GILMER COUNTY SCHOOLSoepawv.state.wv.us/documents/22-GilmerCountySchools_000.pdfGILMER COUNTY Total Standard-Functions Reviewed Distinguished Accomplished Emerging Unsatisfactory Standard-Functions

JANUARY 2015

RESA 7 REPORT

GILMER COUNTY SCHOOLS

WEST VIRGINIA BOARD OF EDUCATION

GILMER COUNTYTotal Standard-

Functions Reviewed Distinguished Accomplished Emerging Unsatisfactory

Standard-Functions Rated for All Schools 120 10 94 16 0

Percentage of Standard-Functions Rated for All Schools in Each Designation 8% 78% 13% 0%

Standard-Functions Ratings Raised 5 4%

Standard-Functions Ratings Lowered 26 22%

Standard-Functions Ratings Unchanged 89 74%

Standard-Functions Reviewed for All Schools 120

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

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

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

3A - Classrom Learning Environment 3 3 4 3 3 2 4 2 3 33B - Standards-Focused Curriculum 3 3 4 3 3 3 3 3 3 33C - Instructional Planning 3 3 4 3 3 3 3 3 3 33D - Instructional Delivery 3 3 3 3 3 2 3 2 3 3

4.Student Support Services and Family/Community Connections

4A - Positive Relationships 3 3 3 3 3 3 4 3 3 34B - Student Personal Development 3 3 3 3 3 3 3 3 3 34C - Parent/Community Partnership 3 3 3 3 3 3 4 3 4 45.Educator Growth and Development 5A - Professional Development 4 3 3 3 3 2 4 2 3 35B - Teacher Collaboration 3 3 3 3 3 3 4 2 3 25C - Evaluation, Feedback and Support 3 3 3 3 3 3 4 3 3 36. Efficient and Effective Management

6A - Facilities 3 3 3 3 3 4 2 2 3 36B - Fiscal Resources 3 3 4 4 3 3 4 3 3 36C - Personnel 3 3 3 3 3 3 3 3 3 36D - Data, Information System,Tech Tools, Infrastructure 3 3 3 3 3 3 2 2 3 37.Continuous Improvement

7A - Focused and Cohesive Plan 3 3 3 3 3 3 4 3 3 37B - Processes and Structures 3 3 3 3 3 3 4 2 3 37C- Monitoring for Results 3 3 3 3 3 3 4 3 2 2

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GILMER 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

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

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

Schools F F F F F F F F F F

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

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

Full 6 5 6 6 6

Partial 0 1 0 0 0

Noncompliance 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

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

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

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

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

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

Yes 6 6 5 6 5

No 0 0 0 0 0

Not Applicable 0 0 1 0 1

Full 29 Yes 28

Partial 1 No 0

Noncompliance 0 Not Applicable 2

OVERALL COUNTY

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SCHOOL PROFILE

GLENVILLE ELEMENTARY – GILMER COUNTY

2011 2012 2013 2014

Enrollment 196 181 182 185

Average Class Size 17.7 21.2 19.6 20.1

Attendance Rate 98.12 98.32 98.10 97.99

Pupil Admin Ratio 196.0 181.0 182.0 185.0

Pupil Teacher Ratio 14.5 15.7 15.8 16.1

Participation Rate-Math not available 100.00 100.00 100.00

Participation Rate-Reading not available 100.00 100.00 100.00

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

GLENVILLE ELEMENTARY SCHOOL in GILMER 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.

ACCOMPLISHED *Staff Organization Meeting at the beginning of the

school year to develop the schedule, committees,

vision, goals, etc. *Staff meetings *Team meetings

on Mondays and Thursdays (2 groups: Grades PK-

2, Special Ed., Title I, and Speech; Grades 3-6 and

Title I *Daily Collaboration through conferences, e-

mail, committees, and team meetings *Staff voting

on activities, field trips, Teacher of the Year,

Service Personnel of the Year, etc. *Students voting

on field trips, activities

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. Comments: The OEPA Team confirmed the following exemplified shared beliefs and values.

Teacher Data Folders

Initial use of Student Data Folders

Function B: High Expectations for All. The

staff

ACCOMPLISHED *School Rules (posted) and class rules *Staff Goals

*Student goals for achievement test (conferences w/

principal) *Individual Item Analysis conferences or

copies for parents at the beginning of the year

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.

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establishes high expectations for self and student that are written, clearly communicated and readily observed in educational practice and personal behavior.

*Anti-bullying program (Olweus and supplemental)

*PRIDE (Responsible Students Program)

*Character Ed. (Traits) *Attendance Awards (every

9 weeks) *PAWS (Positive Attitudes Will Succeed)

Program for whole school discipline rewards

*Individual teacher awards in classroom for

behavior *Recess with the Principal and other

coupons *Honor Roll Club

Function C: Safe, Orderly and Engaging Evnironment.

The school environment is safe, well-managed and clean and contributes to an engaging and inclusive atmosphere for learning.

ACCOMPLISHED *Emergency Drills *PCI Certified Personnel

(secretary and principal) *Procedures for signing in

and signing out (in handbook *Visitor Passes and

sign in/out sheets for community/parents, students

and staff *School employee identification badges

*Intercom, 2 way radios, e-mail, and phone system

to support emergencies *Codes for emergencies

*Blinds or curtains to cover windows *Barriers at

front door to stop vehicles from driving through

windows *Regular discussions at team, staff, and

LSIC meetings concerning safety. *Constant

supervision *Camera system *Tables instead of

desks to support collaboration in the classrooms

*Hands-on learning

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 a very orderly start of the instructional day as students went to classrooms.

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.

STANDARDS AND




Function A: Principal Leadership.

The principal exhibits the professional knowledge, skills, and

ACCOMPLISHED *Staff and team meetings *Book studies (in face

and online - PD360) *Seasoned principal - 12 yrs.

*Handbook development and formation

*Webmaster *Forms monthly calendar

*Collaboration through conferences, e-mail, intra-

school phone system, walk-throughs, observations

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 OEPA Team determined all

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dispositions that reflect strong leadership and effective management.

*Scheduling of professional development

*Professional development attended by principal

*Has worked as a Library aide, Kindergarten aide,

Preschool Handicapped aide, Accounts

Payable/Receivable clerk, payroll clerk, 2nd grade

teacher, 6th grade teacher *Has presented to

personnel at the school, county, and state level

(programmatic leader for 21st Century Learning)

*Mentor for beginning principals *County Math

coordinator

aspects of the function are present and pervasive in the school.

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 *Team meetings (Mondays and Thursdays)

*School Assistance Team (SAT) *IEP Team

meetings *Committees: LSIC, Faculty Senate,

Technology, Curriculum, School Leadership (all

teachers), PTO, Volunteer Week Comm., Christmas

Dinner Comm., Honor Roll Club Committee,

Partners in Education liaisons, Professional

Development School partnership with GSC, Staff

Development team members for county, Safety

Comm., Beautification Comm., Hospitality Fund

Comm., Character Ed. Comm., Multi-Cultural

Comm.


Function C: Teacher Leadership.

Teachers assume responsibility for school and classroom improvement and are provided authentic opportunities and resources to lead and influence professional

ACCOMPLISHED *Presenters at team meetings (showing best

practices), county trainings, and state trainings

*Committees *SAT meetings *IEP meetings

*Partner teachers for GSC's observers and student

teachers *Presentations to GSC classes *Scheduling

and decisions regarding purchases of programs and

resources *Principal's designee when she is away

from school *Train the trainer (teachers have been

trained then returned to school and/or county to

train others) *Vote for goals and input on the

school's strategic plan


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practice.

Function D: Student Leadership.

Students are engaged in age-appropriate leadership opportunities that develop self-direction and a sense of responsibility for improving self, school, and community.

ACCOMPLISHED *Olweus anti-bullying meetings every week

*Pledge of Allegiance *Raising of the American

flag *Mentor program with GSC *Class skits and

role-playing *Student Leaders (New program this

year where each class nominates and elects a

student to serve on a student leadership committee.

They will vote on their committee's name and meet

with the principal and/or counselor once/wk. to

discuss improvements, problems, concerns, and

successes *Student serving on the Comprehensive

Education Facilities Plan (CEFP) committee

*Student serving on LSIC *Buddy program where

older students partner with younger students

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 noted that students were given leadership opportunities through the Panther Council.

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.

STANDARDS AND




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 *Lesson plans *Behavior Management Plan

*Classroom rules *Center work *Depth of

Knowledge *Student leaders *Professional

Development School partnership with GSC

*Student goals *Journals *Olweus class meetings

*Data folders (electronic - To be implemented this

year.)

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. Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends the school display more authentic student work.

Function B: Standards-Focused

ACCOMPLISHED *Standards documented *Lesson plans

*Technology use in the classrooms *STAR

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

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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.

Reading and Math *Professional Development:

Common Core Strategies, Mark Moore, Terry

Reale

Team substantiates the school’s self-rating for this function. Comment: The OEPA Team found the school had good infrastructure for technology and bandwidth for use of technology. The school contained kindles, a computer lab, and a mobile lab.

Recommendations: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends the following:

Instruction more closely focused on the Next Generation Standards to guide instructional delivery.

The school investigate acquiring another mobile unit, including tablets with keyboards or iPads, and investigate acquiring more access points in the school.

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

ACCOMPLISHED *Lesson plans *SPL Notebooks (plans for

intervention) *Interest surveys *WESTEST II

analysis *STAR Reading and Math reports

*Electronic data folders (to be implemented this

year)


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levels of their students.

Function D: Instructional Delivery.

Teachers facilitate engaging instructional experiences that enhance individual student progress in mastery of the curriculum using multiple strategies, appropriate assessments, learning resources, digital tools, and processes aligned with instructional targets.

ACCOMPLISHED *Lesson plans *Technology use in the classrooms

*Center/group work *STAR Reading and Math

*Intelliboards, Elmos, computers, Kindles, laptops

*Professional Development School partnership

with GSC (This includes whole class instruction,

small groups, individuals. Examples: Science for

Teachers class, Health lessons, multi-cultural fair,

PE classes, coordination of game night at GSC,

mentors for 4th grade, BOOST w/ K (Building On

Our Students' Talents), and so on *Positive

Behavior Support Workshop (09/23/14)

*Professional Development (Example: Terry Reale)

*Team meetings for planning, discussion, and

evaluation (looking at data as well) *Book study:

Rigor is Not a Four Letter Word (through PD 360)

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. Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends all students use various technology tools for and during their learning. The OEPA Team confirmed that students were using a variety of educational programs; however, the Team recommends the school investigate more creative uses of technology by students.

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.

STANDARDS AND




Function A: Positive Relationships.

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

ACCOMPLISHED *Open House (08/19/14) *Home Visits

*Conferences *Telephone, E-mail and

assignment book correspondences *Monthly

calendar *School website *Live Grades

communication through messages and accounts

*Partners in Education *Nursing Home visits:

Halloween, Christmas cards, spring kite flying

*Dinners: Christmas, retirement, Faculty Senate

luncheons *Door prizes at meetings, Yankee gift


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exchanges *Birthday cards to staff from Principal

*Staff Recognition Program this year for:

Effort/hard work/going above and beyond, as

well as attendance *Rewards for students:

classroom behavior rewards, coupons, PRIDE

trip at the end of the year, PAWS Program,

PRIDE prizes every 9 weeks, Perfect Attendance

$25 gift certificate from Genesis Health Care,

Attendance awards, Honor Roll Club, Recess

with the Principal *Volunteer Week Activities

*End of Year Assembly *9 Weeks Assemblies

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.

ACCOMPLISHED *Counselor - Links program *Olweus Anti-

bullying program *Character Traits *Covey's 7

Habits (assignment books) *Salad bar *Global

competence *Special Education including ID

class *ESL students

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 gathered evidence to support a strong, caring relationship with the counselor and students. In particular, the Team found evidence to support the PAWS program. Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends that the intermediate special education teacher strengthen professional practices.

Function C: Parent and Community Partnerships.

ACCOMPLISHED *Partners in Education: Genesis Healthcare,

Waco, Dollar General, McDonald's, Watch Me

Grow Daycare, Foodland *Parent communication

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

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The school staff forms partnerships with various community agencies and organizations to enhance the ability to meet the needs of all students.

through phone conversations, assignment books,

conferences, e-mail, LiveGrades, website

*Volunteer program *Summit Center

collaboration for counseling services *GSC PDS

partnership

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.

STANDARDS AND




Function A: Professional Development.

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

DISTINGUISHED *Beginning of year PD: Common Core

Curriculum Mapping (RESA 7), Grade Level

Meetings with Common Core, STARS: Math and

Reading, School Safety (Bill Bickerstaff), Office

365 (Mark Moore), LiveGrades, OEPA *Book

Studies (Last year: "Rigor is Not a Four Letter

Word" through PD360) *Continuous Common

Core training *Continuous technology integration

with the countywide TIS *CPI Training (Crisis

Prevention Institute - RESA) *Accelerated Math

*Food Handlers Card (training for all staff)

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team did not substantiate the school’s self-rating for this function. Rationale: The evidence was mostly present but not pervasive throughout the school. Recommendation: The OEPA Team recommends more opportunity be provided for teacher reflection on professional development to ensure there is follow-up with regard to its implementation.

Function B: Teacher Collaboration.

The teachers participate in high functioning professional learning communities to collaborate on the

ACCOMPLISHED *Team Meetings twice/weekly *WESTEST II

and STAR data analysis *SMART Goals and

Remediation Plans *SPL *Staff meetings and

Faculty Senate meetings *LiveGrades

communication with teachers and parents

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 found strong evidence of teacher collaboration and support.

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improvement of student learning through the study of relevant data, problem analysis, and the implementation of strategies that improve instructional practice.

Function C: Evaluation, Feedback, and Support.

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

ACCOMPLISHED *Evaluations through WVEIS: self-reflections,

goal setting, walk-throughs, observations,

conferences, and end-of-year

analysis/conferencing *Individual goal setting

and whole school goal setting *Satisfaction

Surveys *Professional Development Staff

Surveys

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. Comments: The OEPA Team verified the following as evidence of feedback.

Parent Survey

Culture Survey

Professional Development Staff Survey

Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends the school investigate tools for monitoring student engagement with classroom instruction.

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.

STANDARDS AND




Function A: Facilities.

Facilities are

ACCOMPLISHED *Full-time Custodian (day) *Contracted mowers

*Maintenance request procedure *All staff

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

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

pitches in to assist *Safety committee *LSIC

*Camera system *Locked doors with key fobs

*Emergency procedures for Code Red (lock

down), Code Blue (Medical), Code White

(weather), Code Orange (precautionary), and

Code Green (clear) *Volunteers

Team substantiates the school’s self-rating for this function. Comment: The custodian’s utilization of time was efficient and productive.

Function B: Fiscal Resources.

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

ACCOMPLISHED *Requisitions *Purchase Orders *Levy *Faculty

Senate *Central Office assistance with Title

funds, Special Education, Professional

Development


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 *Policy 5000: GES Faculty Senate voted for a 3

person hiring committee: Mrs. Frame, Mrs.

Poole, Mrs. Lilly. Mrs. Lilly is replacing a

teacher who retired in June 2014. *Highly

Qualified teachers hired. *2 National Board

Certified teachers: Frashure, Poole *1 teacher

who has her administrative certificate and is the

principal's designee when she is absent.


Function D: Data, Information Systems, Technology Tools, and

ACCOMPLISHED *Cybersafety *LiveGrades *STAR Early

Literacy, Reading, and Math *Reasoning Minds

Math in 5th grade *Intelliboards and Elmos in

each room with projectors. *Kindles *2 Mobile

labs *Responders


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Infrastructure.

The school has appropriate technology infrastructure and utilizes data information systems and technology tools to support management, instructional delivery, and student learning.

Comments:

Instructional - Team meeting times established to analyze student data

Management - Principal utilizing Live Grades and a walkthrough form developed by the principal; secretary is using technology for student attendance; and the principal is using technology to record and track student discipline.

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.

STANDARDS AND




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 *Individualized goals *SMART goals *STAR

Reading and Math *Interest inventories *Student

Leaders (formation of group)

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 verified that teachers were utilizing multiple data points to make instructional decisions.

Function B: Processes and Structures.

The staff has well-defined structures for building professional relationships

ACCOMPLISHED *Team meetings *Committees: International

Education Week, Character Education, Christmas

Dinner, Curriculum Team, Healthy Schools,

Honor Roll Club, Multicultural Team, National

Volunteer's Week, Pride Committee, Safe

Schools, School Assistance Team (SAT), School

Beautification, Technology *LSIC *PTO

*Ongoing and sustained professional

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 determined structures and processes are present but not pervasive.

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and processes necessary to collaboratively engage all stakeholders in actions to increase student learning.

development (i.e. Common Core, STAR) *Parent

trainings (i.e. Game Night teaching board games

and the harmful effects of video game over-

usage)

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.

ACCOMPLISHED *STAR Reading and Math *LiveGrades

*Common Core *School goals and Mission

Statement *SMART goals *Individualized goals

*Progress monitoring (SPL)

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. Comments: The OEPA Team verified that results of student learning are communicated via student data folders and information is shared with parents through the parent teacher organization.

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.

Facility needs include a larger playground, a building away

from the plastic pipe plant that is next door, and storage

areas for supplies and materials. Significant resources that

could be utilized well are more computers, faster Internet,

and a full-time Technology Integration Specialist.

Based upon observations, interviews, and general review of evidence, the OEPA Team confirms the school’s identified resource and/or facility needs.

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

According to the recently completed Professional

Development Staff Survey, the staff requested the following

PD: 1. LiveGrades (4 staff members chose this one.) 2. (3

staff members chose the following:) STAR, Common Core,

Educational On-Line Games, Number Talks, Time

Management, and Terri Reale's ELA Common Core

strategies. 3. (2 staff members chose the following:) Writing

Across the Curriculum, Standards Based Grading, Engaging

Based upon observations, interviews, and general review of evidence, the OEPA Team confirms the school’s identified professional development needs. The OEPA Team also suggests more professional development that includes modeling the use of technology for and by the students in the classroom.

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Learners

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.

*Number Talks *Honor Roll Club *Salad bar

implementation this year *New PAWS Program (Positive

Attitudes Will Succeed), Attendance Awards, Non-violators

Awards, Staff Awards (new) *Student Leaders (new)

*Character Ed./Olweus Anti-bullying Program/Links

Student Advisement Program (new)

While the OEPA Team could not confirm that the practices listed by the school rose to the level of best practices, the Team commends each of the programs listed and encourages their continued use by the school.

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

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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: 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

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· 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:

· 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)

· 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)

· 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)

· 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:


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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



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:

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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 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

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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

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)

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



Expected Behaviors in Safe and Supportive Schools


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

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

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 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).

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 Full Compliance VERIFIED

RESOURCE DOCUMENT

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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.


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 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)

Yes 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



21







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: VERIFIED

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

YES

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

YES

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

YES

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

YES

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

YES

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

YES

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Facility Resource Needs

1. School Location and Site Site does not have 5 usable acres +1 acre for each 100 students over 240. (Does not adversely impact program delivery and student performance.) Site is not large enough for future expansion. (Does not adversely impact program delivery and student performance.) Location is not removed from hazards and undesirable noise and traffic. (May adversely impact program delivery and student performance.) 5. Library, Media and Technology Centers Library/Resource/Media Center does not have automated circulation capacity, on-line periodical indexes, and copying equipment. (May adversely impact program delivery and student performance.) 8. 1-12 Classrooms Storage is not adequate. (May adversely impact program delivery and student performance.) 10. Specialized Instructional Areas Art area does not have 2 deep sinks-one minimum for small schools; mechanical ventilation; ceramic kiln; and black-out areas. (May adversely impact program delivery and student performance.) Music facilities do not have adequate storage available (350 ft2). (May adversely impact program delivery and student performance.) Physical education facilities do not have forced ventilation and a data projector or 50” screen monitor. (May adversely impact program delivery and student performance.) 11. 6-12 Science Facilities Grade 6 science facilities are not adequate in size (45-60 ft2/student). (May adversely impact program delivery and student performance.) Grade 6 science facilities are not located with easy access to outdoor activities and isolated to keep odors from remainder of building. (May adversely impact program delivery and student performance.) Grade 6 science equipment and materials are inadequate, with none of the following in place:

Sink, hot and cold water, gas;

AC and DC current, compressed air;

Ventilation fume hood, demo table;

Laboratory workspace at 2.5 linear ft./student with sink, water, gas and electricity;

Fire extinguisher, blanket, and emergency showers;

First aid kit;

Darkening provisions;

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Main gas shut-off; and

Adequate storage. (May adversely impact program delivery and student performance.)

14. Food Service A teachers’ dining area is not provided that is of adequate size. (250-300 ft2). (Does not adversely impact program delivery and student performance.) Food and non-food storage is not adequate. (Does not adversely impact program delivery and student performance.) A locker/dressing room is not available. (Does not adversely impact program delivery and student performance.) 15. Health Service Units Health service unit does not have curtained or small rooms with cots; bulletin board; scales; refrigerator with locked storage; work counter; and locked medication box (This was located in the conference room.). (May adversely impact student health and safety.)

EDUCATION PERFORMANCE AUDIT TEAM

Team Chair – Dr. Michelle Samples, Coordinator

Team Leader – Cheryl Workman, OEPA Consultant

Team Member – Ora E. “Rick” Coffman, Superintendent, Doddridge County

Team Member – Natalie Garner, Principal, Walton Elementary/Middle School, Roane County

Team Member – Joshua Ratliff, Coordinator, Office of Instructional Technology, West Virginia Department of Education

SCHOOL PROFILE

NORMANTOWN ELEMENTARY – GILMER COUNTY

2011 2012 2013 2014

Enrollment 105 108 114 120


Attendance Rate 97.92 98.45 98.24 97.65




Participation Rate-Reading

not available 100.00 100.00 96.43

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NORMANTOWN ELEMENTARY in GILMER COUNTY SCHOOLS












STANDARDS AND






DISTINGUISHED The staff works collaboratively using the 5-yr. plan

and mission statement to shape our climate and

culture. All stake holders collaborate to build a

culture of high expectations for all. The parent

compact, school-wide rules posted and

implemented by all staff, staff and student

recognition, and student goal setting are some of

the processes used to drive these shared beliefs. The

NES staff is committed to promoting practices and

processes on a daily basis to shape a positive school

climate.

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. Comment: The OEPA Team confirmed the staff is supportive and dedicated and meet during the following times.

Twice per week

Monthly

During early dismissals

Function B: High Expectations

DISTINGUISHED The NES staff has high expectations for our

students. Establishing classroom and individual

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

2

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.

student goals-both academic and behavioral, is one

of the first steps the staff implements. Other

processes to communicate those high expectations

include school-wide rules posted, positive behavior

posters throughout the school, bullying prevention

program, Viking Voices, new school committee,

6th grade student responsibilities, Wild About

WESTEST goals, Bucket Filler character education

program, and the principal writing on all student

report cards each grading period also establish our

high expectations.

this function. Comment: The OEPA Team confirmed the following exemplified high expectations for students.

Data folders

Bucket Filler



ACCOMPLISHED The location and layout of NES presents many

safety issues. Our entire staff strives to ensure the

safety of our students at all times. We complete all

emergency drills, have participated in active

shooter training as well as CPI and CPR training,

and our safety committee meets to discuss and

implement strategies to improve a safe and orderly

environment. All school-wide rules are posted, all

health and safety reports are available for review,

and we recently participated in a RESA 7

emergency drill in conjunction with the Glenville

Chief of Police.

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 effective classroom management and inviting classrooms.



STANDARDS AND





The principal exhibits the professional knowledge, skills, and

DISTINGUISHED Key examples include school culture letter and

survey, master schedule, data analysis, grade-level

meetings, teacher evaluation training, daily

communications, evaluations and walk-throughs,

SAT meetings, 5-yr. plan, student and staff

recognition, and county collaboration facilitator.

ACCOMPLISHED The evidence provided by the school and the additional evidence collected by the OEPA Team did not substantiate the school’s self-rating for this function; the Team determined a lower rating for this function. Rationale: Many of the aspects of

3

dispositions that reflect strong leadership and effective management.

leadership are present but not all are pervasive.

Good manager

Dedicated and responsible

Strong relationship with staff Recommendation: The OEPA Team recommends the principal continue to develop her skills as an instructional leader.



ACCOMPLISHED The NES mission statement, LSIC, staff meetings,

the master schedule, committee meetings, grade

level meetings, and the SAT team are ways NES

advances the mission and goals of the school.

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. Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends school teams create focused agendas, meeting protocol and consensus protocol for meetings.


Teachers assume responsibility for school and classroom improvement and are provided authentic opportunities and resources to lead and influence professional practice.

DISTINGUISHED The staff at NES assumes leadership through

teacher-led trainings such Live Grades, WOW, and

PK instructional modules. Teacher-led discussion at

grade level meetings, presenting at annual LSIC

meeting,STAR training, on-going parent-teacher

interactions, cross-grade level instruction, and

lesson plans all exhibit teacher leadership.

Designing school and student goals from data

analysis and achieving come through strong teacher

leadership efforts also.

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



ACCOMPLISHED Student recognition awards including birthdays,

food drive, red ribbon week, basketball, Viking

Voices, 6th grade mentors/responsibilities, Bucket

Fillers, and classroom responsibilities are methods

to encourage student leadership at NES.

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 Team observed various individual displays of self-direction and leadership by students.



STANDARDS AND






DISTINGUISHED NES classrooms are very student-centered and

inviting. Lesson plans, parent letters and

communications, display of student work,

classroom management plans, student-centered

activities, and few discipline referrals are evidence

of this learning environment

ACCOMPLISHED 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: Although examples of distinguished classroom learning environments were observed, the OEPA Team could not substantiate distinguished classroom learning environments were pervasive throughout the school.

Recommendation: The OEPA Team recommends the school explore methods for expanding upon student engagement (e.g., utilizing teachers with highly engaging classrooms as models for other staff).

5

Function B: Standards-Focused Curriculum.


DISTINGUISHED All staff has received local, regional and state

training on NXG standards and the standards are

used to drive instruction Teachers use real-world

entities such as the GSC Forensics lab, Calhoun

Bank, WVU and GSC Pumpkin Drop, and the

Agricultural Lab to implement the standards as

well. The standards are also implemented in Think-

Through-Math, 4-Square writing, Dr Jean, and

many of the extra curricular activities that NES

participates in. Sign in sheets, lesson plans and

lesson plan evaluations are other processes used for

this standard.

ACCOMPLISHED 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:

With regard to technology, the OEPA Team could confirm there were many tools; however, their use was not observed. The Team determined the technology integration specialist (TIS) has the skills and knowledge to capitalize on the use of the tools that could help teachers.

The lessons are aligned with the Next Generation Standards, but the OEPA Team did not observe necessary instructional shifts in the instructional delivery.

Recommendation: The OEPA Team recommends a more consistent plan for professional development and support in instructional technology and implementation of the Next Generation Content Standards and Objectives be created.


Teachers design long and short term instructional plans for guiding student mastery of the

DISTINGUISHED Title 1 collaboration, SPL documentation, SAT,

Science, Reading and Social Studies fairs, teacher

records, grade level meetings, student goal setting,

curriculum maps, STAR and various classroom

assessments and unit plans are various ways

teachers plan and guide student mastery.


Evidence of short team instructional

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Next Generation Standards and Objectives based on the needs, interests and performance levels of their students.

planning was observed.

Most of the plans were aligned with the Next Generation Standards.

There were pockets of close alignment with student interest and needs.

Recommendation: The OEPA Team recommends greater involvement of all teachers in the analysis of student data to allow for long-range planning.



ACCOMPLISHED Teachers deliver instructional experiences through

many strategies. Engagement in written standards,

feedback on written assignments, recognition

ceremonies, 3rd grade multiplication missiles,

collaboration with school and county staff,

classroom walk-throughs, pumpkin drop, Acuity,

Odyssey, Think-Through Math and Reasoning

Mind are some of the tools used to meet this

standard, Our Physical Education program is

supplemented with Adventures to Fitness., "100

Amazing Facts" is a new fact posted each day in the

cafeteria where all students can see. It is then

posted on the 100-day calendar so all facts can be

seen. This provides another way for students to

explore informational text on a daily basis. It is

discussed during lunch time with students.

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 substantiated the school’s rating of the function. Digital tools and resources are available to the teachers and they seem to be using the computer lab. However, the classroom use of technology for instruction was limited to the lab and a couple of classrooms.



STANDARDS AND




Function A: Positive

ACCOMPLISHED Positive relationships are built through the ACCOMPLISHED The evidence provided by the school and the

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Relationships.


following: home visits, parent workshops,

monthly calendar, newsletter, planner, surveys,

LSIC, PTO, positive behavior postcards, Bucket

Filler letter, monthly parent lunches, PK step-up

day, volunteer luncheon, Partners in Education

and other community organizations, Birth Start,

classroom volunteers and Foster Grandparent

program.

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



ACCOMPLISHED The staff at NES is concerned about all students-

not just those who are assigned to their

classroom. The guidance counselor provides

weekly support and the Bucket Filler character

education program is designed to support the

personal development of each child. Other

evidence or processes used are the SAT log,

tutors, PK-K step-up day, WV Farm Bureau

Agriculture Lab, parent school compact, monthly

letters, bullying prevention meetings, Adventures

to Fitness, Viking Voices, Birth Start, and visits

by WVU Mountaineer and Miss WV to discuss

personal development and making good choices.

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 determined the school has a good positive behavior support program in place for students. Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends the counselor’s time at school be extended.


The school staff forms partnerships with various

ACCOMPLISHED NES has formed solid relationships with many

businesses, churches, banks and all of our

Partners in Education to help meet the needs of

our students. Heritage days, volunteer dinner,

NES Alumni Association,GSC, Gilmer County

High School, the Agriculture Lab, Birth Start, and


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community agencies and organizations to enhance the ability to meet the needs of all students.

the Foster Grandparent program are also part of

this partnership.



STANDARDS AND






ACCOMPLISHED The staff has participated in various professional

development to promote improved classroom

practice. Some of those include Dr. Jean,

technology training, 4-Square Writing, WOW,

Think-Through-Math, STAR 360, WVELFS,

Reasoning Mind, Live Grades, and Office 365.

SAT team meetings and regular grade-level

meetings are two of the other professional

opportunities that we utilize to monitor and

improve classroom practice.

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. Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends the following:

More professional development with the Ready, Set, Go for primary grades (Early Learning Reporting System);

More professional development in the use of technology with and by students; and

More countywide professional development for teachers.


The teachers participate in high functioning professional learning communities to collaborate on

ACCOMPLISHED NES teachers participate in school and county

collaboration to implement strategies and best

practices to improve instructional practice. Title 1

collaboration, grade level meetings, data analysis,

SAT meetings, planning individualized

instruction based on WESTEST data, Acuity and

STAR benchmark data are other methods of

collaboration used to improve and increase

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. Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends the school investigate

9

the improvement of student learning through the study of relevant data, problem analysis, and the implementation of strategies that improve instructional practice.

student learning. countywide horizontal planning and collaboration meetings for like grade levels.



ACCOMPLISHED The staff participated in school-wide

collaboration on the Educator Evaluation process

and worked as a unit, using the Strategic Plan, to

develop effective instructional goals based on

data. This collaboration effort allowed the staff to

view the weaknesses and strengths of each grade

and content area and design appropriate goals to

increase student achievement. Walk-throughs,

feedback and evaluations contribute to the

process of professional growth also.




STANDARDS AND





Facilities are clean, well maintained, safe and secure, aesthetically pleasing, and configured to meet the

ACCOMPLISHED Students and staff at NES are housed in 6

different buildings for classroom instruction-two

of those being modular units. We practice and

evaluate all emergency drills and follow-up with

safety meetings to evaluate the drills. We are

compliant in all safety and health inspections.

RESA 7 safety officials recently conducted an

emergency drill of their choice in conjunction


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learning needs of students.

with Chief of Police, We try to ensure the facility

is a safe and secure place for our students to

learn.



DISTINGUISHED All policies and processes are properly followed

as seen in school audit.

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. Comment: The OEPA Team confirmed the school had received a positive financial audit and that monies were used to benefit students.



ACCOMPLISHED The entire staff has been trained on Policy 5000.

Our master schedule also indicates that high

quality personnel are assigned to meet the needs

of our students.


Function D: Data, Information Systems, Technology Tools, and Infrastructure.

The school has appropriate technology infrastructure and utilizes

ACCOMPLISHED Our county recently upgraded the infrastructure at

NES and our technology is much more efficient.

We utilize all technology including white boards,

ipads, elmos, and MOBI's, Think Through Math,

STAR Reading and Math, Reasoning MInd,

Sumdog, Odyssey and Acuity are strategies used

to deliver instruction. All tech-steps are

completed each year. Our staff works closely

with the TSS and TIS as support management.

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: Infrastructure and technology seem to be good, considering the campus is spread among multiple buildings. STAR and Odyssey programs are used for data assessment.

11

data information systems and technology tools to support management, instructional delivery, and student learning.

The staff also uses technology for SPI and to

complete data analysis to help improve student

achievement.

Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends that technology tools continue to be updated.



STANDARDS AND



TEAM RATING TEAM EVIDENCE E



ACCOMPLISHED The staff updates and revisits the 5-year plan as

needed, and uses assessment data as an on-going

process to monitor and improve the performance

of students. We also implement the SAT team,

Title 1 collaboration, Educator Evaluation goals,

classroom and individual student behavior and

academic goals to fulfill the goals of the strategic

plan.



The staff has well-defined structures for building professional relationships and processes necessary to collaboratively engage all stakeholders in

ACCOMPLISHED The staff engages in professional development

and works collaboratively to improve

instructional practice and increase learning and

achievement for all students. The SAT team,

LSIC, various school committees, GSC, First

Energy, grade-level meetings, Partners in

Education, PTO, parent conferences, and the NES

Alumni Association are some of the important

stakeholders that we engage to improve and

increase student learning.

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. Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the OEPA Team recommends that collaborative teams have in place focused agendas, meeting protocol, and consensus protocol.

12

actions to increase student learning.



ACCOMPLISHED The staff at NES continually monitors student

achievement and adjusts instruction as needed.

On-going data analysis, collaboration, STAR

assessment, student data folders, grade-level

meetings. Parent Teacher Conferences, SAT

meetings, meeting with students to set goals, and

the annual LSIC meeting reflect our efforts in

monitoring communicating those results.

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. Recommendation: While the OEPA Team substantiated the school’s rating of the function, to strengthen the function, the Team recommends the school use a balanced approach regarding use of assessment tools in making instructional decisions to meet students’ needs.




The greatest needs we have are for another classroom

teacher and a full time special education teacher. NES has

been without a classroom teacher for the 5th grade for

several years. Other teachers must take time away from their

students to meet the needs of the 5th grade class. Also

lacking are adequate teacher facilities, appropriate art and

music facilities, adequate room and facilities for the speech

therapist, counselor and school psychologist.

Based upon observations, interviews, and general review of evidence, the OEPA Team confirms the school’s identified resource and/or facility needs. However, the Team also acknowledges the lack of a fifth grade teacher has created positive experiences for students (e.g., exposure to various teaching styles and preparation for middle school).


Irrelevant training through the county or region, or lack of

support after initial training, is a main professional

development concern. We have also requested special

education referral training repeatedly, but have not received

it. This lack of proper training could severely impact or

improve student performance. Also, teachers need adequate

time to prepare for opening day with students.

Based upon observations, interviews, and general review of evidence, the OEPA Team confirms the school’s identified professional development needs.

13



The NES staff cares for each and every student, and on-

going collaboration between grade levels is a major attribute

of the staff at NES, Individualized goal setting, student

recognition, effective classroom management strategies,

advanced math, parent involvement/PTO, on-going data

analysis, and adjusting instruction are some of the best

practices at NES. One best practice is our cook provides

lunch for parents of one class each month to enjoy with their

child. Kids and parents love it

While the OEPA Team could not confirm that these practices rose to the level of best practices, the Team recommends the school consider its model of strong student progress monitoring as a future best practice. This practice would yield data to illustrate improvement in student performance.




POLICY and CODE


FULL COMPLIANCE VERIFIED









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

14

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: 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



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.

15




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

students.



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)


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







16





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)


FULL COMPLIANCE

PARTIAL COMPLIANCE

The minutes of instruction at the Kindergarten level total 280 minutes and the minutes for planning do not total 40 minutes. The physical education teacher has planning scheduled before beginning of instructional day The teacher’s planning begins at 8:00 A.M., and the instructional day begins at 8:20 A.M.







17


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)









Utilizes Standards-Focused Curriculum Provides opportunities for world languages Provides the 18 specified graduation requirements

18

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:



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)

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

19










YES Guidelines for Implementation. (S1,FC)








YES Alternative Education. (S1,FC)



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

20

· 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.)



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:







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.

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

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

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

21

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:







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)



YES


YES


YES


YES

22


YES


YES


1. School Location and Site Site does not have 5 usable acres +1 acre for each 100 students over 240. (Does not adversely impact program delivery and student performance.) Site is not large enough for future expansion. (Does not adversely impact program delivery and student performance.) Location is not removed from hazards and undesirable noise and traffic. (Does not adversely impact program delivery and student performance.) Site does not have stable, well-drained soil free of erosion. (Does not adversely impact program delivery and student performance.) Site is not suitable for special instructional needs (i.e., outdoor learning). (May adversely impact program delivery and student performance.) Sidewalks are not adequate with designated crosswalks, curbcuts, and correct slope. (Does not adversely impact program delivery and student performance.) There is insufficient on-site, solid surface parking for staff, visitors, and individuals with disabilities. (Impedes access by individuals with limited mobility.) 2. Administrative and Service Facilities Administrative office area does not include adequate reception/waiting area. (Does not adversely impact program delivery and student performance.) Administrative personnel are not provided sufficient work space and privacy. (Does not adversely impact program delivery and student performance.) 3. Teachers’ Workroom Teachers’ work area is not adequate (150-250 ft2). (Does not adversely impact program delivery and student performance.) Teachers’ work areas do not provide access to communication technology. (Does not adversely impact program delivery and student performance.)

23

4. Counselor’s Office Counselor’s office does not have adequate space (100-125 ft2). (May adversely impact program delivery and student performance.) Counselor’s office does not ensure privacy. (May adversely impact program delivery and student performance.) Counselor’s office does not have easy access to student records. (May adversely impact program delivery and student performance.) 5. Library, Media and Technology Centers Library/Resource/Media Center does not provide appropriate space. (May adversely impact program delivery and student performance.) Library/Resource/Media Center does not have electronic card catalogs, automated circulation capacity, on-line periodical indexes, and other materials that are adequate for general reading and reference. (May adversely impact program delivery and student performance.) 8. 1-12 Classrooms Size of the academic learning area is not adequate (28-30 ft2/student) in one classroom (M4). (May adversely impact program delivery and student performance.) One classroom (Number 4) does not have adequate storage or bulletin boards. (May adversely impact program delivery and student performance.) One classroom (M1) does not have instructional boards and bulletin boards. (May adversely impact program delivery and student performance.) 10. Specialized instructional Areas The art facility area is not adequate in size (Middle 1,000 ft2). (May adversely impact program delivery and student performance.) The art facility does not have adequate storage. (May adversely impact program delivery and student performance.) The art facility does not have 2 deep sinks-one minimum for small schools; hot and cold water; counter space; instructional boards; display facilities; bulletin boards; outlets; ceramic kiln; and black-out areas. (May adversely impact program delivery and student performance.) The music facility area is not adequate (Elementary [optional] 30-40 ft2/student) (Middle 30-40 ft2/student). (May adversely impact program delivery and student performance.) The music facility does not have adequate storage. (May adversely impact program delivery and student performance.) The music facility does not have music chairs with folding arms; a podium; recording devices, microphones, stereo sound system, piano, and instructional technology equipment; an instructor’s station; and acoustical treatment. (May adversely impact program delivery and student performance.)

24

The physical education facility does not have forced ventilation; provision for two or more teaching stations; display case; data projector or 50” screen monitor; and audio equipment. (May adversely impact program delivery and student performance.)

11. 6-12 Science Facilities Science facilities are not adequate in size (45-60 ft2/student). (May adversely impact program delivery and student performance.) Science facilities are not located with easy access to outdoor activities and isolated to keep odors from remainder of building. (May adversely impact program delivery and student performance.) Science equipment and materials are inadequate, with none of the following in place:

Sink, hot and cold water, gas;

AC and DC current, compressed air;

Instructional boards, bulletin boards, open and closed shelving;

Ventilation fume hood, demo table;

Laboratory workspace at 2.5 linear ft./student with sink, water, gas and electricity;

Fire extinguisher, blanket, and emergency showers;

First aid kit;

Chairs/tables;

Darkening provisions;

Main gas shut-off; and

Adequate storage. (May adversely impact program delivery and student performance.)

14. Food Service Food service area is not convenient to service drive for deliveries and removal of wastes. (Does not adversely impact program delivery and student performance.) A teachers’ dining area is not provided that is of adequate size (250-300 ft2). (Does not adversely impact program delivery and student performance.) A locker/dressing room is not available. (Does not adversely impact program delivery and student performance.) 15. Health Service Units A health service unit is not available with adequate size (250-400 ft2). (May adversely impact student health and safety.) Health service equipment and furnishings are inadequate, with none of the following in place:

Curtained room or small rooms with cots;

Bulletin board;

25

Toilet;

Lavatory;

Scales;

Medicine chest;

Refrigerator with locked storage;

Work counter; and

Desk and chair. (May adversely impact student health and safety.)



Team Leader – Cheryl Workman, OEPA Consultant

Team Member – Ora E. “Rick” Coffman, Superintendent, Doddridge County Schools

Team Member – Natalie Garner, Principal, Walton Elementary/Middle School, Roane County Schools

Team Member – Robert McCoy, Coordinator, Office of Instructional Technology, West Virginia Department of Education

SCHOOL PROFILE

SAND FORK ELEMENTARY – GILMER COUNTY

2011 2012 2013 2014

Enrollment 116 126 116 101


Attendance Rate 99.39 98.42 98.04 98.23





not available 100.00 100.00 100.00

1


SAND FORK ELEMENTARY in GILMER COUNTY SCHOOLS












STANDARDS AND






ACCOMPLISHED The Leadership Team met at the end of the

2013-2014 school year and at the beginning of

the 2014-2015 school year to

review/discuss/develop the Sand Fork

Elementary Mission Statement, Goals, and

Philosophy. The Leadership Team and Safety

Committee discuss the school wide expectations.

The Multi-Cultural/Character Education

Committee meets to review established goals

and expectations and develop a plan. The plan

has a variety of resources to build school climate

and culture, such as different character traits.

Sand Fork also focuses on the belief that all

students can learn at all times. SPL is built into

the schedule throughout the days and blocks of

times set aside for intensive and extended

intervention. PLCs are utilized to maintain that


2

focus and review our goals, climate, and culture.

The Sand Fork Elementary Strategic Plan helps

guide this. The LSIC Committee met/worked on

and approved School Monitoring Report. LSIC

Committee will vote on Five Year Strategic

Plan.



ACCOMPLISHED The Leadership Team met at the end of the

2013-2014 school year and at the beginning of

the 2014-2015 school year to

review/discuss/develop the Sand Fork

Elementary Mission Statement, Goals, and

Philosophy. The Leadership Team and Safety

Committee discuss the school wide expectations.

The mission statement, goals, philosophy,

school monitoring report, and expectations are

presented to LSIC and PTO where it is reviewed

and voted on. This is all put in the Sand Fork

Elementary Strategic Plan which is shared with

the LSIC and PTO committee. The goals,

mission statement, philosophy, and expectations

are shared with the parents during Open House

(flyers are handed out) and through the Sand

Fork Elementary School Handbook. The staff

posts

our mission statement, goals, philosophy, and

expectations in their classrooms and around the

school. The teachers design their lessons to meet

those goals. Staff also look at setting goals for

themselves and self-reflecting is done yearly.



The school environment is safe, well-

ACCOMPLISHED The Drug Free/Safe Schools, Health/Wellness,

and Safety Committee meet four times

throughout the school year. Any issues dealing

with the school learning atmosphere are

addressed. Any safety issue are reported to the


3

managed and clean and contributes to an engaging and inclusive atmosphere for learning.

maintenance department through the Gilmer

County Work Order System. If teachers have

safety issues they are reported to the principal

who will consult with the Jackie McCord,

custodian, about fixing the issue. Regular fire

and emergency drills are performed. The

Emergency Administrative Team meets,

following each activity, and discusses any

issues. Those issues are shared with staff

through email. The Health Inspector and Fire

Marshall are here throughout the school year.

They do a walk through and provide a report of

things that need fixed. The principal takes the

report and submits the work orders to

maintenance or custodian. PTO also sponsored a

clean-up day where students, staff, and

community members helped clean out flower

beds and add mulch and plants.



STANDARDS AND





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

ACCOMPLISHED The principal meets at the beginning of the

school to go over new procedures and policies.

Throughout the year the principal emails new

procedures and policies. The principal

participates in several different types of

professional development- Spring/Winter/Fall

Administrative Forum, HQT training, Smarter

Balance Training, PLA, etc. PLCs are developed

from information obtained from classroom walk

throughs, observations, staff requests, and lesson

plan checklists. Professional development is also

offered on a needs basis. Staff members have


4

asked for SmartBoard training, and will receive

it on August 25 and 26. The principal analyzes

student and staff data to drive decisions; she

collaborates with staff and students to develop

goals and create action plans that keep students

moving toward school goals. Mrs. Mason and

Mrs. Dennison offered training on the Common

Core Training and The Importance of Reading at

Home- "A Book Tasting Party".



ACCOMPLISHED There are committees established:

Leadership/Curriculum Team, SAT, LSIC,

Technology, Drug Free/Safe Schools,

Health/Wellness, Character/Multi-Cultural, and

Safety Teams. Each committee has a chair and

the principal is a member of several of the

committees. Each committee is given the

responsibility to focus on our school goals,

school monitoring report, mission, and Five

Year Strategic plans. The committees meet four

times a year to discuss progress and generate

ideas for improvement, such as redoing multi-

cultural plans. Ideas/actions are generated to go

in the direction of the Five Year Plan.

Leadership committee meets to review school

monitoring report, Five Year Plan, and school

goals/mission statement. LSIC meets quarterly.



Teachers assume responsibility for school and classroom improvement and are provided

EMERGING Staff participated in professional development

on the new evaluation systems. Staff set student

goals and worked to reach those student goals.

The 5th, 6th, 4th grade teachers participated in

the NCTM math conference. After participating

in the conference all teachers came back and

shared information with their peers. Mrs.

Facemire was a mentor for our beginning

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:

All teachers are on the leadership team.

All teachers are committee chairs.

All that attend other professional

5

authentic opportunities and resources to lead and influence professional practice.

teacher in 3rd grade. They collaborated with the

principal in monitoring progress and working on

weaknesses. Teachers from different grade

levels went to each others rooms to observe

different types of teaching. Mrs. Jones went to a

Live Grades training and came back and trained

the staff at Sand Fork Elementary School. PLCs

are offered and are teacher lead according to

staff interests needs. Mrs. Mason and Mrs.

Dennison collaborated with parents on trainings

for Common Core and "Book Tasting". Mrs.

Dennison led the LSIC linkage meeting during

the spring board meeting. Mr. Reed led Links

training on August 27, 2014.

development or conferences come back to share with the staff and lead a discussion within a professional learning community.



EMERGING Students review Westest 2 Data and set personal

goals. These goals are reviewed every

benchmark and readjusted. Action plans are then

developed to help reach those goals. Students

lead the pledge daily. Classroom leaders are

appointed daily/weekly. Students help develop

classroom rules at the beginning of each year.

Citizenship, Students of the Month, and Most

Improved are given out during the monthly

awards assembly. Fifth grade students sponsored

a food drive during the month of December.

Kindergarten lead a "Collect the Change" for

Baby Kirkpatrick to help pay for medical

expenses. Honor Club was started to award

students with academic and behavior excellence.

Data folders are sent home so students can lead

data talks with parents. Students lead the pledge,

PRIDE saying, and daily announcements each

morning.

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



STANDARDS AND






ACCOMPLISHED Students collaborate with the teacher to develop

classroom rules and expectations the first day of

school. Teachers drive their lessons with focus

in the Next Generation Standards and Five Year

Strategic Plan. The Daily Five and Number talks

was adopted by the Sand Fork Elementary

School as tools to enhance Next Generation

Standards learning. Group work is used daily in

each classroom. A Debbie Dillers training was

organized at Sand Fork Elementary to help train

teachers on how to implement group work.

Students are part of the decision making process

when helping choose the next standards to be

taught. Each classroom is inviting and open to

make students feel welcome. Conferences are

offered throughout the school year to focus on

student made goals and to continue to encourage

them to work towards those goals. Student

expectations are consistent throughout the

school and articulated daily. Technology is

integrated within the classroom.

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.

Comment: Student reflection, intellectual

inquiry and self-direction were evident in some

classrooms, but not in most classrooms.

Recommendation: The OEPA Team recommends teachers creating learning environments that foster student reflection, intellectual inquiry, and self-direction be utilized as models for others striving to create such environments.


Teachers implement a standards-focused curriculum aligned with the Next Generation Standards and

ACCOMPLISHED "I can statements" are used in the classrooms.

Lesson plans are checked on going throughout

the year with feedback discussing standards

driven lessons. Walk throughs are conducted on

a regular basis with feedback. Teachers monitor

which standards are mastered and still need to be

mastered. Outside side resources help us focus

on standards, such as the college presenting how

to implement an effective science project.

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.

7

Objectives for West Virginia Schools and the Next Generation Learning Skills and Technology Tools.

Reasoning Minds is being implemented in

second grade. ABC mouse, SumDog, Reading

Eggs, and Acuity are used to monitor and assess

mastery of the standards. WV Writes was used

on a regular basis. Students making

improvements on the rubric were rewarded

tickets for drawings. Students' standard driven

work is then presented to the LSIC and linkage

meeting.


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.

ACCOMPLISHED Teachers are given 45 minutes planning time to

develop lessons that reflect the Next Generation

Standards and Five Year Strategic Plan. Tools

utilized for planning are the students' personal

goals, data folders, actions plans, and interest

survey. Data days are used to look at Westest 2

and STAR data. Sand Fork purchased SRI to

determine Lexile levels for individual students.

The teachers take data and made book

boxes/reading lists for students. The Multi-

Cultural Plan was developed to focus on school

climate and culture for character education.

PLCs are used to develop school wide

initiatives, such as Number Talks and the Daily

Five. Teachers collaborate 3:30-4:00

collaboration/PLC time. First and second grade

collaborate to provide vertical grouping for

different skills, such as Lexile levels. Third and

fourth planned together, so students could

collaborate with each other in discovery type

lessons, such as exploring bat boxes.



Teachers facilitate

ACCOMPLISHED SPL is utilized throughout the day. Intensive and

target instruction are built into master schedule

for students needing more time on skills.

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.

8

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.

Teachers communicate lesson topics through "I

can statements" or verbal cuing of standards. A

variety of learning structures occurs throughout

the school i.e.. assemblies dealing with Harriet

Tubman historical groups have come to present

Appalachian Cultural activities. Owleus

meetings occur throughout the month. Teachers

use SPL to work with small and large groups as

well as individual time. Formative assessment is

use (paddle marker boards, thumbs up/down exit

slips, etc..) Teachers use a variety of graphic

organizers and technology integrated in the

different content areas. Teachers collaborate

with TIS to develop lessons. SmartBoards,

tablets, laptops, desktops, Elmos, and Kindles

are utilized. Students share their classroom work

with community at Linkage and LSIC meetings.

Rationale:

Teacher-led instruction was pervasive throughout the school.

Though technology was abundant, minimal use was evident.

The use of centers was not pervasively evident.

Recommendation: Based upon observations, the OEPA Team recommends the school explore multiple strategies and technology to facilitate engaging instruction.



STANDARDS AND






ACCOMPLISHED Open House from 2:00-5:00-book give away,

drawings for gift cards for parents to come,

activities in classroom, and ice-cream social

Collaborated with Title I to offer Common

Core/Next Generation Training and a Literacy

Training- "Book Tasting Party" Teachers use

planners, folders, and notebooks to do two-way

communication Monthly awards assemblies for

parents Data sent home with parents on how

students do on different types of assessments

Data folders scheduled to go home September,

November, January, March, and May Parent

teacher conferences scheduled at mid-terms each


9

nine weeks Live Grades updated weekly

Statement on school web pages stating teachers

are available whenever a conference is needed

Phone calls made on a regular basis to report

positive and improvement issues with parents

Phone is teachers' room to be able to

communicate with parents LSIC and linkage

meetings involving students, teachers, and

parents PTO meets monthly Parent volunteers in

classrooms



ACCOMPLISHED School counselor can be reached at all times

Diabetes Walk-A-Thon occurred during 2013-

2014 school year School nurse is in school

during regular basis Three thirty minute gym

times are schedule in school, if this does not

occur, a 30 minute WV Moves/physical activity

is scheduled Healthy fruit snack is provided to

students each day Free breakfast and lunch is

provided to students daily School counselor

goes into classrooms to do group activities

dealing with current/pressing issues Students

can talk to other students or staff if there is a

problem IEPs, 504s, and SAT meetings are

conducted on regular basis to address student

development Multi-cultural plan was developed

to address students character education/multi-

cultural needs Links is used in collaboration

with the school counselor Step up day occurs at

the end of the school year for prek, kindergarten,

and first grade SAT meetings are held in

collaboration with the middle/high school for

students transitioning


Function C: Parent and

ACCOMPLISHED Partners in education are used to offer incentives ACCOMPLISHED The evidence provided by the school and the

10

Community Partnerships.


for attendance and growth during benchmark

testing Community member can to fifth and

sixth grade and presented war information West

Fork Soil Conservation collaborates with

teachers in a poster and speech contest and

awards are given Fire Department presents

during Fire Prevention Week Local law

enforcement is in the school regularly and

presents during drug awareness week West

Virginia Extension Service came and presented

History Hitting the Road Local community

members participate in science and social

studies fairs as judges Glenville State College

collaborates with Sand Fork Elementary through

the PDS grant, which provides an interventionist

PTO sponsors community Christmas Dinner and

Fall Festival Local partners in education came

and worked on playground to fix gravel End of

year assembly occurs to honor partners in

education Letters are sent out to partners in

education thanking them for their donations




STANDARDS AND





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

ACCOMPLISHED CE time is offered on a school/county basis-

Teacher evaluations, new hiring practices Book

study complete-Habits of a Good Teacher Sand

Fork Elementary sponsored county-wide Debbie

Dillers training Smart Board training August 25

and 26 for teachers Fifth and sixth grade teacher

participated in Math Standards for Teachers

(fractions) workshop during summer 2014

Principal participates in PLA, administrative

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:

Staff had three days of SmartBoard training; however, pervasive use of SmartBoards was not evidenced.

Staff had one hour training for the STAR

11

practice. forum, HQ training Second grade teacher

participated in classroom management classes

during summer 2014 PD 360 training PLCs on

regular basis Title I and first grade teacher

attended training on SPI training Self-evaluation

and staff goals setting occur with evaluation

system Professional development staff survey

conducted on needs of staff Staff goes into other

staff members rooms to observations Beginning

teacher mentor program Collaborates with Title

I to initiate Debbie Dillers training

assessment; however, it is the assessment that they will be using this year to make instructional decisions about students.

Recommendation: The OEPA Team recommends the school ensure professional development is sustained and aligned with school goals.


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 Multi-cultural/Character Education,

Health/Safety/Wellness, and Safe Schools

Committees collaborate four times a year to

make decisions and review issues related to

responsibilities Title I collaborates with staff and

students to help develop lesson plans/ideas for

students PDS interventionist collaborates with

teachers to work on intensive instruction Special

Educator collaborates with teachers to work with

students and regular education class to help

drive lesson plans/instruction SAT, IEP, and 504

committees meet on a routine basis to change

and reevaluate best practices of students

Speech/OT collaborate with teachers to

update/provide information for staff Teachers

have lower and upper grade collaboration and

whole school collaboration Data is evaluated as

a group to focus on school and student goals

related to Five Year Strategic Plan Teachers

collaborated on new evaluation system Staff

collaborated to work on Smart Goals for Sand

Fork Elementary School


Function C: Evaluation,

ACCOMPLISHED CE training for new evaluation system for self- ACCOMPLISHED The evidence provided by the school and the

12

Feedback, and Support.


reflection and goals setting Principal

observation/walk through and lesson plan

checks on a regular basis. Beginning teacher

mentoring program used with third grade

teacher. Teachers go in and observe other

classes. Sand Fork Elementary collaborated with

Dr. Taylor from GSC to help a teacher with

classroom management issue. Classroom

management classes were attended during

summer 2014 as a follow-up. Interventionist and

Title I teacher co-teach with second grade

teacher Feedback on lesson plans is provided on

regular basis. Walk through feedback given on

regular basis through PD 360 emails during the

2013-2014 school year. Walk through feedback

during 2014-2015 school year will be done

using the Gilmer County Walk Through Form.

Copies will be made and given to the teacher,

and a copy will be kept in personal file in office.




STANDARDS AND





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

ACCOMPLISHED Collaboration with PTO, community, staff, and

students to have a clean-up day. Continental

Petroleum sponsored tractor to move gravel

back under swings sets, PTO purchased mulch,

staff and students picked up trash and cleaned

out flower beds in spring. Staff met July 31 to

pull weeds out of the flower beds. Fire Marshal

report had no findings. Health inspector did

inspection and maintenance reports were

submitted. Fire drills and emergency code drills

are preformed regularly. RESA VII came

DISTINGUISHED The evidence provided by the school and the


substantiates a higher rating than the school’s self-

rating for this function.

Commendation: The building and grounds

were immaculate and aesthetically pleasing.

13

August 25 to practice code drills. RESA VII

reviewed facilities and offered safety advice.



ACCOMPLISHED Financial Audit report found no findings.

Faculty senate treasure collaborates with

secretary to maintain funds for faculty senate

account PTO and secretary collaborate to work

on records. Levy and school funds are spent to

support/drive Five Year Strategic Plan and

school goals. Reconciliations are preformed

monthly. West Virginia State accounting

procedures are used. Partners in Education are

used to reach Five Year Plan goals-attendance

incentives, improvement incentives for

benchmarks, and activities that support Next

Generation Standards and Objectives (History

Alive, History Hitting the Road, The Wizard of

Oz play). To improve technology, First Energy

donated second life laptops through grant

program. Principal from Sand Fork Elementary

collaborated with Title I to host a Debbie

Diller's training because teachers requested it.

Walmart offered school celebration, for

teachers, set for September 5, 2014.



High quality personnel are selected according to West Virginia Code and are purposefully assigned and retained to effectively meet the identified

ACCOMPLISHED Faculty senate voted to use the committee model

for new hires. Tanya Stewart is the hiring chair

for Sand Fork Elementary School. All staff has

been trained and taken the test on the new hiring

system. Principal submits WVEIS Frist, Second,

and Tenth Month Reports and testing preslugs.

Positions at Sand Fork Elementary are posted on

state web-site to get a larger pool of applicants.

Teacher and service personnel of the year are

selected from Sand Fork to celebrate excellence

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.

14

needs of students.

in teaching. The two personnel of the year are

recognized at the end of the year awards

assembly and There are two trained mentors at

Sand Fork Elementary School Principal is a

trained mentor for teachers In 2013-2014 there

was a mentor/mentee program with fifth and

third grade teachers Teachers go into other

teachers rooms to observe different styles of

teaching.



ACCOMPLISHED Two mobile labs are at Sand Fork Elementary

School. Sand Fork is getting ready to add

another classroom lab in Annex Building.

WVEIS 1st, 2nd, and 10th month reports are

updated. HQT data collection system updated

yearly. All except two teachers have

SmartBoards and will receive 3 days training on

October 25 ,26 and 27 of this year. Technology

is integrated into each classroom through

different content areas. TechSteps was

completed in each classroom. Internet speed will

be increased during 2014-2015 school year.

Educate WV, SmartBoard, techSteps, Live

Grades, 365, and Star training has been offered

to all teachers. All students have completed

cyber safety training during 2013-2014 school

year. TIS will schedule trainings in the month of

September with individual teachers and report

results on WVEIS WOW.




STANDARDS AND




Function A: Focused and

ACCOMPLISHED Leadership committee develops goals and ACCOMPLISHED The evidence provided by the school and the

15

Coherent Plan. The staff


mission statement from benchmark, school

monitoring report, and Westest 2 data. LSIC

votes on Sand Fork Elementary School goals,

philosophy, and mission statement. LSIC

reviews school compact and votes on it. LSIC

reviews data four times a year and reviews goals

and mission statement PTO discusses goals and

mission statement throughout school year.

Mission statement, philosophy and goals are

shared with parents and community members

during open house. Data is reviewed each SAT,

504, and IEP meeting. Data is reviewed after

each benchmark with lower and upper grade

students and teachers and then reviewed as

whole school. Committees meet four times a

year to discuss issues and offer suggestions.

Celebrations and improvements are shared

through email to entire staff. Accomplishments

are shared to local news outlets. Celebrations are

posted on the main bulletin board in the entry

way.



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

ACCOMPLISHED Linkage meeting is held in spring of school

yearly with LSIC committee, PTO, and Gilmer

County Board of Education. Leadership

committee meets four times a year to discuss

any issues throughout the school. The master

schedule is developed to have time for

collaboration at the end of each day (PLC, Data,

and collaboration). All staff and school

counselor are members of the Leadership

Committee. 24 hours of professional

development was offered during 2013-2014

school year. During the 2013-2014 school staff

chose to do a book study on What Great

Teachers Do Differently. 18 hours of


16

learning. professional development was offered during

2014-2015 school year. Open house is scheduled

yearly and incentives are offered to encourage

parents to participate. Parent teacher conferences

are offered during mid-term each nine weeks

Teachers are always available for

parent/guardian meetings, and it is articulated on

the school web page. PLCs are ongoing

throughout the school year.



ACCOMPLISHED LSIC meets to review discipline, benchmark

results, and attendance data. LSIC meets to

review school compact, school monitoring

report, and handbook. LSIC and leadership

committee meet quarterly to review benchmark

data. Five Year plan is developed with goals

reflecting benchmarks, WesTest 2 data, school

monitoring report, and WVEIS data. PTO is

given a report of benchmark data. PTO and

partners in education offer incentives.

Attendance, discipline, benchmark, and WVEIS

data is presented to the Gilmer County Board of

Education during the linkage meeting with LSIC

in the spring time. Data from discipline,

attendance, and benchmark data is reviewed

during data days with the students and the

teacher. The results are sent home to parents.

Data is reviewed at each SAT, IEP, and 504

meeting.





Sand Fork Elementary school believes an additional fifth

grade teacher is needed.

Based upon observations, interviews, and general review of evidence, the OEPA Team does not confirm the school’s identified resource and/or facility needs.

17


Sand Fork Elementary staff feels that professional

development, dealing with the needs of the staff, is a deficit.

Sand Fork Elementary believes that time for collaboration is

needed with whole school and grade level collaboration.




Sand Fork Elementary implemented data folders during the

2014/2015.

Due to the recent implementation of the practice listed by the school, the OEPA Team does not confirm it as a best practice. However, with consistent implementation and data to support its impact on student achievement, the Team recommends the school consider this as a future best practice.




POLICY and CODE











18

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 Principal trained staff on 2322 and OEPA standards on August 8, 2014 in 6

hour work session. Principal attended OEPA training June 26, 2014

YES Complete the School Monitoring Report Completed by September 1 Collaborated with LSIC on August 27 on School

Monitoring Report. Staff collaborated to help fill out School Monitoring report

on August 8.


· 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


OEPA training with Sand Fork Elementary School Submitted bell schedule,

WVEIS report, and school map


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



19




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.




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



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)


Leadership Committee and LSIC Committee meet quarterly in 2013-2014 and

will meet quarterly 2014-2015 to develop and review Five Year Strategic

Plan.


Data days are schedule from 3:30-4:00 for teachers to collaborate and data

days are schedule for students and teachers to collaborate STAR assessment

started on 8/26

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)

Collaborated to fill out school monitoring report and use it to help drive the

school learning conditions Evaluations completed by May 2014 Walk

throughs and lesson plan checks are completed on regular basis in accordance

with policy Employee self-reflection and goal setting will occur by October 1.

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

Five year plan will be complete using school monitoring report and various

20

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.)

data when data becomes available.











See office for

testing sign-in and

out sheets





21

















22



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)

23

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)














24










· 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









25




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.

I submitted a physical

education plan and it was

approved by the state.


YES Results are shared with students and parents. (S7, FC) Gym teacher send home

letter with results


RESOURCE DOCUMENT











26



School counselor logs sent to principal during

2013-2014 school year. 2014-2015 school year

electronic counseling log is kept by Daniel Reed

to comply with Code.


School Counselor meets with individual students

to help with issues relating to family and school.



YES No finding were found during the 2013-2014 school audit report.


YES According to Patty Lowther, Director of Special Education, we were fully

compliant during December 2013 Special Education Audit.


YES No finding in 2014 Fire Marshall report.


YES

Chipping paint on shelves in food storage room was submitted to

maintenance. A new school is being built at Cedar Creek to address these

needs.


NOT APPLICABLE N/A


YES

I submitted request to Kyre-Anna Minney, Insturctional Coach, on audit

finding during the 2013/2014 school. There were no findings reported

back.


1. School Location and Site Site does not have 5 usable acres +1 acre for each 100 students over 240. (Does not adversely impact program delivery and student performance.)

27

Site is not large enough for future expansion. (Does not adversely impact program delivery and student performance.) 5. Library, Media and Technology Centers Library/Resource/Media Center does not have automated circulation capacity and on-line periodical indexes. (May adversely impact program delivery and student performance.) 10. Specialized Instructional Areas The art facility does not have counter space, mechanical ventilation, ceramic kiln, and black-out areas. (May adversely impact program delivery and student performance.) The music facility does not have music chairs with folding arms and acoustical treatment. (May adversely impact program delivery and student performance.) The physical education facilities do not have forced ventilation and display case. (May adversely impact program delivery and student performance.) 14. Food Service A locker/dressing room is not available. (Does not adversely impact program delivery and student performance.) 15. Health Service Units The health service unit does not have curtained or small rooms with cots and a refrigerator with locked storage. (May adversely impact student health and safety.)



Team Leader – Cindy Willis, OEPA Consultant

Team Member – Kenneth Heiney, Principal, Wirt County Primary Center, Wirt County Schools

Team Member – Robert McCoy, Coordinator, Office of Instructional Technology, West Virginia Department of Education

SCHOOL PROFILE

TROY ELEMENTARY – GILMER COUNTY

2011 2012 2013 2014

Enrollment 100 89 97 94


Attendance Rate 98.54 98.25 98.10 98.39




Participation Rate-Reading not available 100.00 100.00 98.00

1


TROY ELEMENTARY SCHOOL in GILMER COUNTY SCHOOLS












STANDARDS AND






DISTINGUISHED Collectively the faculty and staff worked together

to establish both the beliefs and mission statement

for this year. After developing mission statements

in groups, we then allowed the students in grades

3rd - 6th to vote on our school mission statements

for the year "One family, One goal." The mission

and beliefs are reinforced in various ways

throughout the school and shared with parents and

the community through written communication

and school functions.

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.


staff

DISTINGUISHED All Troy Elementary classrooms will have a

positive reinforcement system to encourage

positive behaviors and dispositions. It is

encouraged to include both an individual and

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

2

establishes high expectations for self and student that are written, clearly communicated and readily observed in educational practice and personal behavior.

group reinforcement plan with incentives. Students

will also be recognized for positive behavior

through our Troy Positive Office Referral System.

Each homeroom teacher completes a Goal Setting

sheet with every 3rd through 6th grade student

each semester to challenge and drive their

academic pursuits. This is located in their

individualized Data folder which is sent home

every mid term and 9 weeks at least. Classroom

rules are developed with student input and are

posted in each classroom. Rules and procedures

for common areas are posted and reinforced

through daily practice. Teachers act a role models

for responsible behavior and good character.

this function. Rationale:

The STARS behavior program has some negative incentives (taking away for infractions).

Data Folders track negative behaviors rather than highlighting positive behaviors.

Recommendation: The OEPA Team recommends the school focus on positive behaviors for the behavior programs highlighted in data folders and that more student achievement data be included in data folders.



DISTINGUISHED Teachers teach daily routines and procedures for

safe movement in all area of the school facility.

These routines and procedures are consistent

across grade levels. The School Safety Plan was

updated this year. This plan includes all

information regarding various emergency

procedures and appropriate responses. Each staff

member has a copy of this plan. Emergency

procedures are practiced and the response reflected

upon to find areas of possible improvement. The

custodian adheres to a cleaning schedule that

addresses each area of the facility on a regular

basis. All staff member monitor classrooms,

hallways, playground and other areas for safety

concerns and report and concerns to the principal

who will follow up with appropriate action. The

school environment contributes to an engaging

atmosphere by providing individualized

instruction through the SPL process that address

students who need intensive intervention as well

ACCOMPLISHED 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: Though it is normal to practice drills and codes, the OEPA Team did not verify this contributed to an engaging and inclusive learning environment.

Recommendation: The OEPA Team recommends the school investigate and develop strategies for creating an engaging environment.

3

as those who need enrichment opportunities.



STANDARDS AND






DISTINGUISHED Troy Elementary has several programs in place to

address school improvement this year. The types

of programs include a discipline and positive

office referral system, a data folder initiative for

each child, Support for Personalized Learning

program using STAR assessments and

collaborative groups, improved teacher leadership

efforts through committee requests, an organized

professional development plan, and a schedule that

facilitates departmentalized teaching in grades 3rd

through 6th. Staff/Leadership team meetings are

held on a regular basis. The Principal attends all

collaborative planning meeting and committee

meetings, offering professions knowledge and

skills as teachers develop instructional plans for

students and various school-wide plans developed

by specific committees. Principal utilizes weekly

updates to communicate with staff and holds staff

meeting on an as needed basis. The principal

strives to lead with an "open door" policy to build

trust in a supportive environment.


The monitoring tool had been completed before the principal was hired. She has only been at the school 5 weeks and has not had sufficient time to establish her leadership abilities. The Team did identify qualities that will enable her to be an effective leader.

The principal has stepped in and continued effective practices, and her literacy and reading specialist background is already beginning to impact the learning environment.

Recommendation: The OEPA Team recommends the principal continue to impact teacher instruction and student learning by utilizing current skills.


The school teams and councils

DISTINGUISHED All staff members serve on the leadership team

and are active in staff meetings. Ten committees

have been formed to address the mission and goals

of the school. Collaboration within and among

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

4

function effectively to advance the mission and goals of the school through leadership, planning, and problem-solving.

different committees is encouraged to address

needs and resolve issues. Minutes of meetings are

recorded and distributed to all staff members.

this function. Rationale: Teams are evident and each teacher is a chair of a team. However, without adequate planning time, the teams’ focus is limited. Recommendation: Due to the lack of evidence that teams are impacting the learning process, the OEPA Team recommends the school investigate methods for increasing collaborative time for teachers which will allow for greater focus on student achievement.



DISTINGUISHED Teachers assume responsibility for school

improvement by serving as chair of one of our

school committees. The Principal issues a

committee request each nine weeks for each

committee which provides a directive with teacher

leadership efforts. To assume responsibility for

classroom improvement, staff members

collaborate regularly to share ideas and resources

and to reflect upon the efficacy of current

instructional strategies. When data indicates that a

change in instructional practice is needed, teachers

collaborate to identify alternative strategies.





this function.

Rationale: All teachers chair a team or

committee and share information from

professional development, but there is not

adequate meeting time. Additionally, the

OEPA Team determined many of the

interactions among staff were informal in

nature and did not represent authentic

opportunities for teachers to lead and

influence professional practice.

Recommendation: The OEPA Team recommends the school implement authentic opportunities for teachers to lead and influence professional practice.


Students are

ACCOMPLISHED Teachers help students develop self-direction by

completing a Goal Setting sheet with every 3rd

through 6th grade student each semester to

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

5

engaged in age-appropriate leadership opportunities that develop self-direction and a sense of responsibility for improving self, school, and community.

challenge and drive their academic pursuits. This

is located in their Individualized Data Folder

which is sent home every mid term and at the end

of each grading period. Teachers help students

develop a sense of responsibility for improving

self and school by nominating two students from

lower grades and two from upper grades each

month who exhibit excellent leadership qualities

and skills. These students are mentored as leaders

through the TOP TROJANS program. These

students participate in various leadership roles

during the month and receive special privileges.

Also, two students from each class are elected by

their peers to serve on the Student Leadership

Team. This team has a voice in various school

activities and events. The ABBITS complete a

community a service project each grading period

as a way to serve and improve their community.

this function.



STANDARDS AND






DISTINGUISHED Principal conducts walkthroughs to assess

classroom climate. Students have a voice in the

development of classroom rules and procedures,

workstations, classroom projects and experiments

as well as individual projects. Journals are used for

students reflection upon attainment of goals and

level of understanding post instruction. Each

homeroom teacher completes a Goal Setting sheet

with every 3rd through 6th grade student each

semester to challenge and drive their academic

pursuits. Through the SPL initiative, students'

individual needs as identified from data and

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:

Teacher-led instruction comprised the majority of classroom observations.

Many worksheets/books were indicated in lesson plans and observed.

The lower grade had evidence of

6

addressed so that students who are performing

below level receive intensive intervention and

those performing at or above level receive

enrichment activities. Students work is displayed

in classrooms and hallways.

centers, but the OEPA Team did not observe any in action.

Upper levels had no centers.

There was no evidence of classroom learning environments that were student-centered or encouraged student self-direction.

Recommendation: The OEPA Team recommends teachers explore strategies which will create opportunities for student-centered classrooms and student self-directed learning.



ACCOMPLISHED The principal monitors curriculum alignment

through walkthroughs and lesson plan reviews.

Lessons plans are used to identify instructional

adherence to the Next Generation Standards and

Objectives. Walkthroughs are used to ensure that

instruction is taking place as planned and that class

schedules are followed. Teachers post "Focus" or

"I Can" statements for daily instruction that

identify which Next Generation Standard and

Objective is being taught. Staff is encouraged to

evaluate each instructional activity for relevance to

these standards. Students are encouraged to reflect

upon their attainment of each standard in their

journals.



Teachers design long and short term instructional plans for

ACCOMPLISHED All students are assessed using STAR Early

Literacy, STAR Reading or STAR Math. Teachers

collaborate to group students on ability levels

based on STAR Reading/Math results and

WESTEST2 scores. Students are progress

monitored regularly to determine the effectiveness


7

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

of current intervention strategies. Students receive

Title I services and/or interventions within the

reteach/enrichment class through the Support for

Personalized Learning initiative. Teachers grade

students through observation and assessments of

mastery of grade level skills.



ACCOMPLISHED Principal monitors instructional delivery through

walkthroughs and lesson plan reviews. Evidence

of varied instructional strategies, instructional

resources, appropriate assessments and technology

integration is identified. Walkthroughs provided

evidence of appropriate instructional delivery.

Staff uses varied grouping strategies and

instructional techniques to meet individual

learning styles and preferences. Staff seeks out

supplemental resources to enhance adopted texts

and materials and to provide for varied instruction

as they address the standards.





this function.

Rationale: Traditional instruction in reading,

spelling, and math was evidenced.

Recommendation: The OEPA Team recommends the school seek professional development related to instructional strategies that allow for student use of technology for inquiry and additional professional development related to use of learning centers.



STANDARDS AND





DISTINGUISHED The principal communicates regularly with parents

through monthly calendars, newsletters, and as



8


needed. Parents are invited to various events that

allow them to be involved in our school. Last year

we had seventeen events to which parents and

community members were invited. Student

achievement is celebrated in the local newspaper

and websites. Parent are encouraged to volunteer

in various ways. The Positive Office Referral

allows the principal to contact parents regarding

positive behaviors noted by teachers.



this function.

Rationale: The standard communication devices are in place; however, providing parent opportunities that would impact student learning is not evidenced. Recommendation: The OEPA Team recommends the school provide authentic opportunities for parent involvement that would impact student learning.



ACCOMPLISHED Students' physical well-being is addressed through

the school nurse who is on site 1 day/week and as

needed other days of the week. We have a

partnership with Minnie Hamilton Health Systems

whereby students may receive medical attention at

our school based health clinic. All students receive

free school breakfast and lunch. PK and K

students also receive a healthy snack each day.

Students' social/emotional well being is addressed

through our Character Education Program and a

counselor who is on site 1 day/week and as needed

other days of the week. We also coordinate

services with United Summit Center, The

Department of Health and Human Resources and

other agencies as needed. Our SPL initiative

addresses each student's academic needs through

testing and regular progress monitoring and by

flexible grouping for instruction in identified

weaknesses. Sp. Ed. students receive pull out

instruction as well as inclusive instruction in

accordance with their IEP.


Function C: Parent and

DISTINGUISHED Troy Elementary has established partnerships with ACCOMPLISHED The evidence provided by the school and the


9

Community Partnerships.


nine area businesses. A partnership is a mutually

supportive arrangement between a business and a

school or school district, in which the partners

commit themselves to specific goals and activities

intended to enhance educational opportunities to

benefit students. The mutually agreed upon goals

and objectives are met by matching community

resources to the identified needs of the school.

Using human and other resources, the partner has

an impact on student achievement. As in any

successful partnership the resources, ideas and

personnel from both sides are shared for mutual

benefit.



this function.

Rationale: Community partnerships are present, but there is no evidence of meeting the needs of all students and impacting student learning. Partnerships focus on incentives.

Recommendation: The OEPA Team recommends the school explore community partnerships that focus on academic and behavioral needs of all students and impact student learning.



STANDARDS AND






DISTINGUISHED Troy Elementary developed a Professional

Development Plan based on recommendations

following a Title I Monitoring visit. This plan

included training in data analysis, using data to

inform instruction, collaborative planning, and

Support for Personalized Learning. Troy teachers

meet regularly as a collaborative team with the

principal, Title I teacher and interventionist to

address student need/progress and to plan for

targeted, intensive and enrichment small group

instruction. A similar plan is being developed for

this year including professional development on

finding and utilizing resources to meet Next

Generation/Common Core Standards and

Objectives.





this function.

Rationale: While the OEPA Team verified

teachers are participating in collaborative

sessions with the Title I teacher and

interventionist, the Team also verified that

professional development opportunities are

optional with only some teachers attending.

There was no evidence of sustained

schoolwide professional development to

enhance student learning.

Recommendation: The OEPA Team

recommends the school investigate methods

10

for providing sustained, embedded

professional development for all staff that

will impact student learning.


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.

DISTINGUISHED Every 4-5 weeks teachers collaborate to group

students based on STAR Reading/Math results and



of current intervention strategies. If current

strategies are determined to be ineffective, staff

collaborates to research and identify alternative

strategies and instructional practices to meet the

needs of all students.





this function.

Rationale: Collaboration among teachers is presently informal, and there is no evidence of how it improves student learning. Recommendation: The OEPA Team recommends the school provide a structured time for collaboration to improve student learning.



DISTINGUISHED Through the Educator Evaluation System teachers

complete a self-reflection which provides the

opportunity to consider personalized plans for

professional growth. Teachers reflect upon their

current practices as they relate to the five

professional teaching standards. Teachers may

submit evidence of distinguished performance.

Teachers use rubrics to identify current

performance levels. Principals and individual

teachers review and discuss the self-reflection and

any evidence submitted by the teacher.





this function.

Rationale: Having recently assumed the

position, the principal has not had sufficient

time to foster professional growth.


recommends the principal continue to

11

provide opportunities for teacher self-

reflection that impacts professional growth.



STANDARDS AND





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

EMERGING Troy Elementary School is scheduled to be closed

at the end of the 2014-15 school year with the

opening of the Lewis-Gilmer shared school

(Leading Creek Elementary School) located on the

county line between Troy Elementary and Alum

Bridge Elementary schools. Our current status was

identified as "critical" during an OEPA audit in

2011 and determined to be "unchanged" during an

OEPA follow-up in 2013. Serious facility needs in

safety and security have been addressed and

corrected to the extent that is possible; however,

the facility still has no ADA accessibility.

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. Comments:

Evidence shows the building to be clean and well-maintained.

Students have been taught to take care of the building.



DISTINGUISHED Troy Elementary follows all state and local codes

and policies related to finance. Troy Elementary

staff and PTO conduct events to raise funds for

field trips, playground equipment and student

rewards. Partners in education are also contacted

to provide funding for various activities and

events.





this function.

Comment: The school corrected two

findings cited in its most recent fiscal report.

Rationale: Fundraising monies were

primarily used to purchase incentives for

students.

Recommendation: The OEPA Team recommends the school continue following state fiscal guidelines (Accounting Policies and Procedures) and use fundraising monies

12

to affect student achievement rather than as incentives only.



ACCOMPLISHED Troy Elementary follows WV Code regarding

hiring high quality personnel. Grades 3-6 at Troy

Elementary receive departmentalized instruction

utilizing teachers with specialized certification and

strengths in specific content areas. Our Special

Education teacher is currently on permit but will

be fully certified multi-categorical in May, 2015.




EMERGING Due to our rural location, infrastructure is

inadequate. Internet connection is sometimes

unavailable due to various reasons such as

weather. Inadequate electrical wiring results in

overloaded circuits. Staff utilizes data information

systems for communication, student information

management, locating instructional resources,

student data analysis, etc. Students use technology

tools in all classes, utilizing mobile laptop

computer labs, desktop computer labs,

Inteliboards, and various online student resources.

We currently utilize STAR reading, math and

early literacy, accelerated reader, accelerated

math, Compass Learning Odyssey, which are all

online programs for individualized student

learning and achievement. Improved electrical

wiring and additional technology is needed such as

a mobile laptop lab for the lower grades.

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.



STANDARDS SELF-RATING SCHOOL EVIDENCE TEAM RATING TEAM EVIDENCE

13

AND FUNCTIONS

Please cite key examples of processes or practices.



DISTINGUISHED Troy Elementary has several programs in place to

address school improvement this year. The types

of programs include a discipline and positive

office referral system, a data folder initiative for

each child, Support for Personalized Learning

program using STAR assessments and

collaborative groups, improved teacher leadership

efforts through committee requests, an organized

professional development plan, and a schedule that

facilitates departmentalized teaching in grades 3rd

through 6th. Staff/Leadership team meetings are

held on a regular basis.





this function.

Rationale: The OEPA Team determined

evidence provided by the school (data

folders, STAR assessments) were recent

initiatives that have not had ample time to

demonstrate their impact on student

learning.

Recommendation: The OEPA Team recommends the school continue to monitor the impact of goals on student achievement.


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

DISTINGUISHED Every 4-5 weeks teachers collaborate to group

students based on STAR Reading/Math results and



of current intervention strategies. If current

strategies are determined to be ineffective, staff

collaborates to research and identify alternative

strategies and instructional practices to meet the

needs of all students. In preparation for our merge

with Alum Bridge Elementary next year, we plan

to





this function.

Rationale: The OEPA Team determined teachers typically collaborate informally, and the Team could not substantiate that collaborative meetings were impacting student learning.

Recommendation: The OEPA Team recommends the school create a structured collaborative time for teachers, which will engage all stakeholders to increase student learning.


DISTINGUISHED Students are progress monitored regularly to

determine the effectiveness of current intervention



14


strategies. If current strategies are determined to

be ineffective, staff collaborates to research and

identify alternative strategies and instructional

practices to meet the needs of all students. Student

progress is shared with all staff members involved

in a specific student's learning during collaborative

meetings. Parents are kept informed through the

use of data folders at regularly scheduled times

and as needed.



this function.

Rationale: The OEPA Team determined the

school is monitoring student progress using

STAR very frequently. The Team was

concerned if the school evaluates too

frequently, it may not have time to see if

implemented strategies are truly impacting

student learning.


recommends the school provide sufficient

time to evaluate the progress of student

learning.




With the closing of Troy Elementary at the end of the 2014-

15 school year, any substantial expenditures would not be

fiscally responsible unless they were directly related to

safety or security. At this time, our facility is as safe and

secure to the extent possible. The roof of the gymnasium

was repaired this summer, but water catchment materials are

still in place as a safeguard measure. School/Levy funds will

be used to purchase instructional materials and updated

technology when possible.



Staff members completed a Professional Development

Needs Assessment to identify area of need for further

professional development. This assessment indicated that

staff desires more training in the following areas: identifying

materials and resources that align to Common Core or Next

Generation Standards, using performance descriptors,

project based learning, Crisis Prevention and Intervention. A

Based on observations, interviews, and general review of evidence, the OEPA Team confirms the school’s identified professional development needs.

15

Professional Development Plan is being developed to

address these needs.



Standard 3, Function C - Instructional Planning based on

data results from STAR assessments in grades K-6. Teachers

collaborate to implement SPL within intervention times and

throughout the school day. Students are continually progress

monitored to sustain continuous improvement. Standard 4,

Function B and C - All students have individualized data

folders which include academic and behavior related

information. These folders are sent home at midterm and 9

week or on an as needed basis

While the OEPA Team could not confirm that those practices listed by the school rose the level of best practices, the Team commends the school for the following: The school has worked hard to create shared beliefs and a value system that can be carried over to the new school. Everyone has a stake in the mission and can address it.




POLICY and CODE









Complianc

e Core Areas of Policy/Code

16





YES Develop Knowledge of Policy 2322 All staff at Troy Elementary have been trained on Policy 2322 and OEPA audits

during faculty and staff meetings. This is documented on meeting agendas.

YES Complete the School Monitoring Report All staff participated in completing the School Monitoring Form on August 8

through a think/pair/share activity on September 3.


· 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


All staff at Troy Elementary have been trained on Policy 2322 and OEPA audits

during faculty and staff meetings. This is documented on meeting agendas.





Implementation



17














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)


The Curriculum Committee chair surveyed the staff to assess desired

professional development needs. The school has a professional development

plan


Star date is reviewed on a monthly basis by individual teachers and

collaborative teams. WESTEST data will be analyzed when it becomes

available.

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)


All Troy Elementary classrooms will have a positive reinforcement system to

encourage positive behaviors and dispositions. It is encouraged to include both

an individual and group reinforcement plan with incentives. Students will also

be recognized for positive behavior through our Troy Positive Office Referral

System.

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

All teachers and staff worked collaboratively to establish the Strategic Plan. We

18

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.)

have developed core beliefs, a mission statement, and goals.

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













19

















20



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)

21

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)


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 VERIFIED











The LSIC met on Sept. 3, 2014 to review discipline/safe

schools/anti-bullying/anti-harassment programs and plans A. Troy

Elementary Safety Plan B. Troy Elementary Discipline/Positive

Behavior Plan 1. STARS Program 2. Positive Office Referral 3.

Character Education Monthly Themes C. Troy Elementary

22

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

21).



· Implement meaningful interventions and consequences in response to

inappropriate behavior (Pages 45-57).


Multicultural Plan




· 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.

1. a.Students are occasionally excluded for short duration and

providing work is not necessary. If the exclusion lasts more than a

few minutes work is sent with child. b. On the rare occasion that

students are suspended out-of-school, work is sent home with the

student.


RESOURCE DOCUMENT



23










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.

We have a plan for time

requirements approved by

the WVDE.


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


RESOURCE DOCUMENT






24











YES


YES


YES


YES


YES


YES


1. School Location and Site Site is not easily accessible and conveniently located. (Does not adversely impact program delivery and student performance.)

25

Site is not large enough for future expansion. (Does not adversely impact program delivery and student performance.)

Location is not removed from hazards and undesirable noise and traffic. (May adversely impact program delivery and student performance.)

3. Teachers’ Workroom Teachers’ work area is not adequate (150-250 ft2). (Does not adversely impact program delivery and student performance.)

Teachers’ work areas do not provide access to communication technology. (Does not adversely impact program delivery and student performance.)

4. Counselor’s Office Counselor’s office does not have easy access to student records. (Does not adversely impact program delivery and student performance.)

5. Library, Media and Technology Centers The Library/Resource/Media Center does not have electronic card catalogs, automated circulation capacity; on-line periodical indexes; and copying equipment. (May adversely impact program delivery and student performance.)

8. 1-12 Classrooms Size of academic learning areas is not adequate (28-30 ft2/student). (May adversely impact program delivery and student performance.)

Equipment and materials are not adequate (no instructional boards and bulletin boards). (May adversely impact program delivery and student performance.)

10. Specialized Instructional Areas Elementary art area does not have display facilities; mechanical ventilation; ceramic kiln; and black-out areas. (May adversely impact program delivery and student performance.) Grades 5 and 6 art area is not adequate in size (Middle 1,000 ft2). (May adversely impact program delivery and student performance.) Grades 5 and 6 art area does not have mechanical ventilation. (May adversely impact program delivery and student performance.) Music facility area is not adequate (Elementary [optional] 30-40 ft2/student). (May adversely impact program delivery and student performance.) Music facilities are not located away from quiet areas of the building. (May adversely impact program delivery and student performance.) Music facility does not have an instructional board and bulletin board and music chairs with folding arms. (May adversely impact program delivery and student performance.)

26

Grades 5 and 6 music facilities do not have music stands; recording devices, microphones, stereo sound system, piano, and instructional technology equipment; instructor’s station; and acoustical treatment. (May adversely impact program delivery and student performance.) Grades 5 and 6 physical education facilities do not have forced ventilation and data projector or 50” screen monitor. (May adversely impact program delivery and student performance.) 14. Food Service Food service area is not convenient to service drive for deliveries and removal of wastes. (Does not adversely impact program delivery and student performance.) Food service seating area does not meet the recommended 8-14 sq. ft. (Does not adversely impact program delivery and student performance.) A teachers’ dining area is not provided that is of adequate size (250-300 ft2). (Does not adversely impact program delivery and student performance.)



Team Leader – Cindy Willis, OEPA Consultant

Team Member – Kenneth Heiney, Principal, Wirt County Primary Center, Wirt County

Team Member – Joshua Ratliff, Coordinator, Office of Instructional Technology, West Virginia Department of Education

SCHOOL PROFILE

GILMER COUNTY HIGH – GILMER COUNTY

2011 2012 2013 2014

Enrollment 426 429 436 403


Attendance Rate 97.96 97.86 97.91 91.67

Graduation Rate 4 yr cohort

82.19 87.14 93.51 87.67

Graduation Rate 5 yr cohort

88.71 82.19 91.43 93.51

Dropout Rate 0.9 1.2 1.8 0.5





not available 99.09 99.52 98.99

1


GILMER COUNTY HIGH SCHOOL in GILMER COUNTY SCHOOLS












STANDARDS AND






ACCOMPLISHED GCHS core beliefs, vision and mission statements

were revised by the GCHS during HSTW CE

sessions with Dr. Kathleen McNally and Dr. Stan

Hopkins of SREB in August 2014. The core

beliefs, vision and mission statements were

reviewed with LSIC. Core beliefs, vision and

mission statements are posted in all classrooms,

faculty lunchrooms and in the office. Mission

statement is featured prominently on the GCHS

website. Lesson plans use Webb’s Depth of

Knowledge to shape instruction and pacing guides

are essential to long term and short term planning.

Students and parents participate in the school

wide fundraisers for charities, parent preview

performance at the end of our two-week band

camp, ice cream social for Orientations, 5th

Quarter open to all students after football games,



substantiates the school’s self-rating for this

function.

2

and free prom dinner are a few examples.



ACCOMPLISHED Teachers frequently post examples of exemplary

student work throughout the classrooms and the

building. Character education banners are

displayed throughout the school to remind

students of good character traits to embody.

GCHS provides each student with a Student

Handbook/Planner that is distributed at the

beginning of each school year. All necessary

student information and general operation of the

school, especially the student discipline plan,

Policy 4373, is contained in the handbook. A ZAP

program is being piloted for the Middle School

this year to help shape behavior and enforce high

expectations. Titan Bolts, Goal to Graduate

banner, Academic Banquet, Honor Society

Inductions, Spirit Week/Homecoming,

Advisor/Advisee, Olweus Anti-Bullying, student

input on club survey are all examples of high

expectations. It should be noted that the regular

education students dropped out of running for

Prom Court 2014 to ensure that the special needs

students' won Prom Court royalty.




function.

Function C: Safe, Orderly and Engaging Environment.


ACCOMPLISHED School safety procedures, fire drills and

emergency drills are taught, reviewed, and

practiced. RESA VII safety expert led staff

workshops in school safety preparedness in Oct.

2013 and Aug. 2014. He addressed students in a

school safety workshop on Oct. 30, 2013. GCHS

will participate in a Mock Active-Shooter disaster

drill in November 2014 that includes

collaboration with multiple law enforcement and

first responder agencies. The 2014 student school

culture survey showed an increase in "I feel safe




function.

Commendation: The students and staff take

great pride in their building, which is

extremely clean and well-maintained.

3

in my school" from the 2013 survey. The school

has 48 security cameras to monitor student safety.

Entrance through school is the main entrance

which is locked throughout the day. The visitors

must ring doorbell, identify themselves, provide

ID when asked to gain entrance to the school, then

proceed to the main office. The staff has school

monitoring duties throughout the day. Teachers

monitor arrival and dismissal of students to buses

and individual cars.



STANDARDS AND






ACCOMPLISHED Principal and a wide cadre of teachers have

participated in the HSTW Summer Conferences

2013 & 2014. Principals participated in summer

2014 PD which included Administrator’s Forum,

Bill Daggett, STAR and OEPA training. The

principal assumes the responsibility for C & I and

has conducted all observations and evaluations of

school personnel. The principal involves the

faculty in decision regarding the strategic plan,

standardized testing schedules, grouping, timing,

etc. The principal leads faculty in evaluation of

WESTEST, ACT, school climate survey, HSTW

data with an eye to improving instruction and

achievement. She communicates effectively with

students, teachers and parents via Chalk Talk,

Edline, mailings, School Messenger. The

principal motivates teachers to set high standards

for themselves and their students by recognizing

professional accomplishments, such as grants,

Arch Coals, RESA VII and County Teachers of



substantiates a higher rating than the school’s

self-rating for this function.

Rationale:

The use of Chalk Talk, a weekly newsletter from principal to teachers, includes important information and is very effective.

The principal is seen as a data-driven instructional leader, who has high expectations for teachers, students, and herself.

4

the Year.



ACCOMPLISHED The leadership team frames the plan; it is

discussed and revised in Faculty Senate. After-

school sessions are held for teachers to meet and

to provide in-put into the strategic plan. LSIC

reviews and approves the Strategic Plan.

Leadership team meets every other Monday and

reviews a variety of school data. The team

develops plans for schoolwide testing and raises

other issues of concerns that are relevant to the

overall operation of the school and the education

of students. Other teams required through policy

include curriculum, technology, Faculty Senate,

Interview, Safety, school climate, wellness, SAT

and LSIC.Drug Free Coalition, Olweus Anti-

Bullying program, Tobacco Education program

all advance the goals and mission of the school.




function.



ACCOMPLISHED Faculty Senate meeting are held in accordance

with policy. The faculty senate is chaired by a

faculty member that is elected at the August 2014

meeting. Other offices are voted upon and the

budget for Faculty Senate is approved; teachers

control the agenda. Teachers who are selected by

the FS and complete the Policy 5000 training

serve on the interview committees. Veteran

teachers serve as mentors to new teachers. All

teachers are involved in the discussion/analysis of

school data at faculty meetings. The new

evaluation system facilitates teacher reflection,

goal setting and data analysis while promoting

collaboration and the use of new instructional

techniques. Teachers are provided the opportunity

to write grants, attend workshops (local, state and

national), such as LDC, MDC, IPI, HSTW, etc.




function.

5

Teachers provide differentiated instruction based

on assessment performances which include use of

online resources.



DISTINGUISHED The president of student council serves as the

student representative to the LSIC. The student

council takes an active role in sponsoring two

blood drives, the Veterans’ Day assembly, all

homecoming activities and various other

community service projects, such as Angel Tree;

FFA participates in the elementary Heritage Day

activities for students. The yearbook class is

responsible for the writing, photography, design,

sales and delivery of the Gilmaurora yearbook.

Class officers are responsible for fundraising

homecoming activities, prom, graduation and

class trips. The recipient of the Richard Bartol, Jr.

Youth Leadership Award was required to

implement a community service project, which

was a Veteran’s Day recognition in Rosedale,

WV; Students participate in Girls State, Boys

State, HOBY, FFA, GCTV (broadcasting), People

to People, GHA and the Glenville State College

Hidden Promise program, all which focus on

student leadership.





Rationale:

Many students did not know who the members/officers of the student council were or what their roles were. They were also not aware of the names of their class officers or their duties.

Student leadership was present in the school in isolated incidences; however, it was not pervasive.

There was no formal vehicle for student voice to impact change.

Recommendation: The OEPA Team recommends the school consider the establishment of a student leadership team consisting of diverse student representation, which meets on a regular basis with the school leadership team to voice student concerns.



STANDARDS AND



TEAM RATING TEAM EVIDENCE E


ACCOMPLISHED GCHS uses Next Gen standards, CTE skill sets

and learning and technology skills in all

classrooms. Students are given student interest




6


inventories/surveys for teachers to learn of

students’ interests. Lessons are built around

Webb’s DOK to provide an intellectual challenge

to students. Tutoring for students is offered at the

teacher's discretion before school, at noon or after

school. Behavior management plans are posted in

each teacher's classroom. The behavior

management plan has a consistent set of

expectations for all students, grades 7-12, and

classroom specific behaviors as well. Teachers

interact with students on a personal basis (since

this is a small community) as well as a school-

level basis. There is a zero tolerance to bullying or

inappropriate behaviors. GCHS has a

multicultural plan and student wide assemblies are

held regularly for positive motivation, anti-

bullying, and global awareness.

function.



ACCOMPLISHED Teachers address this function through the use of

technologies and other resources for curriculum,

instruction and assessment, offer electives based

on student interest or levels, facilitate

interdisciplinary department meetings and

continuing education. The STAR Assessment

program is being implemented this year for

benchmark testing in Reading and Math. The

middle level teachers engaged in a cross-

collaborative, standards-driven murder mystery

that involved English, science, social studies and

math contents. All student engage in Writing

Across the Curriculum on a weekly basis, and

Sustained Silent Reading is observed in a

schoolwide schedule. Students are involved in

GPS mapping as part of their experience in Earth

Science.




function.

7


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.

ACCOMPLISHED Teachers use standards-based lesson plans aligned

with Next Gen Standard and CTE skill sets which

are included on a pacing guide that is created at

the beginning of every semester to aid in long-

term instructional planning. Webb's DOK levels

are addressed in lesson plans. At the minimum,

students in 7/8 grade will be benchmarked

monthly and students in 9-12 will be

benchmarked at least three times per semester on

Star Assessment. Teachers inform students of the

objectives or big Idea questions in class, and they

activate prior knowledge. Teachers were involved

in curriculum mapping in August 2014 for CE.

Students use the Alternative Learning Center

(ALC) to for GED Option Pathway or to recover

from credit deficiency and pair with a CTE lab for

maximum benefit to be successful in obtaining a

diploma and a skill.




function.


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

ACCOMPLISHED Kansas Writing Strategies (KWS) is the school

writing plan. Teacher, incorporate student

interests in lessons (such as the WVU Pumpkin

Drop for physics class), targeted reteaching in 7/8

English & Math and imbedded in instruction in

grades 9-12, use of graphic organizers and other

tools and strategies to engage the learner. There

are at least three to four transitions throughout

each instructional block. Instructional experience

with DOK levels 3-4 include Team America

Rocketry Challenge (TARC), WVU Pumpkin

Drop, land/forestry judging, ACT prep class,

Compass Testing for juniors, FFA content based

competitions, science/social studies projects, AP

online & WV Virtual school classes, Student

Agriculture Experience projects, honors/dual

credit courses, and collaboration with Calhoun-




function.

8

aligned with instructional targets.

Gilmer Career Center in GED Option Pathway

paired with CTE labs. IPI data is presented at

Faculty Senate meetings to review and discuss.

Learning strategist works with all students in the

content classroom.



STANDARDS AND






ACCOMPLISHED GCHS FFA and agriculture department has a

collaborative relationship with the Gilmer County

Farmers' Market where nearly every Saturday

someone from GCHS Ag department has a table

at the Market and is selling either produce or

plants from the greenhouse. The Ag department

works closely with the Farm Bureau and the

WVU Extension Office. GCHS holds Financial

Aid Workshops for parents of seniors, orientation

for students and parents of incoming 7th graders

and rising 9th graders, Edline parent activation

sessions during orientations and at Parent Teacher

Conferences. The school has an active Band

Booster, Athletic Boosters, and FFA boosters

programs. GCHS partners with WACO Oil &

Gas, Garrett Farms, Butcher & Butcher and other

county businesses. WACO sponsors the

Academic Banquet held every spring for students

who have maintained a 3.5 or higher. Athletic

"Senior Nights" for Fall, winter, & spring sports

and Senior Assembly are important to the

community and families.




function.


ACCOMPLISHED GCHS has School Based Health services three

days/week for students and staff. The county

nurse's homebase is GCHS and she sees students




9


as her schedule permits. The school operates a

weightroom after school for athletes that is also

open to other students and staffed with a weight

coach. Titan Bolts positive reward incentive

created to reward exemplary acts of kindness.

Tutoring is available after school, at noon and

before school at the discretion of the teacher. A

mentoring program for severely impaired speical

needs program in place for seniors. GCHS has a

safety team in place. The counselor meets with

students and parents to schedule courses and uses

the EXPLORE and PLAN as guides. GCTV is

offered for students who are interested in

broadcast journalism. PT Conferences are held at

4.5 weeks into first and third nine weeks with

progress reports at mid-term and report cards at 9

weeks. Juniors and seniors participate in the

College Fair, ACT prep classes, and college visits.

function.

Commendation: Staff are commended for

their willingness to come before or stay after

school to provide tutoring upon request.



DISTINGUISHED GCHS is a Professional Development School with

Glenville State College and serves as a laboratory

for education majors and students interns. GCHS

also has collaborations with the Farmer's Market,

Minnie Hamilton Health Systems, WVU

Extension Service, WV DHHR, Summit Center,

WV Dept. of Vocational Rehabilitation, 5th

Quarter at the First Baptist Church

(Nondenominational), Sue Morris Sports

Complex, Morris Stadium, Glenville Golf Club,

Calhoun-Gilmer Career Center, Task Force Drug

partnership, Gilmer County Prosecuting

Attorney's Office, Juvenile Probation Office,

Gilmer County Circuit Court are all agencies and

organizations that GCHS work with on a regular

basis. Even though the county is small in

population and school enrollment, the connections




function.

Commendation: The OEPA Team was highly

impressed with the collaboration among the

school, community, local business/

foundations to benefit the students.

10

the school has with community agencies is

extensive.



STANDARDS AND






ACCOMPLISHED GCHS uses Kansas Writing Strategies as the

schoolwide writing program and provides training

and review sessions for teachers who need it.

"Reading Strategies across the Curriculum" has

been a PD focus for several years. Selected

teachers are participating in the LDC and MDC

rollouts through SREB. Counselors are receiving

PD on SREB focus on Career for Careers. New

teachers are assigned veteran mentor teachers, PD

needs are also determined by PD staff survey.

Teachers in all disciplines are given the

opportunity to attend workshops and conferences

in the content area that would enhance teacher

effectiveness in the classroom. At the present

time, two teachers are pursuing doctorates and

one is in graduate school. All teachers have

attended PD on School Safety, School Climate

data review, Office 365 introduction, Social

Media, Common Core planning (RESA).




function.


The teachers participate in high functioning professional learning communities to collaborate on the

ACCOMPLISHED Middle School teachers share 4th block common

plan and use that time for collaboration,

curriculum planning, strategizing, data analysis

and SAT meetings. High school teachers meet

after school for department and interdepartmental

meetings to analyze data and to collaborate on

projects. Data is reviewed at 9 weeks with D/F

lists and SAT meetings scheduled. The middle

school teachers are piloting a ZAP program to





Rationale: While the evidence supported

consistent collaboration at the middle school

level, consistent collaboration was not

evident at the high school level.

11

improvement of student learning through the study of relevant data, problem analysis, and the implementation of strategies that improve instructional practice.

reduce the number of middle school students who

are not doing their homework, turning in their

assignments, or acting responsibly. DMS on

WVEIS is reviewed and analyzed.

Recommendation: The OEPA Team recommends the school consider planning a consistent time for the high school teachers to collaborate regularly.



ACCOMPLISHED All teachers meet with the principal to determine

goals, after observations, and at the end of the

year evaluations. Feedback and discussion takes

place at Faculty Senate when the IPI team

presents the data from each round of IPI. HSTW

surveys are completed in a timely fashion and

results are shared with the faculty. GCHS teachers

have completed the School Climate Survey for the

past two years. Opportunities for professional

growth are shared through Chalk Talk and emails

to teachers.




function.



STANDARDS AND





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

ACCOMPLISHED GCHS has a school safety plan that is reviewed

and practiced regularly. School safety was

reviewed again on Aug. 12 and an unannounced

RESA emergency drill was conducted on Aug. 25

with an "A" rating. GCHS is in compliance with

the WV Fire Marshal. An online work order

system is in place to report repairs that need to be

made. GCHS has a collaborative relationship with

the Federal Prison Work Camp inmates for school




function.

12

of students. cleaning and maintenance during summer break.

With only two custodians, the janitorial schedule

reflects the most efficient use of personnel as it

relates to the master school schedule. GCHS will

be participating with multiple agencies for an

Active Shooter drill in November. Teachers have

been trained in restraint. Character banners adorn

the hallway; painting is in the summer by prison

inmates, and Ag students maintain landscaping.



ACCOMPLISHED Treasurer provides a report at every Faculty

Senate meeting. Teachers have been instructed in

proper procedure for requesting use of local and

levy funds, and receiving of money for class dues,

fund raisers, etc. from principal at August faculty

senate meeting.




function.



ACCOMPLISHED The principal in conjunction with the Faculty

Senate Interview Committee work to employ the

most highly qualified personnel. Faculty Senate

has selected teachers from each department and

grade band to serve as a pool to be selected from.

All teachers have completed the course and

passed the test with 100 percent accuracy. The

hiring matrix that is used is provided by the

Director of Personnel.




function.

Function D: Data, Information Systems,

ACCOMPLISHED GCHS is implementing STAR program as its

benchmarking software for Reading and Math.

Teachers post lessons to Edline and GradeQuick




13

Technology Tools, and Infrastructure.


is uploaded to Edline regularly for partents to

monitor student progress. Compass, Explore,

Plan, Office 365, WVEIS DMS and Attendance

programs are used to manage data and support

instruction. The school TIS works with teachyers

in creating engaging lessons using- interactive

whitebaords, data responders, iPads, Elmos,

Kindles, mobile laptops, and two stationary

computer labs. All teachers have a desktop and a

laptop. New wireless access points and a new

server were installed last year. The RESA tech

has his office in the school.

function.



STANDARDS AND






ACCOMPLISHED The school strategic plan is data based after

reviewing and analyzing a variety of data sources-

-ACT, WESTEST, School Culture Surveys,

HSTW, etc. The faculty have input into the

development of the plan. Test data is reviewed as

it is received. To date, 2014 ACT data was

reviewed which showed a significant increase in

math, but slight decreases in English, reading,

science and composite Last year's strategic plan

goals were to improve literacy, math and school

climate scores. All teachers selected either

literacy or math from schoolwide goals to

implement in their classroom goals; therefore, all

teachers share in the responsibility in addressing

schoolwide goals.




function.

Function B: Processes

ACCOMPLISHED Parent teacher conferences are held at the 4.5

mark in first and third nine weeks, and at the end



14

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.

of first and third nine weeks. SAT meetings are

held with classroom teachers, parents and other

school personnel as needed in order to address

student issue/concern. Progress reports are

distributed to students at mid-term and D/F

progress reports are mailed home; classroom

teachers are directed to make contact with the

parent. GCHS invited the WV Dept. of

Vocational Rehabilitation to participate in SAT

meetings when appropriate to guide students

toward post-secondary education options or the

workforce.


function.



EMERGING GCHS meets as a staff to develop goals based

from data. Based on individual level, GCHS

offers credit recovery, GED Option Pathway,

SAT meetings with teachers, parents, counselors

and students. Teachers use Edline to communicate

progress as well as post daily lessons; teachers

also communicate to parents of students who have

a D/F at mid-term (or earlier) to try to prevent

student downturn. Summer school is offered as

credit recovery for students; Odyssey is used in

summer school and a teacher facilitates the

student work. SAT meetings are convened to

discuss student progress, attendance or behavior;

other measures are taken, if needed, as a result of

the SAT process.




function.




GCHS collaborates with Glenville State College in their use

of their facilities; however, to further the performing arts, an

auditorium specifically geared for theatre and musical


15

productions would enhance student creativity and

performance. Because of the rollout of new secondary Math

III & Math IV requirements, a half-time math teacher would

help reduce class size with multiple sections being offered.


The teachers at the 9-12 level believe that time for

collaboration is essential to further high-quality, high level

critical thinking, interdepartmental student projects. All

teachers believe that further professional development in

new instructional strategies is beneficial.




We are recognized locally & regionally for our Rocketry

Team which has placed in the top 20 nationally in 2 of the

past 3 years in TARC. Collaboration with VoAg, Food

Science, 4H and meat processors for deer skinning,cutting,

processing, canning, and preparation showing students how

to be self-sufficient are key in our rural area. The multi-

collaborive murder mystery culminated in a trail at the Court

House and will be repeated again this year. The middle

school is piloting a ZAP program.

While the OEPA Team could not confirm that these practices rose to the level of best practices, the Team commends the school for the following:

1. 4H and meat processors’ trainings are held for deer skinning, cutting, processing, canning, and preparation in order to teach students how to be self-sufficient in the rural area.

2. The multi-collaborative murder mystery culminated last year in a trial at the Court House.

3. The 5th Quarter, an after-game activity, is provided in collaboration with a local church and is available to all students.

4. A dinner is provided free to all students before prom.




POLICY and CODE





16










YES Develop Knowledge of Policy 2322 Principal attended OEPA training on June 26 and August 21, 2014.

Principal reviewed policy with teachers on Aug. 25, 2014.

YES Complete the School Monitoring Report GCHS teachers completed the school monitoring report on Monday,

August 25 in a three-hour after school work session. All teachers were

present with the exception of one. LSIC reviewed on Aug. 27 and

completed by Sept. 1, 2014.


· 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

Submitted bell schedule, WVEIS teacher report, and school map on Aug.

28, 2014.

17

plan






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) o on-going professional development and research on how to best

Leadership committee and LISC will develop and review strategic plan

once all school data becomes available.

18

improve school and classroom processes and strategies (S5,FA)


STAR benchmarking in English and Math at all grade levels will begin on

Thursday, Aug. 28. WESTEST data for the 2013-14 school year is not

available as of this date.

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)

Professional Development survey completed by teachers at GCHS and

summary shows top PD priorities of teachers. Lesson plan reviews will be

conducted in accordance with policy. Employee self reflection and

SMART goal setting will occur in accordance with policy.

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 developed with school accountability data is

available.









19



All teachers administering standardized examinations will be trained

according to policy. Examination administration manuals are kept in

the princpal's office until training has taken place; they are returned

once testing has been completed. Passwords are kept in a locked

cabinet in the principal's office; scratch paper is shredded upon each

day's testing completion.


All students who are eligible for services under Policy 2419 will be

provided with their prescribed services.


All students with disabilities without an IEP will be provided their

appropriate accommodations, if any, under the student's Section 504

Plan.












20











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

21

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)





22














· Implement meaningful interventions and consequences in response to inappropriate

behavior (Pages 45-57).


The GCHS Code of Conduct (Policy 4373) is provided to

students in the Student Handbook. A positive behavior

program is in place. Administration takes extra precaution to

investigate and provide due process to assure that students'

rights are being protected.




· Implement county policies and procedures for alternative education.

There are presently no students who are placed in

Alternative Education as a resutt of disruptive behavior that

places them outside the traditional school environment.

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 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.


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 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

GCHS requires one full credit of physical education as a

gradution requirement at the high school level. An elective

credit of recreational sports is offered as well. At the 7/8

grade level, students are provided with one nine weeks of

physical education in a 90 minute block format.

24

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.


All students participate in Fitness testing.

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


RESOURCE DOCUMENT













The school counselor has been meeting with students customizing

their schedules to meet the needs of individual students. The

counselor is available to meet the social, emothional and physical

well being of students and makes referrals to appropriate agencies,

when necessary, to meet those needs.

YES The school counselor shall spend at least seventy-five percent of work Electronic counseling log is kept by the counselor to comply with

25

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)

Cde 18-5-18b



YES All issues have been addressed.


YES

According to Patty Lowther, Director of Special Education at the Gilmer

County Board of Education, there were no citations or recommendations in

the December 2013 Audit.


YES Fully compliant.


YES Fully compliant.


YES Recommendations have been addressed with Director of Maintenance.


NOT APPLICABLE


1. School Location and Site Site does not have 15 usable acres +1 acre for each 100 students over 800. (Does not adversely impact program delivery and student performance.) Site is not large enough for future expansion. (Does not adversely impact program delivery and student performance.) 10. Specialized Instructional Areas Music facilities do not have acoustical treatment. (May adversely impact program delivery and student performance.) Physical education facilities do not have a display case. (Does not adversely impact program delivery and student performance.)

26

11. 6-12 Science Facilities Room W102 does not have a demo table. (May adversely impact program delivery and student performance.) Room W104 does not have a fire extinguisher. (May adversely impact program delivery and student safety.) 12. 7-12 Auditorium/Stage Facilities The auditorium does not have acoustical treatment and broadcasting capabilities. (May adversely impact program delivery and student performance.) 13. 7-12 School Site Vocational Business education facilities do not have calculators. (May adversely impact program delivery and student performance.) 14. Food Service The food service area does not have a locker/dressing room. (Does not adversely impact program delivery and student performance.) 15. Health Service Units The health service unit does not have a toilet. (Does not adversely impact program delivery and student performance.)



Team Leader – James Strader, OEPA Consultant

Team Member – Heidi Griffith, Curriculum Specialist, Central Office, Harrison County Schools

Team Member – Beverly Nichols, Director, Central Office, Clay County Schools

Team Member – Kelli Whytsell, Principal, Calhoun Middle/High School, Calhoun County Schools

Team Member – Robert McCoy, Office of Instructional Technology, West Virginia Department of Education

Documents

GILMER COUNTY SCHOOLSoepawv.state.wv.us/documents/22-GilmerCountySchools_000.pdfGILMER COUNTY Total Standard-Functions Reviewed Distinguished Accomplished Emerging Unsatisfactory Standard-Functions