

O'Brien Leadership Camp. The

student body president serves on

the LSIC.





TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED Students are provided extra help

through after school and before

school tutoring based on their

individual needs Remediation of

student skills is provided in CARE

periods during the school day.

Teachers have received

professional development to create

more engaging, student friendly

classrooms. Literacy and

Mathematics Design

Collaboration have been

implemented as teaching

strategies. SILT and the

Curriculum Team have taken

leadership roles in school

improvement. PBLs and Focus

Lessons have been implemented

across the curriculum. Student

work is displayed in the

classroom.




ACCOMPLISHED Common syllabus and pacing

guides have be designed to

correlate to Next Generation

Standards. Common assessments

and rubrics are being developed to

provide greater accountability and

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating of this function. Comment: The Team suggests

7

equity from classroom to

classroom. Implementation of

LDC and MDC activities. Lesson

planning uses the Next Generation

Standards to drive instruction and

learning Classrooms are equipped

with projectors and computers.

Two new computer labs have been

created for student use. Multiple

computer carts are assigned to

areas of the building for

instructional use. A new wireless

system has been installed. New

technology tools have been

implemented in the library.

the school explore student-driven technology integration.



ACCOMPLISHED Next Generation based lesson

plans are reviewed with feedback

on a regular basis. Vertical

alignment is being developed and

reviewed. STAR Reading and

Math is being used to better

understand student deficiencies

and learning needs. Odyssey is

used for credit recovery and as an

alternative to regular classroom

instruction based on student needs.

Acuity has been used as formative

assessment. Turnitin.com has been

used to check for student learning.

Credit recoupment in cooperation

with Glenville State University

has be used to aid special

education students to meet

graduation requirements and to get

back on track for graduation.


8

Alternative paths to graduation

have been implemented.



EMERGING The following strategies and

programs have been used to

differentiate student instruction

and enhance progress in mastering

curriculum goals: Senior projects,

extended time PBLs, scaffolding,

Thinkfinity.org, Edsitement.net,

Khan Academy, various

educational apps., Crash Course,

Remind , Parent Link.

Differentiated instruction is

utilized to meet student needs.

Feedback is provided on

instruction by administration by

using walk-throughs to observe

instruction and learning.






TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED Destination Graduation after

school activities, Destination

Graduation community forums,

good attendance at Parent-Teacher

Conferences. Open House held in

spring to introduce the high school

to incoming freshmen during the

scheduling process. Students are

assigned to and remain with the

same advisory teacher and fellow

advisees for the four years they

are enrolled in B-UHS.

DISTINGUISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating of this function. Rationale:

The Team observed strong relationships formed with community partners.

The Advisor/Advisee

9

Graduation Coach hired by the

Upshur County Board of

Education. Financial aid nights for

students and parents. Passing of

the levy providing students and

senior citizens with activity passes

and student accident insurance

provided. Other

school/community programs:

Upward Bound Program.

Community Health Clinic FFA

sales, student marketing of

agricultural commodities UCARE

pool party Evening With The Arts

Artistry on Main Street

Program utilizes meaningful lessons.

The Destination Graduation Program includes strong parent and community involvement.

Strong evidence of partnerships exist with agencies such as Sheriff’s Department, Probation, Youth Health.



ACCOMPLISHED Advisory lessons are designed to

enhance character education and

are provided on a regular basis.

Three counselors provide students

support on graduation and

scheduling requirements on the

basis of their last name. Any

student is welcome to work with

any of the counselors for all other

reasons. School nurse is scheduled

in the building Monday,

Wednesday and Friday.

Community Based Health is

available in the building Tuesday

and Thursday. The community

based organization UCARE works

with the school and meets monthly

at the school to address

community based health and

welfare concerns. Rachel's


10

Challenge implements character

ed. programs here at B-UHS

during the year and coordinates

the Upshur County Schools Field

Day for all elementary students

that is held here at B-UHS every

May. The Food Service

Department provides a warm

breakfast, Breakfast After First

and hot lunch everyday. CARE

period during the school day.

Graduation check



ACCOMPLISHED The following

agencies/clubs/organizations work

in cooperation with the school:

UCARE, MDT(Multi-Disciplinary

Team), Destination Graduation

Advisory Board, Friends of BU,

LSIC, Project Graduation, Athletic

and Band Boosters, Rotary,

McDonalds, CONSOL Energy,

Fred Eberly Technical Center,

Glenville State University,

Pierpont Community and

Technical College. Partnerships

with City of Buckhannon, Upshur

County Commission, CTE

Advisory Committees, Sheetz,

Appalachian Mental Health,

Juvenile Probation, WVU

Extension Office, National Guard

and military, Energy Speaks, HOT

Expo through Davis Memorial

Hospital, Assistant Prosecuting

Attorney, WV Farm Bureau,


11

Energy Day through FEA with

BUMS, Outreach to Upshur

County elementary schools,

PROM, Valentines to local

nursing homes, Evening With The

Arts. Parents have access to their

children's grades through Engrade.

Various school organizations

provide donations of supplies or

dollars to the Parish House.





TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED Professional Development

Opportunities: Literacy and

Mathematics Design

Collaborative, IPI data collection,

High Schools That Work summer

conference, Advanced Placement

training, continuing education

sessions on engaging classroom

activities provided through David

Shepherd (The Middle Matters).

Upshur County Schools

Professional Development web

site.

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates the school’s self-rating of this function. Comment: Professional development includes:

Variety of individual offerings

Schoolwide focus options

Teacher-initiated options



EMERGING Common planning for math and

language arts departments. Math

department PLC. Incorporation of

staff development data driven

focus lessons. Data analysis

sessions to review WESTEST

scores. AP Instructional Planning

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating of this function. Rationale: Teachers and teams

12

Reports reviewed. are making every effort to collaborate even when the school schedule does not reflect enough time.

Outside of work day collaboration

Strong evidence of collaboration in documents: pacing guides, lesson plan templates

Common lunch collaboration

Social studies team working toward common time

Common lab assignment design



EMERGING Implementation of Policy 5310

Walkthrough feedback IPI data

collection Climate survey Mentor

program for first year teachers

School based new teacher support

program HSTW staff survey.






TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED Prevention Resource Officer,

Community Emergency Response

Team(CERT), custodians present

during the entire school day,

County Crisis Prevention Team,

regularly scheduled emergency

drills with Jeff Harvey Consulting,


13

school safety report, cameras, ID

badges, phones in each room,

radios for communication,

advisory lessons on drills, School

Dude for maintenance, extra

janitor on day shift,



ACCOMPLISHED Passing of the local school levy

Financial procedures in place and

strictly adhered to as per state

code Faculty senate procedures for

monetary expenditures

Departments provided with a

yearly budget for purchase of

needed enrichment materials

Dropout Prevention grant Program

Modernization grants Innovation

Zone grant High Schools That

Work grant Farm to School

Initiative College Board

Assessment Pilot Booster clubs

informational training nights for

club treasures

DISTINGUISHED The evidence provided by the school and the additional evidence collected by the OEPA Team substantiates a higher rating than the school’s self-rating of this function. Rationale: The Team observed:

Schoolwide grant writing efforts to improve student performance.

Proper allocation of funds to support students.

Self-Motivated/Teacher- Driven solutions to financial needs.



ACCOMPLISHED Policy 5000 procedures in place

and adhered to for the hiring of

HQT. Multiple teachers have been

certified for the interview

committee HQT have been hired

in every position where they have

been available New staff are

provided orientation sessions on a

weekly basis with administrators

and lead teachers. Beginning

teachers are provided a mentor by

Upshur County Schools


14



ACCOMPLISHED The following systems are used to

support management, instructional

delivery and student learning:

Schooldude.com, Engrade,

WVEIS, two new computer labs,

all teachers have laptops,

document cameras, smartboards,

iPads, LCD projectors, math, and

science computer labs, multiple

mobile labs, CPS responders,

Interwrite boards, Parentlink, k12

email. New wireless network

installed during the summer of

2014. TIS and CSTs provided as

well as techonology technician.






TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED HSTW assessment and teacher

survey SILT, Curriculum Team

and the faculty at large,

WESTEST data review, PLAN

scores, ACT/SAT/PSAT and

National Merit qualifying test

scores. Advisory activities to

gather student input/reflection.

Collaborative-cross curricular

lessons. COMPASS test

administered to determine students

college and career readiness. WIN

to assist students that are required

to take the Work Keys Assessment

Students participate in CTE


15

competitions.



EMERGING Math and Language Arts common

planning Science department

common lunch Technology usage

agreement, social media

guidelines, SILT, and Curriculum

Team, HSTW professional

development The Middle Matters

training, multiple WVDE staff

development opportunities.




EMERGING Counselors and special education

teachers monitor DFI reports and

meet individually with students to

monitor progress. Advisors

monitor academic progress with

advisees. SAT meetings are held

for all referred students. Mid-term

and grade cards are delivered to

students via advisory teachers so

they can monitor their progress in

conjunction with the student's

counselors. Walkthroughs provide

data on student learning. WVEIS

Early Warning System used to

identify students in need of

assistance.





More time for teacher collaboration and training is

need. Many initiatives are derailed because of the lack

of time provided staff to properly plan for


16

implementation and evaluation.


There are so many opportunities for professional

development that school-wide initiatives are difficult to

initiate because staff members get their continuing

education credit and do not participate. It would be

helpful if some continuing education was required to

be school based.




Destination Graduation: Has decreased the dropout

rate through providing support and alternative

pathways to graduation. Advisory program,

graduation coach, transition school, Option Pathway

and counseling. The number ++of dropouts have

been reduced by more than half over the past five

years. Agricultural Education: Has given a large

number of students support and encouragement.

Students have grown academically and in leadership.

Those that normally do not have the opportunity to

shine do.

The OEPA Team commends the school for the implementation of Destination Graduation and the strong community involvement it includes because it has lowered the dropout rate while increasing graduation. The level of rigor in the Agricultural Science Education courses is also commendable. The program teaches students great academic and leadership skills. Student interviews confirmed the Team’s report.




POLICY and CODE






17












· Prepare for the review – the principal shall: o prepare the staff for productive involvement in the review process with materials provided by the OEPA o one month prior to the scheduled review, update the School Monitoring Report documenting and summarizing the school’s overall progress o prepare the staff and stakeholders for the on-site review, including orientation to the logistics, responsibilities, and expectations associated with the process · Participate in the review · Participate in the Exit Conference · Address the review findings – the principal shall: o share and discuss the report with the school staff and LSIC and for using the report in the development or revision of the school strategic plan






Implementation




18













YES · Create a Structure and Process for Continuous Improvement including: o a designated team or committee(s) who orchestrate the school’s improvement efforts (S2,FB)



YES · Assess School and Classroom Learning Conditions – all staff must utilize: o the School Monitoring Report (which in part is based on classroom learning conditions defined in Policy 2322 (S7,FC) o summary employee evaluation data and professional development needs to guide improvement priorities (S5,FC)


needs. o principal monitoring the implementation of the plan and for communicating progress to staff and stakeholders. (Annual updates to the plan must consider

the OEPA School Monitoring Report when this report identifies deficits in quality or compliance.)



19



















20













Utilizes Standards-Focused Curriculum Provides opportunities for world languages Provides the 18 specified graduation requirements

21

Provides access to career technical education (CTE) Develops student success and career readiness Provides the 4 personalized graduation requirements in either a CTE or locally approved concentration Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology Develops and updates a personalized education plan (PEP) Has alternative means to earn high school credit Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs Provides AP courses and AP teachers complete required initial and on-going professional development





(S6,FD)


Technology Team Local School Improvement Council (LSIC)

Faculty Senate School Curriculum Team Student Assistance Team (SAT) Leadership Team

22





















· Implement county policies and procedures for alternative education.

23

· Follow eligibility criteria for placement in alternative education, including expelled students. · Convene the Alternative Education Placement Team that will develop a written plan including: academic courses, behavioral components, criteria for re-entry to




RESOURCE DOCUMENT


















24


F . Counseling Services W. Va. Code §18-5-18b NON-COMPLIANT VERIFIED

RESOURCE DOCUMENT













NO The school counselor shall spend at least seventy-five percent of work time in a direct counseling relationship with pupils, and shall devote no more than one fourth of the work day to administrative duties: Provided, that such activities are counselor related. (S4,FB) Team Comment: 55-65% the administration is working on reducing administrative tasks such as assessments.



YES VERIFIED


YES VERIFIED Certification for Autism was pending as of July 2014 but has been corrected.


NO VERIFIED

25

The latest report 4-13-14 missing ceiling tile and missing signage in gym balcony. School has sent a requisition for repairs.


NOT APPLICABLE VERIFIED There was no critical and one non critical violation as of 3-19-14.


NOT APPLICABLE

VERIFIED Annual update did not identify any non-compliances. Latest report 12-20-13

verified.


NOT APPLICABLE VERIFIED There were no non-compliance issues reported to the principal.

Finding: W. Va. Code §18-5-18b School Counseling: Counselor logs did not verify at least 75% direct counseling relationship with students. Facility Resource Needs

6. 9-12 Computer Laboratory Computer laboratories are not adequate in size (40-45 ft² per student). (Did not adversely impact student achievement.) 8. 1-12 Classrooms All classrooms identify inadequate storage. (Did not adversely impact student achievement.) 10. Specialized Instructional Areas Art facility does not have access to natural and artificial light and has inadequate storage. (Did not adversely impact student achievement.) Music facility is not adequate in size (30-40 ft² per student). (Did not adversely impact student achievement.) Physical education facility does not have a drinking fountain. (Did not adversely impact student achievement.) 14. Food Service Teachers’ dining area is not adequate in size (250-300 ft²). (Did not adversely impact student achievement.) 15. Health Service Units Health service unit is not adequate in size (250-400 ft²) and does not have a refrigerator with locked storage. (May adversely impact students’ health and safety.)

26

16. 7-12 Career Technical Diversified Cooperative Facilities Classroom and laboratory space is not adequate in size to meet curricular needs, required equip and materials are not available in this vocational area, and storage is inadequate. (May adversely impact student achievement.)



Team Leader Mike Boyd OEPA Consultant

Team Member Christi Chambers Assistant Director, West Virginia Department of Education, Office of Institutional Education Programs

Team Member Randall Farley Administrative Assistant, Curriculum & Instruction, Marion County Schools

Team Member Carla Lambert Assistant Principal, Elkins High, Randolph County Schools

Team Member Lori Shumaker Assistant Principal, Grafton High, Taylor County Schools

Team Member Chuck Crookshanks Assistant Principal, Parkersburg South High, Wood County Schools

Team Member Jeff Harvey Director Curriculum & Instruction, Federal Programs and School Improvement, Doddridge County

Team Member Jaclyn Swayne Curriculum Assistant Principal, Sissonville Middle, Kanawha County Schools


SCHOOL PROFILE

FRED W EBERLE TECHNICAL CENTER – UPSHUR COUNTY

2011 2012 2013 2014

Enrollment 0 0 0 0

Average Class Size

Attendance Rate



Dropout Rate

Pupil Admin Ratio

Pupil Teacher Ratio



1


FRED W EBERLE TECH CENTER in UPSHUR COUNTY SCHOOLS














TEAM RATING

TEAM EVIDENCE



ACCOMPLISHED We believe that the following

items of evidence will support

our ranking on this function: *

Mission Statement * Vision

Statement * Core Beliefs * Staff

Meeting Agendas * Student

Handbooks * Strategic Plan *

Advisory Committee

Agenda/Minutes * Craft

Committee Agenda/Minutes







DISTINGUISHED We believe that the following



Code of Conduct Staff/Students *

Student Handbook * CSS's *

Previous OEPA Report * Local,

State, National, SYO Activities *





2

National Technical Honor

Society * Simulated Workplace






Shop Safety Sheets * Emergency

Proceduere Books * Safety

Committee * Clean Up

Committee * Emergency Drill

Reports * Regulatory Inspections





Comments:

• The Team recognizes that the nature of a technical center prevents the same level of security that might be required at another secondary school setting because of the need for ventilation for safety and use of large equipment.

• The building security system (designed and installed by student teams) is used after hours to secure the building

• The Team recognizes that a technical center utilizes solvents and hazardous chemicals; however, staff and students are trained in safety education as a priority area.





TEAM RATING

TEAM EVIDENCE






Staff Meetings/ Advisory Council

Meetings agendas * Employee

evaluations * Walk-Throughs *

Lesson Plans * Data Meetings





Comment: Data Meetings (WorkKeys, completers, placement

3

(Work Keys, Strategic Plan) *

Staff Meeting Agenda *

Classroom Observations

in the field) should be reflected in goals and improvement plans.

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.




Strategic Plan * Vision / Mission

Statements * Agendas / Minutes

for meetings * Committee

Reports from Faculty Senate *

Work Keys Pretest vs Test data









our ranking on this function: * FS

Officers * Individual Craft

Committees * Career Fair *

Involved in Local, State, and

National SYO activities (ex: 100

% Chapter Membership) * New

Teacher of the Year for ACTE *

Simulated Workplace * School

Committees * New Teacher

Mentor Program





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.




SYO Local and State Officers *

School Improvement Council

Members * NTHS * Community

Service Opportunities (ex: Blood

Drive and Cystic Fibrosis Walk)

* Local, State, National SYO

Activties





4





TEAM RATING

TEAM EVIDENCE






Personal Inventory Form * SYO

Organizations * Career Coach *

Student Handbook * Classroom

Syllabi * Self Direction (CDX,

Testout, Health Center 21,

Passasurred)










Addhearance to State Approved

CSS's (Posted in Classrooms) *

Professional Development *

Lesson Plan Feedback * Craft /

Advisory Minutes and Agendas *

Performance Data Sheet

(Progress Charts) * NCCER

Curriculum * Portfolio

Development * Industry

Recognized Credentials










Course Outlines * Lesson Plans *

IEP * Input from Advisory

Committees * Work Keys Results

* Placement Data * Credentialing

Rates





Comments:

• Recommendation for Advisory Committees to meet two times per year from WVDE CTE should be reviewed.

5

• Student data should be actively used to design long and short term instructional plans outside of pending changes/ recommendations from the WVDE (refrain from “waiting” until agency provides guidance).






Previous OEPA Report * Student

Agenda * Simulated Workplace *

Career Exploration Lessons *

Technology (ex: Whiteboards,

Laptops, Tablets) * End of

Course Testing * Labs / Clinical

Opportunities









TEAM RATING

TEAM EVIDENCE






Partent Teacher Conferences *

Open House * Website *

Community Forum participation

* Career Fair * Craft Committee

* Local, State, National SYO

Competition * Local

Awards/Graduation Ceremony *

NTHS Induction * Edge Credit *

Simulated Workplace * TV /

Newspaper Ads / Articles *

Community Service Projects



by the OEPA Team does not


the Team determines a lower rating

for this function.

Rationale:

• Community relationships and student relationships were evident.

• Parent-Teacher communication and data collection/ documentation were absent or minimal in nature.

6

Recommendation: The Team recommends Function A be reviewed carefully to determine where opportunities for data collection, data decisions and parent relationships/partnerships may be developed.






Refer Students for Counceling at

high school * Career Coaching

Availbility * Nursing Availability

* Attendance policy * Adherance

to IEP Plan * DHHR Referals *

Tours * Skill Set Attainment










LSIC/Advisory Committee

Minutes * Job Fair * Guest

Speakers * Local Skills Contest *

Open House * Parent Teacher

Conference * Craft Committee *

Local WIA Board * Local Job

Service * Veterans

Administration









TEAM RATING

TEAM EVIDENCE






State Conferences * In House

Professional Development *





7

Instructor Update Seminars






Weekly Staff Meetings * FS

Meetings * Professional

Development Days * Committee

Meetings





Comment: Encourage instructors to be more proactive to seek assistance from peers as a collective unit



EMERGING We believe that the following



Teacher Evaluation System *

Improvement Plans * Data

Review * Walk Throughs *

Teacher Observations * Meeting

Agendas









TEAM RATING

TEAM EVIDENCE

Function A: Facilities. Facilities are clean,

well maintained, safe and secure, aesthetically pleasing, and configured to meet the learning needs of students.




Safety Committee * Craft

Committee * Custodial Walk

Throughs * Pictures of School *

Drills * SBA Improvement

Projects










SBA Grants, * LEA Replace

Equipment, * Program





8

Modernization Grants * FS *

Budgets * Fund Raisers * Perkins

Funding * State Allocations






Teacher Evaluations * Job

Experience * Position Posting *

Job Descriptions * Teacher

Credentials * Industry

Certifications










Tablet/ Mobile Computer Labs *

Network Time Clock * Industry

Tools * TIS * White Boards *

Wireless Access * IPads * Online

Curriculum / Information *

Security System






for this function.

Rationale:

• The technical center appears to limit its view of data and use of data (staff and students).

• Proactive use of a variety of data: Student data, equipment use for instructional delivery (more use needed by staff), performance data (students, staff), outcome data (when students exit program/school), simulated workplace data (2 classes with simulated workplace, should be collecting data and output), student leadership data.

Recommendation: If readily available or school specific data were widely shared to staff and

9

students, daily instruction and maintenance of building could benefit (safety data, Youth Organization participation, attendance, GPA); The Team recommends the staff know and use this data to impact change.





TEAM RATING

TEAM EVIDENCE

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.




Key Train * Work Keys * Mobile

Computer Lab * Math Teacher *

Strategic Plan * Mission

Statement * Teacher Evaluation

System





Comment: Consider a broader view of identified data to improve student performance.






CE Days * Summer Conference *

Individual Workshops * Career

Coach * Math Teacher *

Advisory / Craft Committee

Minutes * Job Placement *

Performance Assessment * Key

Train Remediation










Data Profile * Performance

Testing * Credentialing rate *

Advisory / Craft Committee

Minutes * Parent Teacher






for this function.

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Conference * Updating

Workshops * Core Beliefs *

Website * Online Gradebook

Rationale: Evidence that communicates the progress to all stakeholders, especially parents and students, is not always clear (share results with agency/craft committees of placements, student results). Recommendation: The Team recommends regular communication to parents that is ongoing and frequent to generate increased interaction. Evidence that documents parent participation is important to secure and maintain.




* Updating Lighting * LED Messaging Sign * Window

Replacement * Multi-purpose Classroom large enough

to accomodate all students for assemblies, ceremonies,

etc. * Program Specific Simulators * Time

The Team confirms the identified resource facility

needs.


* Engrade Training * Industry Tours The Team confirms the identified professional

development needs.



* Career Fair * Credentialing Opportunities * Clinical

Opportunities * Web Based Programs for Self Paced

Learning * Career Coaching * Simulated Workplace *

Academic Resource Teachers * Industry Modeled

Work Experience ( Modular Home, Maintain FETC

Computer Systems, Public Access to

Repairs/Services.) * Continual Update of Curriculum

The OEPA Team commends the school for

maintaining these recognized best practices for CTE

centers.

Additionally, documentation to support the self-monitoring report was digitally prepared and submitted (with instructions for the Team to access) for the OEPA Monitoring Team. This practice should be shared and replicated by others.

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POLICY and CODE

















· Prepare for the review – the principal shall: o prepare the staff for productive involvement in the review process with materials provided by the OEPA o one month prior to the scheduled review, update the School Monitoring Report documenting and summarizing the school’s overall progress o prepare the staff and stakeholders for the on-site review, including orientation to the logistics, responsibilities, and expectations associated with the process


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Implementation
















YES · Create a Structure and Process for Continuous Improvement including: o a designated team or committee(s) who orchestrate the school’s improvement efforts (S2,FB)




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o the School Monitoring Report (which in part is based on classroom learning conditions defined in Policy 2322 (S7,FC) o summary employee evaluation data and professional development needs to guide improvement priorities (S5,FC)


needs. o principal monitoring the implementation of the plan and for communicating progress to staff and stakeholders. (Annual updates to the plan must consider the

OEPA School Monitoring Report when this report identifies deficits in quality or compliance.)

















DIRECTIONS: To be considered fully compliant with Policy 2510, your school must adhere to the core areas outlined in Policy 2510. Before you begin

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self-rating school compliance, you may wish to review the sections of the policy identified in the checklist. These areas will be examined during the on-site review. To determine your level of compliance, use the following guide:











Utilizes standards-focused curriculum Develops physical health and wellness Develops global competence Utilizes formative assessment processes Utilizes technology integration Develops student success and career readiness Implement appropriate early learning programs (pre-k to 5) classroom learning environments,

routines, and instructional practices as outlined in Chart II of the policy (Pages 8-9)


Utilizes standards-focused curriculum Provides physical education, physical activity and health/wellness education Develops global competence Utilizes technology integration

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Utilizes formative assessment processes Utilizes personalized career portfolios to develop career awareness Offers visual arts, choral, and instrumental music courses Implements a standards-focused advisory program utilizing evidence-based practices during the

instructional day


Utilizes Standards-Focused Curriculum Provides opportunities for world languages Provides the 18 specified graduation requirements

Provides access to career technical education (CTE) Develops student success and career readiness Provides the 4 personalized graduation requirements in either a CTE or locally approved

concentration Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology Develops and updates a personalized education plan (PEP) Has alternative means to earn high school credit Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs Provides AP courses and AP teachers complete required initial and on-going professional

development



Provides staff with a planning period at least 40 minutes. Has a process for assuring and monitoring instruction is evidence- and research-based. (S3,FD) Has a system for assessing and monitoring student performance related to the content standards

and objectives. (S3,FD) Has a process for parental involvement in a student’s education. (S7,FC)

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Has a system to monitor and reduce dropout rates. (S1,FB) Implements technology practices that facilitate student development and meet requirements in

areas such as critical thinking, decision-making, academic knowledge, work place programs, etc. (S6,FD)




We have a small staff who

provides input in each area

(Super Committee)













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· Implement county policies and procedures for alternative education. · Follow eligibility criteria for placement in alternative education, including expelled students. · Convene the Alternative Education Placement Team that will develop a written plan including: academic courses, behavioral components,

criteria for re-entry to the regular school program, and provisions for periodic review of the student's progress at least on an annual basis. (The team for all students with disabilities shall be the IEP team and the written plan shall be the IEP.)


Provided by

home counties.


RESOURCE DOCUMENT









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YES Time Requirements (S3,FB) · Elementary School Grades – Not less than thirty minutes of physical education, including physical exercise and age-appropriate physical

activities, for not less than three days a week. · Middle School Grades – Not less than one full period of physical education, including physical exercise and age-appropriate physical activities,

each school day of one semester of the school year. · High School Grades – Not less than one full course credit of physical education, including physical exercise and age-appropriate physical

activities, which shall be required for graduation and the opportunity to enroll in an elective lifetime physical education course. · Schools which do not currently have the number of certified physical education teachers, do not currently have the required physical setting or

would have to significantly alter academic offerings to meet these physical education requirements may develop alternate programs that will enable current staff, physical settings and offerings to be used to meet these physical education requirements. These alternate programs shall be submitted to the state Department of Education and the Healthy Lifestyle Council for approval.

Provided at

home counties

YES Students in grades four through eight and the required high school course participate in fitness testing. (S3,FD) Provided at

home counties

YES Results are shared with students and parents. (S7, FC) Provided at

home counties


RESOURCE DOCUMENT












YES The school counselor works with individual pupils and groups of pupils in providing developmental, preventive and Students recieve

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remedial guidance and counseling programs to meet academic, social, emotional and physical needs: including programs to identify and address the problem of potential school dropouts. (S4,FB)

counseling at their home

high school.


Students recieve

counseling at their home

high school.



YES VERIFIED


NOT APPLICABLE


YES VERIFIED


NOT APPLICABLE


NOT APPLICABLE


NOT APPLICABLE



Site does not have 15 useable acres. (Did not adversely impact student achievement.)

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Team Leader Karen Ruddle OEPA Consultant

Team Member Cynthia Sundstrom Coordinator, Office of Career and Technical Instruction, West Virginia Department of Education


UPSHUR COUNTY SCHOOLS - West Virginia Office of ...

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