PENDLETON COUNTY SCHOOLSoepawv.state.wv.us/documents/66-PendletonCountySchools.pdf · PENDLETON COUNTY Total Standard-Functions Reviewed Distinguished Accomplished Emerging Unsatisfactory

MAY 2016

RESA 8 REPORT

PENDLETON COUNTY SCHOOLS

WEST VIRGINIA BOARD OF EDUCATION

PENDLETON COUNTYTotal Standard-

Functions Reviewed Distinguished Accomplished Emerging Unsatisfactory

Standard-Functions Rated for All Schools 96 1 65 30 0

Percentage of Standard-Functions Rated for All Schools in Each Designation 1% 68% 31% 0%

Standard-Functions Ratings Raised 14 15%

Standard-Functions Ratings Lowered 3 3%

Standard-Functions Ratings Unchanged 79 82%

Standard-Functions Reviewed for All Schools 96

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

1A - Shared Beliefs and Values 3 3 3 3 2 2 2 21B - High Expectations for All 2 3 3 3 3 3 2 21C - Safe, Orderly, Engaging Environment 2 3 3 3 2 3 2 32. School Leadership

2A - Principal Leadership 3 3 3 3 2 2 3 32B - School Teams and Councils 2 2 3 3 2 2 2 22C - Teacher Leadership 2 3 3 3 3 3 3 32D - Student Leadership 2 2 2 2 2 2 3 3

3.Standards=Focused Curriculum, Instruction, Assessment

3A - Classrom Learning Environment 3 3 3 3 3 2 3 33B - Standards-Focused Curriculum 2 3 3 3 2 2 3 33C - Instructional Planning 2 2 3 3 2 2 2 23D - Instructional Delivery 3 3 3 3 3 2 2 2

4.Student Support Services and Family/Community Connections

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

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

7A - Focused and Cohesive Plan 2 2 3 3 2 2 2 27B - Processes and Structures 2 3 3 3 2 2 2 27C- Monitoring for Results 3 3 3 3 3 3 2 2

66-201 B

randyw

ine

Elem

entary

66-202 Fr

anklin

Elem

entary

66-205 N

orth Fo

rk

Elem

entary

66-502 P

endleto

n

County M

iddle

/

High

1

PENDLETON 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

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

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

Schools F F F F F F F F

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

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

Full 5 6 5 6

Partial 1 0 0 0

Noncompliance 0 0 1 0

Verification of Monitoring Reports

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

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

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

Fire Marshal Report Y Y Y Y Y Y Y Y

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

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

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

Yes 6 6 5 6

No 0 0 0 0

Not Applicable 0 0 1 0

Full 22 Yes 23

Partial 1 No 0

Noncompliance 1 Not Applicable 1

TOTAL

66-201 B

randyw

ine

Elem

entary

66-202 Fr

anklin

Elem

entary

66-502 P

endleto

n Co

Mid

dle/H

igh

66-205 N

orth Fo

rk

Elem

entary

SCHOOL PROFILE

66-201 BRANDYWINE ELEMENTARY SCHOOL – PENDLETON COUNTY

2012 2013 2014 2015 2016

Enrollment 140.0 133.0 141.0 126.0 112.0

Average Class Size 15.1 16.8 17.7 15.0 13.7

Attendance Rate 99.0 98.6 98.9 94.5 not available

Pupil Admin Ratio 140.0 133.0 141.0 126.0 112.0

Pupil Teacher Ratio 11.1 11.6 12.3 11.0 9.8

Participation Rate-Math 98.65 100.00 100.00 100.00 not available

Participation Rate-Reading 98.65 100.00 100.00 100.00 not available

HQT Percentage - Total 92.0 92.3 100.0 100.0 not available

HQT Percentage - Self Contained Classroom 100.0 100.0 100.0 100.0 not available

HQT Percentage - English 100.0 100.0 100.0 100.0 not available

HQT Percentage - Reading/Language Arts

100.0 100.0 100.0 100.0 not available

HQT Percentage - Mathematics

100.0 100.0 100.0 100.0 not available

HQT Percentage - Science 100.0 100.0 100.0 100.0 not available

HQT Percentage - Foreign Languages subject not present subject not present subject not present subject not present not available

HQT Percentage - Civics and Government

subject not present subject not present subject not present subject not present not available

HQT Percentage - Economics subject not present subject not present subject not present subject not present not available

HQT Percentage - Arts 25.6 14.6 100.0 100.0 not available

HQT Percentage - History 100.0 100.0 100.0 100.0 not available

HQT Percentage - Geography subject not present subject not present subject not present subject not present not available

Educators on Permit/Authorization 0.0 0.0 0.0 0.0 0.0

Administrators not Credentialed 0.0 0.0 0.0 0.0 0.0

1

*The school evidence remains intact as reported by the school and has not been altered.

BRANDYWINE ELEMENTARY SCHOOL in PENDLETON 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 Professional Learning Communities

Pk-2, 3-6---meet at least once per

nine weeks with an agenda and

attendance taken and recorded in

Principal's office Positive Behavior

Support= CATS--weekly, bi-weekly,

and monthly student rewards--

posters in cafeteria, lessons taught at

beginning of year to stress

importance Parent/student/

teacher/principal compact=sent at

beginning of school year with school

handbook--encourage all parties to

sign-records kept in school office

Strategic Plan--joint creation of one

goal on the strategic plan-revisit

during staff meetings during year-see

faculty meeting agendas in office

ACCOMPLISHED The evidence provided by the school and the additional evidence

collected by the OEPA Team substantiated the school’s self-

rating for this function.

2

Vision/mission statement--posted in

teacher classrooms--school

handbook/school letterhead SAT

meetings-held at least 3 times per

year--include principal, teacher,

parent, coordinator, and central

office staff member if available--

records available in SPEC. ED room

School climate surveys-in

conjunction with LSIC completed

once per year in the spring

Function B: High Expectations for All. The staff

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

EMERGING Lesson plans written weekly by

teachers-collected and commented

on once per nine weeks-records room

Individual student AR goals set

Attend Professional Development-

school/ county/state-evaluate outside

school development on county

website TEST TALKS 3-6--teacher

meets with individual students prior

to summative testing in spring

DATA TALKS 3-6--throughout year

as needed Classroom

expectations/rules-posted in

classroom School of Excellence 06-

07&14-15--applications in records

room BRAG TAGS-- given to

students for attendance, honor roll,

AR, other awards 100+ book club

PK-K---names of students reading

posted on school wall-reward in

spring Self Reflections on WOW-

completed by Oct. 1 yearly-

reviewed individually


collected by the OEPA Team substantiated a higher rating than

the school’s self-rating for this function.

Rationale: Based upon staff and student interviews, the

OEPA Team determined the school had established high

expectations through the use of data to guide classroom

instruction and the positive behavior support program,

which served as a character education initiative.

Function C: Safe, Orderly

EMERGING Safe School Drills--List posted in

office- at least two CODE RED, two



3

and Engaging Environment.

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

CODE GREEN, and two CODE

BLUE drills done annually Fire

Drills- list in office--conducted at

various times of day Locked doors-

all doors require a key fob or pin to

enter-main office must be buzzed in

by office staff Safe Schools Plan--

blinds pulled, door windows

covered, and doors locked from

inside Supervision--teachers

strategically placed during morning

dismissal, recess, lunch, bus arrival

and departure Accident reports filled

out in timely manner, stored in

office, sent to Central office at the

end of the school year Principal

Assigned Duties- given at beginning

of school year, posted in teacher

workroom Separate playgrounds by

grade levels--PK, K-6 Parent

Volunteers and Chaperones approved

by BOE and records kept in school

Library Email system for school

wide communication including

school announcements


Rationale: Through interviews and observations, the OEPA

Team determined the school was clean, safe, and well

maintained. The Team verified proactive measures were

taken to ensure the safety of the school.

Standard 2: School Leadership - In high quality schools, the principal fosters and develops distributed leadership among staff, students, and stakeholders in order to focus

collective action for improved school performance.





Function A: Principal Leadership. The

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

ACCOMPLISHED PLCs- conducted at least 4 times per

year- PK-2, 3-6--agenda and

documentation kept on each meeting

School Messenger- frequent

communication to

teachers/students/parents using

messenger-record in principal's




Comments: Based upon interviews and observations, the

OEPA Team determined the principal exhibited skills and

knowledge that exemplified instructional leadership, as well

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effective management.

office Lesson plan feedback once per

nine weeks-filing kept in records

room Work with LSIC(4 times per

year) and Brandywine School

Association(PTO) (monthly) at

evening meetings to support and

enhance school programs Yearly

OPEN HOUSE event held first week

of school each year-a sign-in record

kept in office Complete Evaluations

for each teacher in the school

meeting timelines set by WVDOE

School guidance counselor meets at

least twice per week with targeted

students-referrals/classes Perform

necessary fire drills per year and

Code drills-list in office Discipline

referrals entered into WOW in a

timely manner Attendance coded

daily--notices sent home with

students missing notes Yearly duty

schedule given at beginning of

school year-office/planning room

as effective management. The Team further determined the

principal had a good rapport with teachers and was well

respected by them.

Function B: School Teams and Councils.

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

EMERGING SAT meetings at least 3 times per

year- SAT coordinator, principal,

teacher, parent, and CO staff member

attend if possible 504 team- meets,

when necessary, to discuss students

with possible need of plan and

meeting scheduled as needed PLC-

meeting at least 4 times per year-

agenda and documents kept--DATA

studies, student concern discussions

across grade levels IEP meetings-

held in conjunction with county

coordination LSIC- meets at least 4

EMERGING The evidence provided by the school and the additional evidence



Comment: The OEPA Team verified the Student Assistant Team (SAT) met three times per year. Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the school examine if the SAT team was meeting frequently enough to address students’ needs.

5

times per year- discuss school

programs- conduct school climate

surveys, and other improvement

needs of school including school

monitoring report BSA- monthly

meeting held with parents of school

County Wellness Meeting- attend bi-

monthly meeting--school tracks

activities that can be used as

wellness activity Faculty Senate-

held 5 times per year--work in

conjunction with President to share

information with staff Monthly

faculty meetings PBS team-work

with faculty members to plan and

carry out monthly rewards(1st/2nd)

Function C: Teacher Leadership.

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

EMERGING WV Summative Assessment Data

Analysis- Sept/Oct-creation of

bottom 25% PLCs - meet at least

four times per year-discuss data,

instructional practices, and targeted

students Grade K-3-- possible co-

teaching opportunities with

interventionist on a weekly basis Star

Reading/Math(1st-6th) given every

4.5 weeks-- data used for

instructional planning Couny wide

grade level meeting once/twice per

year Presentations of best practices at

yearly board meeting 18 hours of

Continuing Ed for each teacher per

year




Rationale: Through staff interviews, the staff articulated

opportunities they had for leadership in the school. Due to

the size of the school, the OEPA Team determined teachers

served on several committees.

Function D: Student Leadership.

Students are engaged in age-

EMERGING Classroom job charts- daily, weekly,

and monthly jobs Computer lab

monitors--sixth grade students in

AM Daily breakfast/ lunch




6

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

announcements by sixth grade

students 5th Grade students say

pledge and morning quote each day

Daily milk count conducted by sixth

grade students Yearly Geo Bee/

Science Fair/ SS fair K-6 Band/

Music-performances at least 2 per

year Students write up menus in

Cafeteria each day 5th/6th Grade

Annual Food Drive for CAN Student

demonstrations at annual board

meeting

Comment: The OEPA Team determined student leadership

opportunities were most prevalent in Grades 5 and 6.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the staff explore additional opportunities for student leadership within the school at all grade levels.

Standard 3: Standards-Focused Curriculum, Instruction and Assessments - In high quality schools, the staff delivers a standards-focused curriculum that enhances the unique

qualities of each learner and assures that all students attain the essential knowledge, skills and dispositions necessary in the global, digital age.





Function A: Classroom Learning Environment.

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

ACCOMPLISHED Student work displayed in the

classrooms Student work displayed

in the hallways of the school Yearly

science/ SS fair for grades 3-6

Teachers stationed on duty

throughout the building during

arrival and departure 1st-6th Positive

Behavior Support/ CATS--weekly,

bi-weekly, and monthly rewards

Differentiated instruction- small

reading groups based on ability level

Classroom discipline systems that

enhance PBS program Investigations

- standards based math instruction

PK registration held in Spring of

each year K orientation Open House

in August AR charts posted in

classrooms for student monitoring




Function B: Standards-

EMERGING Next Gen. standards printed and kept ACCOMPLISHED The evidence provided by the school and the additional evidence

7

Focused Curriculum.

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

in teacher planning room by office

Teacher copy of standards in

classroom Computer lab left open on

Turesdays for technology use and

research STAR Reader, Math, Early

Literacy every 4.5 weeks Brainchild

3-6 grades Odyssey lessons-

reinforce classroom instruction with

teacher assigned lessons=connection

with STAR MATH AND READING

PK and K Early Learning Reporting

System County wide grade level

meeting to implement new Math and

Reading standards



Rationale: Based upon growth in student performance as

shown through the WV General Summative Assessment and

STAR data, the OEPA Team determined a strong standards-

focused curriculum was implemented.

Function C: Instructional Planning.

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

EMERGING Teacher lesson plans collected at

least once per nine weeks, comments

made and returned Star Math,

Reading, and Early Lit. given every

4.5 weeks-shared with students and

parents where appropriate--small

groups adjusted for reading when

necessary Strategic plan developed

once a year with at least one school

wide goal developed, shared, worked

on, and assessed in the spring Two

student SMART GOALS developed

by individual teachers to be used on

evaluations Grade level meetings

held each semester and set up by

county PK and K Early Learning

Standards




Comment: The OEPA Team observed a lack of pertinent

details in teachers’ lesson plans that would be helpful to a

substitute (e.g., procedures, materials).

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended lesson plans provide details that could be easily followed by a substitute.

Function D: Instructional Delivery.

Teachers facilitate engaging

ACCOMPLISHED Gifted enrichment in grades 3-6 with

concentration on a different subject

area per semester Smartboards in

every classroom- encouraged daily

use with students Document camera




8

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.

in most classrooms Cooperative

learning groups used when

appropriate Odyssey- used in

computer lab-connected to classroom

activities-assigned by classroom

teacher=connected to STAR

TESTING this year Brainchild used

as a reteaching/ practice strategy by

teachers 3-6 Novel studies--4-6

grades, small reading groups k-3

Accelerated Reader reading goals-

reinforce goals with brag tags Ipads

used in intervention groups

Classroom Blogs in 5th grade

Manipulatives- snap cubes, dot

cubes, number cards used for

standards based math PK and K

ELrS --K 2x per year PK- 3x per

year Student use of laptops in

Special Ed. rooms STARFALL-

ELA/Math skill practice

Standard 4: Student Support Services and Family/Community Connections - In high quality schools, the staff places student well-being at the forefront of all decisions, provides

support services to address student physical, social/emotional and academic growth, and forms positive connections to families and the community.





Function A: Positive Relationships.

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

ACCOMPLISHED Nikki Folders-PK-6 use colored

coded folders to send home nightly

with school/classroom information

Assignment notebooks for 4-6-

students are provided books at the

start of school, teachers have a larger

class copy posted in room--optional

use in sixth grade Newsletter- PK,

1st, 2nd and 3rd grades send home

weekly newsletter Livegrades- grade

book accessible for parents from




9

home Bobcat Tickets given by all

staff for students who demonstrates

CATS qualities(PBS) 1st-6th Open

House at Beginning of School PK-6

* Parent Nights- reading night At

least two music performances per

year-each grade level given one

chance to perform School based

science fair (3-6)- hosted county fair

in 13-14 P.T.conferences Open Door

Policy SAT meetings/504/IEP-parent

invitation School messenger- mass

communication BSA/LSIC-staff

participation Pendleton Com. "Bank

at School"

Function B: Student Personal Development.

The school staff attends to student physical, social-emotional and academic well-being through coordinated student support services for health, child nutrition, character education, guidance and counseling, special education, and English as a Second Language.

EMERGING Health-- weekly meeting with grades

2nd-6th- Bullying & Health related

topics Guidance Counselor at school

1.5 days per week- individual

referrals--whole group meetings (3rd

& 4th grade 14-15) Pendleton

Community Care- school based

health center- provides appointments

at school without missing school-

sports physicals, yearly check-ups,

etc Provide Counselor from outside

agency once per week- works more

directly with families/children.

Fluoride- parental option-

administration once per week County

School Tech Coach- Cyber safety

lessons OT and PT services/speech-

as needed based on IEP

Hearing/vision screening provided

by school nurse PK, K, 4th grades

Heart (Check Cardiac Project)-




Rationale: The OEPA Team determined the school attended

to students’ needs, specifically their health/wellness with

the Mileage Club and use of pedometers to track student

data.

10

5th/2nd Walking track

implementation-daily walking breaks

varies per grade level Dental care PK

RED RIBBON WEEK activities set

up for students last week of

OCTOBER The Great Body Shop

grades 1-6 Jump Rope for Heart

Mileage Club AM laps in gym

Fitnessgram pre/post

Function C: Parent and Community Partnerships.

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

EMERGING The school receives donations from

local churches- money for student

lunches/field trips, backpacks and

school supplies BSA meetings once

per month(principal, teachers, and

parent members) LSIC meets four

times per year-works on school

improvement FFA- yearly classroom

activities during National FFA Week

Banks- Summit and Pendleton

Community Bank- teacher

appreciation, Bank at School,

donations for playground and

signage for School of Excellence

Fox’s- local business- supports AR

program and parent night activities

RESA- county/school training for

PD Weekly meetings for Girl/Boy

Scouts at school Rescue Squad/Fire

Department--visits to explain

purpose of their services Pendleton

County High School National Honor

Society- annual readings with

students




Rationale: The OEPA Team determined numerous

partnerships had been established in the community. The

Team observed strong community support was evident

throughout the building.

11

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

professional growth and development in order to impact student learning.





Function A: Professional Development.

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

ACCOMPLISHED PLC’s- meet at least once per nine

weeks in lower and upper grade

teams Continuing Ed.-county/ school

training for hours County wide team

meetings- no more than once per

month if other activities are

scheduled by county Summer course

work by teachers for re-certification

Opening School Meetings -Review

School Policies SMART Goals-

evaluations Educator Enhancement

Academy- school reps attend RESA

training RESA-Brain Breaks- Taylor

Fullen Jan. 2016 Crisis Prevention

Intervention(CPI)- 6 staff members

trained State Reading/Math

Conferences WV Orchestra Festival

Odyssey and Renaissance-county

wide technology P.D.




Function B: Teacher Collaboration.

The teachers participate in high functioning professional learning communities to collaborate on the improvement of student learning through the study of relevant data, problem analysis, and the implementation of

EMERGING Teachers use Star Early Literacy,

Math, and Reading for bench-

marking and progress monitoring

Reading Interventionist and PK, K, 1

teachers use PSI and PASI for ABC

recognition and sound benchmarks

PLCs meet at least once per nine

weeks to discuss student progress

County grade level teams meet at

least twice per year at Central Office

Curriculum and Instruction Director

schedules county based PD in

necessary areas Brainchild in spring




Recommendation: While the OEPA Team substantiated the school’s rating and confirmed professional learning communities (PLCs) met four times per year to review STAR data, to strengthen the function and professional practice, the Team recommended PLCs meet more frequently, creating a cycle for continuous improvement through ongoing review of student data, studying and sharing of best practices, and monitoring implementation of strategies.

12

strategies that improve instructional practice.

to practice/re-visit standards Odyssey

Portfolio Printout Reading/Math

conference Tadpole meetings at

county level for principal and PK

teacher Poetry/Music Collaboration

Gifted enrichment in classrooms 3-6

for science and SS once weekly

Health lessons presented once

weekly in grades 2-6

Function C: Evaluation, Feedback, and Support. The

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

EMERGING Teachers fill out self-reflections each

year by Oct. 1st Smart Goal

templates provided to each teacher

prior to writing their goals Teachers

given time during PD to work

together and critique goals before

posting them Lesson plans collected,

commented on, and returned

Continuing Ed.




Comment: The OEPA Team observed constructive feedback

from the principal in teachers’ lesson plans; however, the

Team noted the feedback was not always implemented by

teachers.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended staff implement recommendations from principal feedback and the principal develop mechanisms to ensure feedback was implemented.

Standard 6: Efficient and Effective Management - In high quality schools, efficient and effective management procedures assure that facilities, fiscal resources, personnel, and

data and technology systems add value to student learning and comply with law and policy.





Function A: Facilities.

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

ACCOMPLISHED All exterior doors locked to main

building, only accessible by key

fob/code Main Entrance uses a

camera and push button system,

before entrance to main office Sign

in log book kept by secretary AR

board kept in cafeteria and updated

weekly Title V workers- help with

lunch distribution and library up

keep Chaperone and volunteer sheets




13

compiled, approved by Board of

Education and kept in library for

school use Custodial Schedule

Newly renovated building (07-08)

Pre-K Playground Well maintained

and clean Garden/Tree project

outside Student work presented in

hallway

Function B: Fiscal Resources.

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

ACCOMPLISHED Yearly audit conducted Principal and

Secretary meeting at end of the year

with county finance director to go

over audit findings Plan of Action

written to correct findings Faculty

Senate gives $100 dollars to teachers

for them to buy supplies for

classroom/students Brandywine

School Association gives each

teacher $50 dollars for classroom

supplies/students $100 given to

teachers from county allocation to

purchase supplies for

classroom/students Students collect

Coke reward points/points used to

buy PE equipment/classroom

supplies Box tops/Labels for

Education Faculty Senate Treasurer

Meetings with County at end of each

year BSA annual report Classroom

collections/cash receipt summary

STAPLES online Recipient of 2015

Lowe's Toolbox Grant




Function C: Personnel. High

quality personnel are selected according to West Virginia

EMERGING School uses a committee to interview

candidates for positions in school.

(Committee includes the principal,

FS president, other teacher with

training according to policy.) School




Rationale: The OEPA Team determined the school was

14

Code and are purposefully assigned and retained to effectively meet the identified needs of students.

works in conjunction with the new

teacher mentor that supports Hardy

and Pendleton County Policy 5310

for Evaluation Process is followed by

Principal Interview Policy Quiz

completed by interview team Faculty

with advanced Degrees

following the hiring procedures as outlined in West Virginia

Board of Education Policy 5000: Procedures for Designated

Hiring and Transfer of School Personnel and W.Va. State

Code.

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

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

EMERGING All classrooms have a Smartboard.

Most classes are equipped with a

document camera School has one

computer lab with 25 student

computers All classes except PK

have a set computer lab time.

Schedule posted outside of lab doors.

-Tuesdays left open for student

research/activities Laptops are

available from county Coordinator of

Computer Services Responders (2

sets) available for teacher/student

use--mainly 3-6 grade TV’s in

classroom 3-4 computers per

classroom-- except Pre-K IPad's-

Special Education/Intervention Neo

II- Special Ed Record/Tape players

DVD player Microsoft Surface tablet

1st grade




Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the school continue to seek funding opportunities to meet technology needs at the school.

Standard 7: Continuous Improvement - In high quality schools, there is collective commitment to collaboratively identify, plan, implement, monitor, evaluate, and communicate the

changes necessary to continuously increase student learning.





Function A: Focused and Coherent Plan.

The staff establishes a coherent approach for

EMERGING Teachers participate in school data

analysis WV summative

assessment/STAR *identify bottom

25% of student in school *identify

grade level weaknesses *Weakness




15

improving the performance of students based on the mission and goals outlined in the strategic plan.

or weaknesses identified and

adressed in strategic plan Each

classroom displays school/county

VISION/MISSION statements SAT

team addresses student support with

at least 3 meetings per year LSIC-

views School Monitoring

Report/Strategic Plan in fall 504

Team STAR data reviewed by PLCs

each nine weeks Reading Honor Roll

posted in hallway Honor Rolls

posted in hallway and sent to local

newspaper BES in the NEWS board

in hallway with news clippings from

paper

Function B: Processes and Structures. The

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

EMERGING School wide schedule given out at

beginning of school year School

presentation to County School Board

in Fall/Spring of each school year-

focuses on school successes, student

performance, and new curriculum

Staff schedules collected and sent to

CO by Sept. 30th Two hour FS

meeting scheduled throughout year

on county master schedule *Super

FS meeting held with principal

and/or president prior to meeting PT

conferences twice per year and

whenever needed by classroom

teacher or parent SAT/504/IEP

meeting involve classroom teacher,

principal, school leader, and parent

PLCs at least 4 times per year

Teachers given time on FS agenda to

share information on recent trainings




Rationale: The OEPA Team determined through staff

interviews the school had opportunities to build

professional relationships by participating in grade level

collaboration at the county level at various times throughout

the school year.

Function C: ACCOMPLISHED Data Analysis each year in Sept. ACCOMPLISHED The evidence provided by the school and the additional evidence

16

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.

when WV summative assessment

data comes in STAR benchmark

completed in fall, winter and spring

Progress Monitoring completed

using STAR at Interim Reports PSI

and PASI completed by

Interventionist with PK, K, and 1st

Other assessments given by

classroom teachers to gauge

understanding PLCs discuss student

performance and improvement over

course of school year- instructional

changes made by teachers involved

Report cards and interim reports

given 4 times per year--STAR data

included in packet LIVEGRADES-

provides parental access to grades

throughout nine-weeks Principal

monitors data and keeps reports from

STAR and AR in office

Superintendent given school wide

reports in Math and Reading at end

of school year



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.

The staff feels that document cameras in all rooms would be

helpful. It would also be helpful to have more than one

computer in Pre-K. For our stage and music performances

that we have, we need better lighting for parents to be able to

see their children. This would make reading music easier for

students when playing instruments. The staff would like to

have a part time art teacher. We want to install blinds in

cafeteria and replace old blinds in Pre-K, K, and resource

rooms this year.

Based upon observations, interviews, and general review of

evidence, the OEPA Team confirmed the school’s identified

resource and/or facility needs, pending available funding by

the district.

Please identify professional development and other capacity

Being such a small school, we feel that it is important to Based upon observations, interviews, and general review of

17

building needs that are significantly impacting staff's ability to improve student performance.

continue grade level meetings at the county level. Special

education teachers have also voiced concern about having

meetings as well in the future. Teachers would also like to

have support in math on multi-step problem solutions for

students. The school conducted a successful parent night in

Oct. of 2015 based on a model that was presented at the

National Title 1 Conference in Salt Lake City. We have

plans to continue this yearly


professional development and/or other capacity building

needs.

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.

Teachers set high expectations across subject areas and

grade levels. Students and teachers meet during class time to

view data and look at STAR reports. Accelerated Reader

goals are set for each student and the computer lab is open

for students in grades 1-3 to test on books read before school

daily. A yearly reward is designated at the beginning of each

year for students to strive for. Teamwork- teachers work

across grade levels because there is only one class per grade

level (PLCs).

The OEPA Team commended these practices:

Use of STAR Report Data; and

Accelerated Reader Program.

However, the Team did not verify, through data, a positive impact on student performance and well-being required for consideration as a best practice.

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 FULL COMPLIANCE

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.

18

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

Compliance Core Areas of Policy/Code

School Responsibilities for Accreditation (Pages 13-14)

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

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

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

YES Develop Knowledge of Policy 2322 The school staff reviewed the 7 standards at the end of the 2014-15 school year

to make changes for the upcoming 2015-16 school year. The changes were

made in July and reviewed again in September and October of 2015.

YES Complete the School Monitoring Report The school staff reviewed the monitoring report in June of 2015. Changes were

made based on staff input. The report was reviewed again in September and

October of 2015. It was discussed at the October 26, 2015 LSIC meeting. A

final review occurred on February 1st.

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

Since the start of the 2015-16 school year, monthly after school meetings have

been conducted to prepare for the onsite visit.

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

19

appropriate support to accomplish this intent.

Implementation

· Develop Understanding of Accreditation Processes

· Establish Local Direction

· Monitor School Responsibilities:

o Completion of the annual School Monitoring Report

o Review and verify the accuracy of the School Monitoring Report

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

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

Establish Supports and Expectations that Impact Student Performance

· Develop instructional leadership skills of principals.

· Support school continuous improvement and strategic planning processes.

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

Continuous Improvement and Strategic Planning (Pages 24-25)

(Also referenced in Policy 2510)

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

toward achieving high levels of student performance as specified below:

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

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

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

Being a very small school, BES uses all teachers in decision making activites

for school improvement. The Strategic Plan was developed this year based on

information gathered during our fall STAR benchmark. Teachers looked at

STAR data gathered during this time. Two goals were developed from this

data. The LSIC meets at least once per nine weeks to discuss the Strategic Plan

and/or the School Monitoring Report.

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)

School PLC team met on October 21, 2015 to review Smarter Balanced data.

This data will be used in the classroom to direct instruction. The bottom 25%

students were identified in reading and math. STAR data is also reviewed

during PLC meetings.

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

BES collaborated to fill out the School Monitoring Report this year. Teachers

completed their self-reflections on WOW by Oct. 1st. Teachers were given

20

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)

SMART GOAL info on OCT. 21, 2015 to aid in writing goals on WOW.

Teachers worked together to develop goals. The principal reviewed these goals

and provided feedback to make improvement to goals.

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.)

School data from the fall 2015 STAR benchmark was used write two goals for

the Strategic Plan. Staff will revist STAR data in Jan. 2016 to monitor progress

toward goals. Final check will occur in May of 2016. School Monitoring report

and Strategic Plan was shared with LSIC in Oct.

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


West Virginia Measures of Academic Progress

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


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

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


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

The principal is trained by the county test coordinator prior to

testing occuring. The building level coordinator will also

recieve training on testing procedures. All teachers giving the

test will be trained by the principal and BLC prior to the test.

Testing documents held in Principal's office.

YES All public school students with disabilities who are eligible for services as defined Principal and BLC work in conjunction with the special

21

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)

education teacher to monitor student progress.

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)

Principal and BLC work in conjunction with the special

education teacher to monitor student progress.

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)

PK- uses Creative Curr. focusing on the Early Learning

Standards Framework for PK. K-6 teachers concentrate on Next

Gen. Standards for instruction.

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

PK- uses the early learning reporting scale for assessing students.

K-6 uses STAR assessments for benchmarking students along

with individual classroom assessments to check understanding on

information taught in classrooms.

22

appropriate practices as described in the policy pages 6 to 9:

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

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

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

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

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

health/wellness education Develops global competence Utilizes technology integration Utilizes formative assessment processes 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)

23

Develops student success and career readiness Provides the 4 personalized graduation requirements in

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

initial and on-going professional development

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

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

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

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

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

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

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

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

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

BES shares buses with two other schools in the county. Our

instructional day begins at 7:45 and ends at 3:15. BES yearly

averages 4,000 minutes of Accrued time K-4 and 1,600 minutes

for grades 5-6. Teachers are given a 45 minutes planning daily.

The principal collects lesson plans once per nine weeks and gives

feedback on plans. .

24

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

BES is a small school with only 10 teachers. Two teams of

teachers make up the SAT team and 504 team. All teachers are

part of the technolgy team, curriculum team, and leadership

team. Many issues for these teams are addressed during our

monthly meetings. All teachers are part of the Faculty Sentate.

Three teachers are part of the LSIC.

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


Expected Behaviors in Safe and Supportive Schools



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



YES 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).

Staff was provided training on policy 4373 in August of 2015.

Teachers are provided with copies of office referrals to use.

School uses PBS system called CATS. We provide weekly, bi-

weekly, monthly, and yearly incentives for students choosing to

follow school and bus rules. Many charts are displayed around the

school encouraging positive behaviors in the building. The

morning announcements either contain an inspirational quote or

our PBS information.

25

· 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.

Students who do not follow school rules are given consquences

based on their actions. For minor infractions, students are given a

working recess. A working recess is no more than 10 minutes

where the student reflects on their actions before play.. In grades

3-6, we utilize a 45 minute working lunch room. Students eat their

lunch in a silent lunch room and complete unfinished work when

finished eating. Behaviors above a level 1 are referred to the office

with a teacher referral.

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

PARTIAL COMPLIANCE The school did not meet the requirement for providing physical education to students for 30 minutes three days per week.

RESOURCE DOCUMENT

COMPLIANCE CHECKLIST: §18-2-7a

Legislative Findings: Required Physical Education; Program in Physical Fitness

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

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

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

26

Full Compliance = Compliant with all items listed below.

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

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

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



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

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

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

BES shares a PE teacher with NFES. We are on a rotating

schedule with that school. K-6 students get a 45 minute period

two or three days a week. Recess is given daily to students

and many teachers also take multiple walking breaks using

our walking track when the weather is appropriate.

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

The PE teacher, Mrs. Shay Dove, does test the students. She

uses the Fitnessgram. She does a pretest and posttest to

monitor student progress.

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

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

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



27







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)

Our school counselor works with students referred by

staff members and does follow-ups with students already

being serviced. This year she is working with our 3rd

and 4th grade class doing whole group work with them.

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:

School Response School Comments OEPA Team Comments

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

YES

The Principal and Secretary

reviewed audit findings at

the end of 2014-15 school

year. A plan was submitted

to the county office.

YES

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

YES YES

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

YES Fire drill records are kept in

the main office.

YES

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

YES YES

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

YES YES

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

YES YES

28

Facility Resource Needs

1. School Site:

A. School site did not have the required minimum acreage:

A-1. Elementary School - 5 usable acres + 1 acre for each 100 students over 240. (Did not adversely impact program delivery and student

performance.)

3. Administrative Office Area

A. Administrative office area did not include adequate reception/waiting area. (200-800 ft.²) (Did not adversely impact program delivery and

student performance.)

6. Library, Media, and Technology Centers

B. Library/resource/media center was not well equipped with the following:

B-4. Electronic card catalogs. (May adversely impact program delivery and student performance.)

B-5. On-line periodical indexes. (May adversely impact program delivery and student performance.)

7. Cafeteria/Food Service Area

M. Storage room was not capable of storing all chairs and tables used in the dining room for meals. (May adversely impact students’ health and

safety.)

8. School Nurse Clinic/Health Service Area A. Clinic/health service area was not appropriately furnished and did not contain at least the following equipment:

A-2. Small room(s) or curtained area with cots. (May adversely impact students’ health and safety.)

A-4. Waiting area with seating for students. (May adversely impact students’ health and safety.)

B. Clinic/health service area was not adequate in size (250-400 ft.²). (May adversely impact students’ health and safety.)

12. Pre-kindergarten/Kindergarten Classrooms

A. Pre-kindergarten and kindergarten classrooms were not of adequate size (50 ft.²/child). (May adversely impact program delivery and student

performance.)

C-3. Adequate storage areas for supplies and locker type storage for pupil belongings; (May adversely impact program delivery and student

performance.)

16. Band/Music

D. Equipment and materials were not adequate and did not include at least the following:

D-1. Instructional boards and bulletin boards; (May adversely impact program delivery and student performance.)

29

Education Performance Audit Team Team Chair – Dr. Michelle Samples, Coordinator, Office of Education Performance Audits Team Leader – Stephen Comer, Consultant, Office of Education Performance Audits Team Member – David Boggs, Retired Principal, Roane County Schools Team Member – Amanda Mays, Principal, Belle Elementary School, Kanawha County Schools Team Member – Jessica Pierson, Assistant Principal, Braxton County High School, Braxton County Schools Date of School Visit – 03/08/2016

SCHOOL PROFILE

66-202 FRANKLIN ELEMENTARY SCHOOL – PENDLETON COUNTY

2012 2013 2014 2015 2016

Enrollment 325.0 310.0 310.0 300.0 307.0











100.0 50.0 100.0 100.0 not available


100.0 69.7 100.0 100.0 not available







HQT Percentage - History 100.0 not available 100.0 100.0 not available




1


FRANKLIN ELEMENTARY SCHOOL in PENDLETON COUNTY SCHOOLS














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

Function A: Shared Beliefs and Values. The staff

works collaboratively around a set of shared educational beliefs and values and uses these to intentionally shape the school's climate and culture.

ACCOMPLISHED • We believe that all children will

advance in essential curriculum, given

appropriate time and conditions. • We

believe that our school is responsible for

creating conditions necessary for all

students to demonstrate growth. • We

believe that commitment to high

standards in all aspects of the

organization is essential to ensure

growth. • We believe that strong

instructional leadership and highly

qualified personnel are required to build

the systems and develop the culture to

achieve progress. • Student and Teacher

expectations are set and reviewed at the

start of the school year. • Classroom rules

are posted in every classroom. • Parents

are invited to Open House in August and

Parent-Teacher Conferences in October

ACCOMPLISHED The evidence provided by the school and the additional

evidence collected by the OEPA Team substantiated the

school’s self-rating for this function.

Comments: Strong shared beliefs and values were

repeatedly exhibited through interviews with teachers.

The OEPA Team further determined teacher teams

and the focus on student achievement exemplified

shared beliefs and values.

2

and January in which behavior

expectations are discussed. • The ROAR

expectations (Responsible Students

through Positive Behavior Support

Program) are posted throughout the

school and are printed in the student

handbook. Our school fully implements

this program.



ACCOMPLISHED • Our school consists of professional

learning communities in which teams

participate in staff development, record

and analyze data, and then use this data

to collaborate, strategically plan, and set

goals for student learning. • The school

mission statement "Providing Children

Success" is printed in the student

handbook and is stated each morning on

the announcements given across the

intercom. • Students participate in

semester reward trips in conjunction with

the Positive Behavior Support Program. •

Teachers distribute parent letters in

which expectations are stated concerning

homework, work ethics, STAR

benchmark testing, etc. • The students

participate in a yearly Kindness

Challenge in which there is an assembly,

monthly rewards, and an end-of-year

celebration. • Students have input in class

decisions (vote on which homework and

other decisions that need to be made). •

Pre-tests and benchmark tests are given,

which drive the instruction.




Comments: Based upon observations and interviews,

the OEPA Team determined high expectations

permeated the building from the principal’s office to

the classroom.

Function C: Safe, Orderly and Engaging Environment. The

ACCOMPLISHED • The school completes mandatory fire

drills and code drills. • We have moved

into a new school which addresses prior



3

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

safety issues. • The staff is with students

during classroom lessons, breakfast,

lunch, recess, and bathroom breaks to

provide for the needs and safety of all

students. • Special education and regular

education teachers meet and share/review

information on students to view strengths

and weaknesses to benefit the students

(triangulation).


Comments: The OEPA Team determined the school

had security measures in place, such as staff having a

“fob” that allowed them access to the building, and

the building had remote entry access for visitors. The

Team also observed the building was clean, and

student traffic was well-supervised and orderly.







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

ACCOMPLISHED • The principal is respectful and

professional with staff, parents, and

students. • Supervision of the students is

the most important concern for the

principal (student safety comes before all

else). • The principal communicates with

parents through the use of school

messenger, letters home, assemblies, and

parent workshops. • The principal shares

successes, special days, etc. with students

and staff. • The principal greets students

each morning and supervises students

during lunch time and recess. • The

principal is familiar with county and state

policies, and provides leadership at

Franklin Elementary in this area. • The

principal attends data meetings, IEP

meetings, 504 meetings, and SAT

meetings. • The operation of the school is

most effective with two principals. .




Comments: Based upon observations and interviews,

the OEPA Team determined the principal

communicated and collaborated well with teachers,

particularly in the following areas: completing

analysis of and sharing data; providing instructional

feedback through lesson plan reviews; and exercising

distributed leadership with teacher teams.

Function B: School Teams and Councils. The

school teams and

ACCOMPLISHED • With our professional learning

community teams, the principal attends

team meetings and councils teams during



4

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

that time. • The school's Strategic Plan is

visited at every faculty senate meeting

and is presented to the Board of

Education, LSIC, and PTO. •

Collaboration occurs between the

principal and staff during team meetings,

administrative cabinet meetings, faculty

senate meetings, PTO meetings, and

LSIC meetings.


Comment: The OEPA Team acknowledged the

dedication of the teacher teams, which met many

times after school. In particular, the Team verified

team leaders met with the principal every Monday

after school.



ACCOMPLISHED • The Head Teacher and other teachers

attend educational meetings and

workshops in which they bring back and

share quality/best practices. • Our school

now has an IPI team (Instructional

Practice Inventory). • We utilize

collective responsibility (each grade

builds on one another through data

collection, STAR testing, and computer

learning). All are strong pieces of how

we analyze which students are making

progress and which students need more

support. • Intervention and special

education tutoring enhance the "learning

day" of these students. • The Head

Teacher (under the principal's direction)

promotes communication and authentic

exchange of information and ideas. •

Faculty Senate meetings are held

quarterly. The Senate is chaired by a

teacher and teachers control the agenda.





Students are engaged in age-appropriate leadership opportunities that

EMERGING • Sixth grade students rotate to lead the

morning pledge over the school

intercom. • Students participate in the

formation of classroom rules. • Students

participate in project-based learning. •

Students are used as bus line leaders,

EMERGING The evidence provided by the school and the additional



Comment: The OEPA Team determined student

leadership opportunities were primarily found in

5

develop self-direction and a sense of responsibility for improving self, school, and community.

school store workers, and as classroom

job helpers. • The guidance counselor has

a comment box and works with students

to address concerns. She also has

implemented a "Good Feelings Bucket"

program.

Grade 6.

Recommendations: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the school expand student leadership opportunities to include all grade levels. Additionally, the Team recommended the school survey students, particularly at the intermediate level, to determine possible leadership roles for students.








ACCOMPLISHED • Teachers and aides model respect and

work with individual students to give

support and instruct and encourage

positive behaviors daily. • Guidance

counselor provides monthly lessons in

classrooms. She is spending more time

doing individual counseling this year. •

Health instructor provides lessons about

bullying/anti-bullying. • Student learning

is monitored at PLC team meetings, SAT

meetings, grade-level meeting, and

multidisciplinary consultations as

teachers strive to have students meet

learning goals. • Many teachers use

student interest inventories to get library

books and other materials based on these

interests. • Differentiated instruction is a

common strategy in classrooms. •

Students' work is displayed in the

hallways.




Comment: The OEPA Team observed engaging, well-

managed classroom environments that were student-

centered.

Function B: Standards-Focused Curriculum.

ACCOMPLISHED • Teachers participated in summer

workshops focused on the Next

Generation Content Standards. •




6


Electronically accessed standards-

focused lessons and assessments are used

daily and relevant materials have been

purchased for teachers. • Teachers use

group activities, Smart Board interactive

lessons and various other approaches to

enhance learning and tie in real-world

concepts.

Function C: Instructional Planning. Teachers

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

ACCOMPLISHED • Educators design lesson plans that

follow the Next Generation Content

Standards for each grade level. • The

principal/head teacher quarterly reviews

lesson plans to ensure instruction is

focused on the Next Generation Content

standards. • Some teachers take student

interests into account in selecting

assignments that may engage them more

effectively in their learning. • Teachers

use data to identify needs and for

instructional planning. • Upper grade

teachers allow students to complete

Science and Social Studies Fair projects

based on student interest. • Teachers use

STAR data to group students based on

skill strengths or weaknesses.




Comments: Every teacher had a substitute teacher

plan book separate from their daily plans. The OEPA

Team observed long-term plans were mostly one

week to two weeks; however, teachers had pacing

guides outlining when standards and objectives

would be taught for the remainder of the school year.

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,

ACCOMPLISHED • Teachers demonstrate multiple

strategies to help students practice what

they are learning. (examples include

acting out vocabulary words; I do, we do,

you do strategy) • Reflection questions

are used with students. • Teachers

provide positive reinforcements and

strategies to motivate students. • Some

teachers require students to have

notebooks and write down information




Comments: During classroom observations, the OEPA

Team noted every teacher changed instructional

strategies at least twice. High levels of student

engagement were observed by the Team.

7

digital tools, and processes aligned with instructional targets.

daily. • Student engagement is being

monitored/measured through the

Instructional Practices Inventory (IPI)

process.








ACCOMPLISHED • Franklin Elementary works hard to

build positive relationships among staff

and extends the effort to parents and the

community. Examples include: o

newsletters o parent letters o phone

conversations o parent-teacher

conferences o Open House o school

messenger o email o blue communication

folders o student planners o monthly

calendars o Title 1 activities/training for

parents such as the 3rd grade talent show,

Mothers' moments, Pumpkins with

Poppas, and Science Fair Night o Pre-K

home visits and parent meetings o IEP

meetings o school satisfaction surveys o

LSIC meetings o PTO meetings o school

board meetings





had a well-developed parent/teacher organization

(PTO) and positive relationships with community.

Based upon interviews and observations, the Team

concluded parents and the community were very

supportive of the school and helping the school meet

its needs.

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,

ACCOMPLISHED • The guidance counselor works at our

school 3 days per week. • Student

achievement can be traced with yellow

cards in the students' permanent files. •

Kitchen meals are monitored by the state.

• Pre-K students have transition visits to

the K classrooms. • 6th grade students

are invited to a 7th grade orientation day.

• Some classes participate in a Spelling

Bee competition, Geography Bee

competition, and Math Field Day. •





was meeting the needs of students, particularly

regarding their health. The school employed a full-

time school nurse, with another nurse coming to the

school twice per week; and a doctor, with whom

parents could schedule appointments for their

children, came to the school every two weeks.

8

and English as a Second Language.

Weekly Health lessons are taught by a

Pendleton Community Care employee in

grades 2-6. Classroom teachers also

teach an additional health lesson each

week. • The school has a Student

Assistance Team (SAT) which meets

every quarter to discuss student academic

needs and helps start the process of

providing a student with a 504 or IEP

plan if needed.

Function C: Parent and Community Partnerships. The

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

ACCOMPLISHED • Our school has partnerships with local

banks and businesses. • Pendleton

Community Care Clinic offers both

medical and guidance services. • The

school provides a Speech Therapist,

Occupational Therapist, and Physical

Therapist to offer needed services to

students promoting needed skill

development. • The school offers a

“Bank at School” program through

partnership with Pendleton Community

Bank. • The Parent Teacher Organization

(PTO) provides additional funds for

teachers to purchase supplies used by

students. • The County Extension Office

also offers programs. .




Comment: The OEPA Team verified various parent

and community partnerships had benefited the school

and enhanced the school’s ability to meet students’

needs.






Function A: Professional Development. The

staff engages in continuous learning opportunities for professional growth designed to improve

ACCOMPLISHED • All teachers are required to complete 18

hours of continuing education. •

Examples of trainings that teachers

participate in include Reading, Math,

iPad, Live Grades, Odyssey, IEP, and

Instructional Practice Inventory. •




Comment: During interviews, teachers reported if professional development was needed, the central office would plan and provide it.

9

school and classroom practice.

Teachers also participate in the state

Math and Reading conferences.

Function B: Teacher Collaboration. The

teachers participate in high functioning professional learning communities to collaborate on the improvement of student learning through the study of relevant data, problem analysis, and the implementation of strategies that improve instructional practice.

ACCOMPLISHED • Our school has a strong professional

learning community. • There are 3 PLC

teams in the school. At each meeting,

student data is analyzed and adjustments

are made in instruction. • County-wide

grade-level meetings also occur four

times throughout the year.




Comments: The OEPA Team determined teacher

collaboration was a strength of the school. Student

performance data indicated the work of teams was

benefiting students, particularly in the area of reading.

Teams were strengthened through the inclusion of

Title I teachers.

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 • Administrators conduct observations,

meetings, and provide notes about lesson

plans with teachers. • Teachers complete

self-reflections and design student

learning goals as part of the Teacher

Evaluation process. • A mentor program

is offered for new teachers.




Comments: The OEPA Team determined staff had completed goal-setting as part of the Online Educator Evaluation System, and the principal was providing constructive feedback via walkthroughs and lesson plan reviews.






Function A: Facilities. Facilities

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

ACCOMPLISHED • Code drills and fire drills are completed

as required. • The building has secure

locked doors in which guests must enter

the school through the main office. •

Background checks and school board

approval are required for volunteers and

DISTINGUISHED The evidence provided by the school and the additional

evidence collected by the OEPA Team substantiated a

higher rating than the school’s self-rating for this function.

Comment: The school was a new facility, with staff

and students having been in the building for a little

10

the learning needs of students.

chaperones. • The principal and staff are

present as students enter/exit the building

each day. • Bulletin boards and bulletin

board strips have been installed to

showcase student work.

over a year.

Rationale: Based upon observations, the OEPA Team determined the building was clean, well maintained, aesthetically pleasing, and exceptionally well-planned to meet students’ needs. The Team was impressed with the amount of input staff had in the design of the building.

Function B: Fiscal Resources. Policies

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

ACCOMPLISHED • The school's financial records are

audited each year. • Our school is given

an allocation by the school board and we

are also given a faculty senate allotment.

• Receipts are kept every time money is

collected from a student. • Professional

development opportunities are provided

to teachers at no cost to them.




Comments: Staff were very complimentary of the secretary who oversaw school finances. Staff reported the secretary was knowledgeable, efficient, and meticulous.


quality personnel are selected according to West Virginia Code and are purposefully assigned and retained to effectively meet the identified needs of students.

ACCOMPLISHED • Job openings are posted at school,

online, and through newspaper ads. •

School representatives also attend local

job fairs. • Teachers are hired according

to the state code. • New teachers are

required to attend orientation days and

also receive assistance through the

mentor program. • Teachers are

encouraged to attend conferences and

other trainings offering professional

development.





The school has appropriate technology infrastructure and utilizes data information systems and technology

ACCOMPLISHED The school has 2 computer labs (with 50

up-to-date computers). • Every classroom

has a SmartBoard and document camera.

• Most classrooms have 3 student

computers. • Many special education

classes have iPads available for student

use. • Software programs such as

Odyssey, Odyssey Bridge, Renaissance,

and BrainPop, are purchased for the




Comments: The school had two computer labs, which

were constantly in use during the on-site review. The

OEPA Team also observed a small number of

computers and iPads in classrooms, as well as

interactive SmartBoards. Both teachers and students

11

tools to support management, instructional delivery, and student learning.

school. • Cyber safety and digital

citizenship lessons are provided to

students. • A technology assistant is

present 1 day per week to provide

support to teachers and students. • A

county-wide coordinator of computer

services ensures that the technology

resources are current and that the

infrastructure is in place for teaching and

learning.

were observed using technology.






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 • Faculty input is used to develop goals

for the school's Strategic Plan. • Franklin

Elementary School’s Strategic Plan is

based upon our mission and vision and

has three overall goals: Students will

increase their achievement outcomes in

Reading; Students will increase their

achievement outcomes in Math; Students

will increase their engagement in higher-

order thinking levels. • Faculty input is

used to rate the school with the School

Monitoring Report. • Faculty consensus

is used to determine the school-wide goal

used as one of the student learning goals

on the teacher evaluation process on

WVEIS.




Comment: Based upon interviews, the OEPA Team

determined teachers were involved in the

development of the strategic plan and could clearly

articulate the mission and goals outlined in the plan.


staff has well-defined structures for building professional relationships and

ACCOMPLISHED • The PLC teams have agreed-upon

established norms. Our school

participated in the Instructional Practices

Inventory process. • Unfortunately, there

are not enough continuing education or

instructional support and enhancement




Comment: The OEPA Team recognized the school

had a variety of teams in place, from grade level to

12

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

days built into our current calendar for

adequate team planning and staff

development. Therefore, many staff

members stay after school on a regular

basis to accomplish the above task.

specialized teams (reading, intervention, etc.).

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the school teams work together to identify a common goal, which could be a focus for all teams.

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 assessment data is used to

benchmark students (5 times per year). •

This data is used not only by individual

teachers to implement adjustments in

teaching, but also for the school-wide

goals that are included in the Strategic

Plan. • Data results are shared with

parents each quarter. • Data results are

shared with the community at the annual

presentation to the Board of Education.




Comment: The OEPA Team observed students were monitored in various ways, from performance on STAR assessments to daily writing assignments that were cross-curricular in nature and received personalized feedback from the teachers.




• Soundproofing materials need to be purchased and

installed in the calming room. • Pressurization/temperature

issues continue to need attention in our new facility. • With

the increase in the number of students exhibiting behavior

issues, a Behavior Disorder program/teacher is needed. • A

full-time guidance counselor is needed.

Based upon observations, interviews, and general review of evidence, the OEPA Team did not confirm the school’s identified resource and/or facility needs. The Team did not feel qualified to make decisions about soundproofing and room temperatures; the Team also noted the school currently had six special education teachers, which they concluded was sufficient. The guidance counselor, although shared with another school, was approximately 20 minutes from the school on days when she was not in the building.

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

Our school has an enrollment of 306 (preschool - 6th grade).

Our enrollment includes students with: spina bifida(1),

cystic fibrosis (1), DiGeorge Syndrome (1), hearing

impaired (1), Type 1 diabetes (2) and moderate to severe

Autism (4). The staff would like autism training, basic sign

language training and learning strategies for ADHD/ADD

students. • Special Education teachers would like 504

Based upon observations, interviews, and general review of evidence, the OEPA Team did not confirm the school’s identified professional development and/or other capacity building needs. Teachers reported during interviews any professional development needs were typically addressed by the central office.

13

training. • Newly hired teachers continue to need

SmartBoard training.



• Instructional Balance in Literacy Learning • High-Density

Reading and Writing Instruction • Scaffolded Instruction •

Self-Directed Learning • Effective Classroom Management •

High Expectations • Effective Use of Time • Hiring a school

nurse • Knowledge of Purpose • Classroom Interaction Style

• Kansas City Paragraph Writing Strategy (grades 4-5) • Test

Taking Strategies • Activating Prior Knowledge • Graphic

Organizers

Although valuable practices, the OEPA Team did not verify, through data, a positive impact on student performance and well-being required for consideration as a best practice.




POLICY and CODE











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

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

14


YES Develop Knowledge of Policy 2322

YES Complete the School Monitoring Report


· 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




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












15



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

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

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


YES · Assess School and Classroom Learning Conditions – all staff must utilize: o the School Monitoring Report (which in part is based on classroom learning conditions defined in Policy 2322 (S7,FC) o summary employee evaluation data and professional development needs to guide improvement priorities (S5,FC)

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.)









YES Students, examiners, and technology specialists shall be monitored to ensure that appropriate test taking procedures and test security measures are followed.

16

(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)















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:


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

17

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

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


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


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


18


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)











19




· 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).





· 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 FULL COMPLIANCE

RESOURCE DOCUMENT






20







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


RESOURCE DOCUMENT



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

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:






21







YES YES


YES YES


YES YES


YES YES


YES YES


YES YES




safety.)

16. Band/Music

C. Sufficient storage area was not available (350 ft.²). (May adversely impact program delivery and student performance.)

22

Education Performance Audit Team

Team Chair – Dr. Michelle Samples, Coordinator, Office of Education Performance Audits Team Leader – Larry R. Werry, Consultant, Office of Education Performance Audits Team Member – Amanda Craig, Principal, Rock Cave Elementary School, Upshur County Schools Team Member – Jacqueline Hersch, Principal, Pratt Elementary School, Kanawha County Schools Team Member – Patty Lipps, Principal, Romney Elementary School, Hampshire County Schools Team Member – Jeremy Pyle, Principal, Webster Springs Elementary School, Webster County Schools Team Member – Dora Stutler, Principal, Norwood Elementary School, Harrison County Schools Date of School Visit – 03/08/2016

SCHOOL PROFILE

66-205 NORTH FORK ELEMENTARY SCHOOL – PENDLETON COUNTY

2012 2013 2014 2015 2016

Enrollment 106.0 108.0 109.0 116.0 113.0











100.0 100.0 100.0 100.0 not available


100.0 100.0 100.0 100.0 not available







HQT Percentage - History 100.0 100.0 100.0 not available not available




1


NORTH FORK ELEMENTARY SCHOOL in PENDLETON COUNTY SCHOOLS

















EMERGING • High Expectations for students •

Student and Teacher expectations are set

and reviewed at the beginning of the

year • SAT Meetings • Strategic Plan •

Faculty meetings






ACCOMPLISHED • Staff Development/Date recorded and

used in collaboration/strategic planning

and goal setting • Academic Awards •

Lesson Plans follow Next Generation

Standards for each grade level •

Student's work is reviewed and corrected

or skill is retaught • Use Pre-Testing to

drive instruction • Science or Social

Studies Fair




Comments: Through observations and interviews, the

OEPA Team determined most teachers, individually,

communicated high expectations. However,

schoolwide high expectations were not consistent

throughout the building.

Recommendation: While the OEPA Team

2

substantiated the school’s rating, to strengthen the

function, the Team recommended staff collaboratively

develop and consistently convey high expectations.


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

EMERGING • Classroom Rules posted in room •

Responsible Student Program is being

revised • Fire drill documentation •

Emergency drill procedures being

reviewed • Special programs, bicycle

safety, Mobile Fire home demonstration

• School Clinic-School Nurse two days a

week • Maintenance Reports • Accident

Reports • Radio used to communicate

with playground/gym • Title 5 used for

extra cafeteria and cleaning help




Rationale: Through observations, the OEPA Team

determined the school was safe, orderly, well-

maintained, and conducive to student learning.








EMERGING • The Principal is respectful and

professional with staff, parents and

students • Supervision and teaching of

students is vital • Communicates with

school messenger, letters home, and

assemblies • Shares successes, special

days, celebrations with students and staff

• Collaboration occurs during team

meetings, faculty senate, planning time,

after school, PTSO, LSIC and SAT •

Staff receives support and

encouragement in order to brainstorm

ways to enhance teaching and learning •

Principal workshop information provides

new direction and skills to improve

instruction • Collaboration with County

Principals • Principle Leadership

Academy collaboration




Comments: The principal was new to administration

and had been serving as a part-time administrator at

the school (24 hours per week) since August 2015.

The principal also had an assigned mentor she met

with weekly.

Recommendations: While the OEPA Team substantiated the school’s rating and recognized the current principal was taking steps to increase her administrative skills, to strengthen the function, the Team recommended the principal work diligently to develop her skills and knowledge to reflect instructional leadership and effective management. Additionally, the Team recommended the county (funding permitting) follow through with plans to post

3

a full-time administrative position.


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

EMERGING • Strategic plan is discussed with staff

and is presented to the Board of

Education, LSIC and PTSO • Various

school teams work together to address

the mission and goals of the school (SAT

meetings, staff meetings) • In the process

of developing a new discipline plan






ACCOMPLISHED • Teachers attend educational

meetings/workshops and share quality

practices. • Initial school meetings at the

beginning of the school year • Group

planning for school activities •

Analyzing test data • Class presentations

and Programs • School Committees •

LiveGrades to communicate with parents

• Interview Team for prospective staff

members • Two Lead Teachers




Comment: Through observations and interviews, the

OEPA Team concluded the teachers and lead teachers

assumed responsibility for the school and classroom

improvement.


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

EMERGING • 6th grade Classroom Meetings • Pep

club • Organized school sports teams •

Social Studies/Science Projects • Sixth

grade Student Auction Fund Raiser •

Math Field Day • Science Fairs •

Classroom jobs • Student tutors




Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended increased leadership opportunities for all students.

4








ACCOMPLISHED • Group work • Small group instruction •

Guidance Lessons • Health-Bullying

Lessons • Responsible Student Program

is being revised • Observe teachers and

aides modeling respect • Learning

Centers • Guided Reading/Reading

Interventionist • Odyssey instruction •

School Academic Assembly at Mid-

Team and End of Year • County Social

Studies or Science Fair • Accelerated

Reading


evidence collected by the OEPA Team did not

substantiate the school’s self-rating; the Team determined

a lower rating for this function.

Rationale: While the OEPA Team observed inviting

classroom environments, the Team did not observe

student reflection, intellectual inquiry, and self-

direction in the majority of classrooms.

Recommendation: The OEPA Team recommended increased student engagement and collaboration during the learning process, along with decreased teacher-led instruction.



EMERGING • Use of Smart-Board, websites, focus

groups, and group projects to enhance

learning and tie in real-world concepts. •

County grade-level curriculum meetings

• Classroom Portfolios • Next Generation

Standards written in lesson plans • Next

Generation Standards, materials and

computer programs are used every day. •

New reading series aligns goals with

standards • Reading folders





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

EMERGING • Teachers use student interest to design

lessons • Teachers use data to identify

needs and modify instructional planning

to meet those needs. • Daily lesson plans

with standards • Teacher goal for Math

and Reading • Align Star Reading,

Accelerated Reader and Odyssey with




Comments: During lesson plan reviews, the OEPA

Team observed a lack of detail in plans; little long

term planning; and minimal administrative feedback.

5

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

classroom instruction • Use testing data

to identify the areas of weaknesses and

strength

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

teachers include more detailed information in lesson plans that would enable a substitute to effectively teach the class;

long term collaborative planning that guides student mastery of the Next Gen Standards and Objectives be utilized; and

the principal provide constructive feedback on lesson plans to inform instruction.


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 • Teachers demonstrate multiple

strategies to help students practice the

skill they are studying • Reflection •

Questions • Positive reinforcements and

strategies to motivate • Underline and

highlight important facts • Smart Board,

Document camera, writing pads, NEOs •

Odyssey • Learning Centers • Power

Point Presentations • AR Math and

Reading • Small and Whole Group

Instruction • Project based learning •

Special Education IPAD, Tablets





Rationale: The OEPA Team observed limited

examples of instructional delivery that incorporated

multiple strategies, digital tools, and processes

aligned with instructional targets.

Recommendation: The OEPA Team recommended teachers receive support in providing standards-focused instruction, as well as incorporating instructional strategies and technology integration.








ACCOMPLISHED • Parent letters, phone conversations,

parent-teacher conferences • Open house

• School Messenger, e-mail, student

planners, and monthly calendars • Title 1

activities and trainings for parents, •

Grandparent luncheon and family

Thanksgiving luncheon • Family Day




6

and Field Day • LSIC, PTSO, and

School Board Meetings • PK and

Kindergarten home visits and parent

meetings • School satisfaction survey •

School-based health clinic • Business

Partners • Awards • Guidance Counselor

• Educational field trips to D.C and

Charleston, WV • 6th Grade parent

meetings • High School, FFA and

FCCLA visits


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 • PK to K transition visit to classroom •

Sixth to Seventh grade Orientation Day •

Classroom Counseling instruction • SAT

Meetings • 504 Plans • IEP Behavior

Plans • Fruit and Vegetable Program •

Pendleton Community Care Behavior

Program • School Clinic • Dental

Program K-3 • 5th grade cardiac

program • WVU Extension Programs




Commendation: The OEPA Team commended North Fork Elementary for their partnership with Community Care and the services provided to staff and students.



ACCOMPLISHED • We have formed partnerships with the

following organizations: • Grant County

Bank, • Spruce Knob - Seneca Rock

Telephone, Inc., • Pendleton County

Library, • Pendleton County Health

Dept., • WV Conservation Agency, •

PTSO, • Pendleton Community Care, •

TMI, • Pendleton County Bank, •

Summit Community Bank, • Living

Faith Church




7







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

ACCOMPLISHED • WV Reading Conference • Principal's

Academy • WV Math Conference •

LiveGrade Training • Odyssey Training •

Renaissance Training • IEP Training •

Team Meetings: Collaboration • County

grade level Team Meetings (Next

Generation Standards) • Educator

Enhancement Academies • CPI •

Behavioral identification training •

Smart Board training • AED training •

Ruby Payne, socio-economic factors

training • EPI pin training • New health

book training • Student writing training





teachers participate in high functioning professional learning communities to collaborate on the improvement of student learning through the study of relevant data, problem analysis, and the implementation of strategies that improve instructional practice.

EMERGING • County grade level meetings • Analysis

of State Assessments • Team Meetings





participates in processes of

EMERGING • Observation • Teacher certification •

Walkthroughs • Evaluation on WVEIS •

Mentor for initial teachers and new

principal





8

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

substantiated the school’s rating, to strengthen the function, the Team recommended the administrator provide constructive feedback after walkthroughs and observations on effective instructional practices.

Standard 6:Efficient and Effective Management - In high quality schools, efficient and effective management procedures assure that facilities, fiscal resources, personnel, and






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

EMERGING • Fire Drills, Secure Doors • Guest must

enter school through main office and

sign in • Background checks for all

volunteers/chaperones • Principal greets

all students when they arrive • Lobby is

decorated for holidays • Internal

Welcome sign • Emergency drill

procedures being reviewed




Rationale: Through observations and interviews, the

OEPA Team determined the facility was well

maintained, secure, and aesthetically pleasing.



ACCOMPLISHED • Receipts kept when collecting money

from students • Two different initials on

deposit slips to verify and a third person

completes the deposit • One person

completes the deposit and another person

takes the deposit to the bank • Annual

audits are conducted by an outside firm






ACCOMPLISHED • Newspaper ads, postings online,

postings at school, job fairs • New

Teacher Orientation Day • New

Teacher/Principal Mentor Program •

Opportunities to be on county

committees • Reimbursements for

additional courses • Workshops and

other educational opportunities




Function D: Data, Information Systems,

ACCOMPLISHED • Smartboards in all instructional

classrooms • Odyssey • Renaissance



9

Technology Tools, and Infrastructure.


Learning • Collaborate with Title 1

Teachers • Collaborate with Technology

Integration Coach • All teachers and

administrators put in school-wide and

individual goals • Teachers attend

training on WVEIS programs



Rationale: Based upon observations, the OEPA Team

determined the school had adequate technology but

was not utilizing the tools to deliver and enhance

student learning.

Recommendation: The OEPA Team recommended the

school utilize the technology in place to enhance

student learning.







The staff establishes a coherent approach for improving the performance of students based on the mission and goals outlined in the strategic plan.

EMERGING • Focused Lesson Plans • Teacher

Learning Goals • Lessons are guided by

Standards • For 4th/5th/6th standards are

included on Lesson Plans • Objectives

are explained to students






EMERGING • Faculty Senate Meetings •

Conversations between Teachers •

Conversations between Teachers and

Principal • County Grade Level Meeting

of Teachers • Administrative Meetings

for Principals • Staff Development

Opportunities • LSIC • Business Partners

• SAT • Parent-Teacher Conferences •

Annual Title I Parent meetings




Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended strong administrative leadership in place to build the professional relationships necessary to engage all stakeholders to increase student learning.

Function C: ACCOMPLISHED • Star Reading Assessment • Star Math ACCOMPLISHED The evidence provided by the school and the additional

10

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.

Assessment • Chapter tests in individual

subjects • Class projects • Odyssey

lessons • Classroom quizzes and tests •

Report Cards (9 Weeks) • Interim

Reports (3.5 weeks) • Notes and or calls

to parents when needed






• Full time guidance counselor • Increase in bandwidth for

computer lab/classroom • Full time principal • Janitorial help

during the day • Groundskeeper for playground and snow

removal • Mobile Computer Lab • Extra Interventionists



resource and/or facility needs but believed they should be

prioritized at the county level.


• Educator Enhancement Academy • Workshops that address

the Next Generation Standards/future standards • Workshops

on educational resources available online • Janitorial help •

Technology




needs. Additionally, the Team recommended teachers

receive support in providing standards-focused instruction,

as well as incorporating instructional strategies and

technology integration.



• Title 1 teacher works with the First grade teacher during

their reading block. The children are grouped into three

groups. The classroom teacher teaches the reading skills, the

Title 1 teacher teaches word attack, and phonics. The

children rotate between the classroom teacher, the Title 1

teacher and a work station where they practice their skills

and reading. These are flexible groups, and change to meet

the needs of the student. STAR Reading provides data to

support this practice.

The OEPA Team did not verify, through data, a positive impact on student performance and well-being required for consideration as a best practice.

11




POLICY and CODE











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

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


YES Develop Knowledge of Policy 2322 A copy of this policy has been given to all

teachers.

YES Complete the School Monitoring Report This report has been completed.


· 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

12

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

development or revision of the school strategic plan






Implementation
















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

Our school has set up a team who will be working

with the principal on developing improvement

activities for our school.

13

processes and strategies (S5,FA)


- Smarter Balance - Star Reading Assessment -

Star Math Assessment - Early Literacy Assessment

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)

School Monitoring Report has been completed

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 has been completed











14








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










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

15

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


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


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



Provides staff with a planning period at least 40 minutes.

16

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

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

(S6,FD)













17





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





· 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

NON-COMPLIANCE The OEPA Team verified the school was not providing physical education for 30 minutes three times per week. Additionally, the Team verified the school had not shared results from the FitnessGram with parents.

RESOURCE DOCUMENT





18








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. TEAM COMMENT: THE TEAM DID NOT VERIFY THAT THE SCHOOL PROVIDED PHYSICAL EDUCATION 30 MINUTES 3 TIMES A WEEK.


YES Results are shared with students and parents. (S7, FC) TEAM COMMENT: THE TEAM VERIFIED RESULTS WERE NOT SHARED WITH PARENTS.


RESOURCE DOCUMENT



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

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:




19









YES YES


YES YES


YES YES


YES YES


YES NOT APPLICABLE


YES YES

Findings:

Physical Education. Per W. Va. Code §18-2-7a, the school must provide not less than thirty minutes of physical education, including

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

Additionally, the school must share results from the FitnessGram with parents.


1. School Site

A. School site did not have the required minimum acreage:

20

A-1. Elementary School - 5 usable acres + 1 acre for each 100 students over 240. (Did not adversely impact program delivery and student

performance.)

H. Roads, bridges, guardrails, curbs, and fences were not well maintained, well-marked, and free from hazards. (May adversely impact

students’ health and safety.)

J. Exterior of building was not appropriately lighted. (Did not adversely impact program delivery and student performance.) (May adversely

impact program delivery and student performance.)

2. School Building

B. Interior – General B-1. Heating, ventilation and air conditioning (HVAC) systems did not maintain good air quality and temperatures within safe and comfortable

levels conducive for learning. (May adversely impact students’ health and safety.) 8. School Nurse Clinic/Health Service Area A. Clinic/health service area was not appropriately furnished and did not contain at least the following equipment:

A-1. Restroom with lavatory and toilet. (May adversely impact students’ health and safety.)

A-9. Refrigerator with locked storage area, as required by State Board Policy 6200 and 2422.8 Section 9.1. (May adversely impact students’

health and safety.)

11. Custodial and Storage Areas

A. Storage area was not maintained in a neat and orderly fashion. (May adversely impact students’ health and safety.)

12. Pre-kindergarten/Kindergarten Classrooms

A. Pre-kindergarten and kindergarten classrooms were not of adequate size (50 ft.²/child). (May adversely impact program delivery and student

performance.)

16. Band/Music

C. Sufficient storage area was not available (350 ft.²). (May adversely impact program delivery and student performance.)

D. Equipment and materials were not adequate and did not include at least the following:

D-2. Acoustical treatment capable of sufficient sound dampening. (May adversely impact program delivery and student performance.)

D-4 Podium. (May adversely impact program delivery and student performance.)

21

Education Performance Audit Team Team Chair – Dr. Michelle Samples, Coordinator, Office of Education Performance Audits Team Leader – Susan Collins, Consultant, Office of Education Performance Audits Team Member – Ron Hall, Attendance Director, Central Office, Pocahontas County Schools Team Member – Jeff Pancione, Principal, Augusta Elementary School, Hampshire County Schools Team Member – Natalie Vaughan, Principal, Sharon Dawes Elementary School, Kanawha County Schools Date of School Visit – 03/08/2016

SCHOOL PROFILE

66-502 PENDLETON COUNTY MIDDLE/HIGH SCHOOL – PENDLETON COUNTY

2012 2013 2014 2015 2016

Enrollment 474.0 456.0 441.0 404.0 425.0



Graduation Rate 4 yr cohort 82.4 84.7 88.7 94.1 not available

Graduation Rate 5 yr cohort 82.3 not available 84.7 88.7 not available

Dropout Rate 1.1 0.7 0.2 0.2 not available






HQT Percentage - Self Contained Classroom subject not present subject not present subject not present subject not present not available


HQT Percentage - Reading/Language Arts 72.0 100.0 100.0 100.0 not available


81.1 100.0 91.7 79.6 not available

HQT Percentage - Science

76.0 100.0 100.0 100.0 not available

HQT Percentage - Foreign Languages

100.0 87.5 100.0 100.0 not available


100.0 100.0 100.0 100.0 not available

HQT Percentage - Economics

subject not present 100.0 subject not present subject not present not available


HQT Percentage - History 89.9 100.0 100.0 100.0 not available

HQT Percentage - Geography

100.0 100.0 100.0 82.3 not available

Educators on Permit/Authorization

17.0 14.0 14.0 6.0 1.0

Administrators not Credentialed

1.0 2.0 1.0 1.0 1.0

1


PENDLETON COUNTY MIDDLE/HIGH SCHOOL in PENDLETON COUNTY SCHOOLS

















EMERGING •PLC’s meet monthly and submit notes

to administration and Leadership team.

•Working to become “data teams”

through district-wide staff development.

•Faculty meetings held are held bi-

weekly. •Leadership team and

curriculum teams meet monthly (second

Monday of every month). •PBS system

established in the middle school with

clear expectations, consistent

consequences, and appropriate behavior

supports. •During our Diagnostic

Review, teachers and students reported a

sense of community and caring within

the school. •Academic and Responsible

Students of the Month are recognized.

Local radio stations and community

partners work together to recognize

those students. •Principals, Directors,




Comment: Through interviews, the OEPA Team

observed some teachers could not discuss their

involvement in the development of the school’s

mission and goals.



function, the OEPA Team recommended the school

develop methods to involve all teachers in the

development of the school’s goals and mission.

2

and the Superintendent will focus on

reevaluating our district vision and

mission to ensure that we are focusing

around a set of shared beliefs and values.



EMERGING •The Diagnostic Review stated that

faculty and staff have high expectations

for student achievement and behavior.

•In the Middle School, agendas and

goals are posted in the classrooms. The

High School is working to consistently

post agendas. •All students receive a

handbook and key points are emphasized

at the beginning of the year. The staff

handbook is also available online on our

district website. •Staff takes part in

regular IPI observations and subsequent

discussions on best practice •Morning

announcements are made with a “Quote

of the Day” for student reflections.

Notebooks are provided for all students.

•Middle and High School Student

Council representatives are elected and

meet regularly. •Academic and

Responsible Students of the Month are

recognized. •Staff development

opportunities are provided throughout

the year with teacher input requested for

needed workshops.




Comment: Based upon observations and interviews,

the OEPA Team did not substantiate high expectations

in most classrooms.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the staff reflect on educational practices and determine ways to increase rigor and expectations for students in the classroom.


school environment is safe, well-managed and clean and contributes to an engaging and inclusive

EMERGING •During our Diagnostic Review, faculty

and students reported feeling safe at our

school. •Our Crisis Team, in conjunction

with the County Crisis Team, has

addressed the School Crisis Prevention

and Response Survey and was trained in

NOVA last year. •Students are in their

classrooms at the appropriate times, and




Rationale: The OEPA Team noted access to the school

was confined to one entry point. Navigation by

students through hallways was orderly and safe.

Students were well behaved and respectful and, during

3

atmosphere for learning.

hall passes are used when students need

to move before class changes. •Students

are required to sign-out of classrooms.

•Custodians have a cleaning schedule of

daily and weekly duties to ensure that

our building remains clean and orderly.

Revisions are made as needed. •Student

data (benchmarking) is submitted for

review to administration. •Additional

bulletin boards have been placed in the

hallways for teachers to showcase

student work, relevant news, and/or

pictures of school and community

activities. •Visitor sign-in required in the

front office; key fob or student access

code required for all other outside

entrances. •PCMHS recently painted the

commons area

interviews, reported they felt safe in school. The Team

also observed the school was very clean and well-

maintained.








ACCOMPLISHED •Administration attends training on new

and updated policies, along with other

teacher trainings (Advisory, STAR

assessments, IPI training) in order to best

support teachers in the classroom.

•Parent and staff newsletters sent home.

•According to the Diagnostic Review,

faculty, students, and staff stated they

have a direct line of communication with

the principal. •The administrative team

conducts walk-throughs or observations

to ascertain student engagement and time

on task. •Bi-monthly staff meetings with

agendas provided are held with follow-




Comments:

During interviews, teachers stated communication was very clear from administration.

Teachers further indicated they felt supported by administration and were given opportunities for input regarding programmatic projects.

The OEPA Team observed, and teachers shared during interviews, principal feedback on lesson plans was thoughtful and constructive.

Based upon administrative interviews, the Team

4

up sessions given for those that miss.

•Administration is visible in the hallways

and in classrooms beyond regularly

scheduled observations. •The staff states

their input into decision making is

requested and valued. •The

administration supports teachers when

dealing with discipline issues. •The

principal meets at the beginning of the

school year to review all policies and

procedures. •The administration seeks

input from community

concluded a cohesive administrative team was in place.


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

EMERGING •Committees are established to represent

PCMHS. These include: Leadership

Team, SAT, 504, Social Committee,

Advisory Teams, PLC’s, LSIC, Crisis

Team, Faculty Senate, Curriculum

Teams. Each committee has a

chairperson that takes notes to turn in for

review and comment to administration.

•Administration is part of many of the

committees, and they review meeting

notes from all committees. •In the

Diagnostic Review, teachers reported

that all of the teams meet on a regularly

scheduled bases over the course of the

school year. •Community stakeholders

are asked to be part of committees

including LSIC and Crisis Team. •The

Leadership Team meets every month to

discuss school goals, data (from

Benchmarking, state assessments, IPI,

parent satisfaction surveys, etc.), and

other topics pertaining to maintaining a

safe and orderly schools. •Professional

development opportunities are provided




Comment: The OEPA Team determined the school had

established professional learning communities (PLCs)

and data teams.



function, the Team recommended the school continue

to develop the focus of PLCs and data teams and

strengthen these groups’ use of student data to

improve professional practice, as well as student

achievement.

5

throughout the year, along with relevant

discussions on student engagement and

best practices.

?Function C: Teacher Leadership.


ACCOMPLISHED •Opportunities exist for teachers to gain

resources through collaborative planning

times and professional development

opportunities. •Staff development

programs were requested and

implemented by faculty members to

enhance continued professional

development for new and veteran

teachers. •School visits have been

conducted in order to observe teaching

practices in other schools that might be

beneficial to our own program.

•Teachers communicate with parents

through phone calls, newsletters, teacher

conferences, LiveGrades, and school

messenger. •The Leadership team helped

to develop the school goal. •Teacher-led

discussions are held to discuss the results

of IPI observations.





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

ACCOMPLISHED •Students discuss personal and academic

goals in Advisory.

Suggestions/recommendations on action

steps to accomplish their goals will also

be discussed. •Opportunities exist for

students to maintain leadership roles

within our school. These include: Class

officers, student council, NHS, FFA,

National Honor Society, Beta, FCCLA,

Students of the Month. •There are

several opportunities for school groups

to contribute to our community. Most

notably are the Student Council Blood

Drive, food and coat drives. •Students




Comment: During multiple interviews, students

consistently reported available leadership

opportunities (e.g., student council, representatives,

Future Farmers of America).

6

reflect in Homeroom/Advisory on the

quote of the day and are given several

opportunities throughout the year to lead

the announcements. •Our FFA has

traveled and competed at the national

level in Louisville, KY. Our FFA also

raises money for outside organizations.

•Teacher assistants are utilized

throughout the school to promote

responsibility.








ACCOMPLISHED •Classroom teachers collaborate with

other staff members to create student

centered environment. •Middle school

teachers consistently post agendas and

daily objectives in classrooms to

increase student focus and organization.

High school teachers continue to work

toward this. •Conferences are offered

throughout the year to focus on student

goals and school expectations. •Student

expectations are consistent throughout

the school and articulated daily. •A

student handbook is provided to all

students at the beginning of the year or

as they enroll at our school. •Additional

bulletin boards have been placed

throughout the school for an additional

spotlight on student work. •The staff is

focusing on student engagement and has

attended IPI training. •Engagement

strategies will be discussed after annual

observations. •Staff members receive




Comment: The OEPA Team observed multiple student-

centered classrooms where student reflection was

exhibited.

7

supervisory/duty schedules in the staff

handbook that is updated and reviewed

each year. •Teachers discuss student

engagements, best practice.



ACCOMPLISHED •Teachers use pacing guides and Next

Generation Standards to guide

instruction. •Benchmark data is used to

determine effectiveness of

reteaching/enrichment. •Administration

reviews data and lesson plans from

teachers and provides feedback and

direction. •Walk-throughs are conducted

on a regular basis with feedback

provided. •Teachers have attended

training on Smarter Balance and are

familiar with Next Gen. Standards. •Staff

meetings have focused on ensuring our

students are familiar with the format of

the test and questioning strategies

presented on the new format.

•Administration is examining ways for

staff to use more effective research based

classroom strategies. Possibilities

include “Visible Learning for Teachers”

by John Hattie, “Seven Simple Secrets”

by Todd Whitaker.




Comment: Based upon observations and review of

lesson plans, the OEPA Team determined a standards-

focused curriculum was being implemented in most

classrooms.


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

EMERGING •Portfolios are kept in Advisory that will

help direct students toward their

graduation needs. •Lesson plans are

submitted for review quarterly. •Student

Interest Surveys are completed in 8th

and 10th grades. •Collaborative meetings

(including Leadership and PLC’s) allow

for assessing students’ needs and

subsequently altering lesson plans to

meet those needs. •There have been




Comment: During review of lesson plans, the OEPA

Team noted some inconsistency in instructional

planning, leading the Team to determine some plans

were not well-developed and did not consider the

needs, interests, and performance levels of students.


8

performance levels of their students.

specific staff meetings to discuss student

data and strategies to engage students.

•Staff will continue to examine and

assess student data to determine those

students that are

regressing/maintaining/excelling

academically. •Student generated goals

developed during Advisory will be

revisited throughout the year to

determine the strategies/action steps

needed to ensure students can

accomplish these goals. •Reading and

Math Interventionists were hired three

years ago.

substantiated the school’s rating, to strengthen the function, the Team recommended support for teachers regarding development of lesson plans designed to meet students’ needs.


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

EMERGING •Many teachers use technology resources

to increase student engagement in their

regular routines. •In addition to print

textbooks, teachers use online resources,

websites, internet research, presentation

tools, and many hands-on activities in

instruction. •IPI results are used as a

stepping stone to discuss student

engagement. •Inquiry based science

instruction. •Students meet yearly to

discuss PEP’s. Discussions are held

throughout the year to add items to

student portfolios. •Teachers reflect on

the quote of the day. •Teachers use three

computer labs and two mobile labs to

enhance their teaching. •Smart Boards,

laptops, desktops, Elmo’s, iPads, and

various computer programs are used to

enhance instruction. •Co-teaching in

collaborative classrooms was observed

during our Diagnostic Review. As

suggested by that team, we are exploring




Recommendations: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended support be provided to teachers in differentiating instruction. Additionally, the Team recommended administrative feedback and teacher collaboration be utilized for reflection on instructional practices and development of targeted goals related to instructional practice.

9

additional ways to encourage acceptance

and consistency amongst collaborative

teachers.








ACCOMPLISHED •LiveGrades is used to record grades

online so that parents can regularly

check on their child’s progress.

•Advisory is used to create a connection

with the students. •Parent teacher

conferences are held to improve

communication between teachers and

families. •Teachers are required to

update grades weekly on LiveGrades. •A

school website is updated regularly to

provide parent and student information.

•The middle school has implemented a

PBS system that rewards academic and

behavioral successes. Clear expectations

and consistent consequences have been

established with teacher and

administrator input. •LSIC and Advisory

meetings involving students, teachers,

and parents are held annually. •Students

completed a survey to determine how the

school can further meet the academic

needs of students. •School plays, art

shows, talent shows, band performances

and other student-centered activities are

scheduled throughout the year.





school staff attends to student physical, social-emotional

ACCOMPLISHED •There is one full-time counselor and

one part-time counselor for

approximately 425 students. •There is a

school based clinic and a school nurse to




10

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.

help provide support for student needs.

•The district Crisis Team has been

available any time a crisis has occurred.

•IEP’s, 504’s, and SAT meetings are

conducted to address student

development and reasonable strategies to

ensure student success and student needs

are supported. •The LINKS program is

used for Advisory lessons and character

education. •A career fair is scheduled to

discuss post-secondary options for

students. •Special education teachers

meet with classroom teachers on a

regular basis to discuss academic

supports. •Advisory/Advisee programs

promote positive relationships. •Our

Alternative Education program

encourages teacher input to support

student success. •We have a grab-and-go

breakfast program three days a week to

meet the nutritional needs of our

students.



ACCOMPLISHED •There is an active PTO in the middle

school that meets annually. •Parents

attend sporting events, FFA and other

club events, and they are willing to

chaperone various events when asked.

•Local banks and restaurants are very

supportive of the school. •Community

partnerships are utilized to offer

incentives for attendance and growth

during benchmark testing. •Local law

enforcement is in the school regularly to

talk with students and work to develop

positive relationships. • Several local

businesses sponsor a “Get a Life”




Comment: The staff reported numerous parent and

community partnerships which helped support the

school. Furthermore, staff indicated high attendance

by parents/community at school functions.

11

program that encourages students to

attend post-secondary educational

opportunities. •Students participate in

Math Field Day, Science and Social

Studies Fair. •PTO and booster groups

(band and athletic) help to support our

school.







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

ACCOMPLISHED •The staff participated in training

sessions regarding Common Core, crisis

intervention, differentiated instruction,

Instructional Practices Inventory (IPI),

Early Warning System, LINKS/Advisory

program, Ruby Payne, and STAR

assessment training. •The district has

created and implements a Beginning

Teacher Program. •Staff are encouraged

to attend professional development

opportunities. Several staff members

have designed their own professional

development opportunities for peers.

•All staff are required to attend

beginning of the year training for county

employees provided by the district •Staff

examines ways to encourage student

engagement after IPI observations.




Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended professional development be thoughtful, intentional, and focused on the areas of instructional planning and instructional delivery.


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

EMERGING •Leadership Team members have formed

separate Professional Learning

Communities (PLCs) in social studies,

math, science, reading/language arts, and

fine arts that meet monthly. •PLC leaders

are working to become data teams that

continually review and analyze data and




Comments: The OEPA Team observed effective co-

teaching classrooms, where teacher collaboration was

impacting instruction and benefiting students.

However, the Team could not verify most teachers

12

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

make recommendations to the faculty for

continued improvement in instruction

and assessment. •Teachers are using

benchmarks, STAR reading and math

data, and state assessment to guide

instruction. •Opportunities exist for

teachers to gain valuable resources

through collaborative planning times and

professional development opportunities.

•Staff development programs were

requested by faculty members to

enhance continued professional

development for new and veteran

teachers. •Teachers communicate with

parents through phone calls, newsletters,

teacher conferences, LiveGrades,

&school messenger. •Agendas with a

focus on planning, data analysis, and

recognition of students are provided to

establish a focus for meeting.

were participating in high functioning PLCs.



function, the Team recommended the school continue

to develop the focus of PLCs, reinforcing use of

student data to improve professional practice, as well

as student achievement.


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

ACCOMPLISHED •As part of the teacher evaluation

system, teachers at Pendleton County

Middle/High School are required to

complete a self-reflection each year.

Administration meets with teachers to

discuss this reflection and make goals for

growth and progress. •Administration

conducts walk-throughs periodically and

provides feedback for teachers. •Lesson

plans are reviewed by the principal and

commendations and/or recommendations

are given on all lesson plans that are

submitted for review. •Staff handbooks

are provided to each staff member and

are reviewed at the beginning of the year

staff meeting along with updated policy




Comments: Through interviews and observations, the

OEPA Team determined administration was providing

feedback and support to teachers via lesson plan

reviews and classroom walkthroughs.

13

and procedures information. •Important

documents (requisition requests,

permission to attend professional

development, lesson plan check-lists,

etc.) are provided in the staff handbook

•Teachers that are found to need support

in the form of a focus support plan will

have weekly meetings with the principal

and/or peer mentor to ensure that support

is offered.







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

EMERGING •Security doors are installed to increase

safety for all students and staff. •The

health inspector has completed

inspection and all maintenance reports

have been submitted. •The Fire Marshal

report has been submitted. •All visitors

are required to sign in at the front office.

•FERPA regulations are reviewed and

staff attendance is documented at the

beginning of each year. •Fire drills and

emergency code drills are performed

regularly. During the Diagnostic Review,

staff reported a feeling of safety in the

schools. •Satisfaction surveys reveal that

parents and students also feel safe in our

schools. •Cameras have been installed at

various points throughout the school.

These are monitored for proper working

order throughout the year. •The custodial

staff follows a daily and weekly cleaning

schedule to ensure a mostly clean and

orderly school. •Student art work is




Rationale: Although the school housed two

programmatic levels (middle and high), the OEPA

Team observed student transitions were systematic

and orderly. The Team also observed the school was

clean, safe, and configured to meet the learning needs

of students.

14

displayed in prominent areas throughout

the building.



EMERGING •An audit report is conducted each

school year to ensure that all funds are

spent and recorded correctly. •The

budget is closely monitored by the

principal and information shared with all

teachers regarding account balances.

•Due to audit findings, a new financial

secretary was hired. •Staff have been

taught proper procedures for

requisitioning money and making

deposits so that the West Virginia State

accounting procedures are completed

correctly and timely. •Documentation

has been kept to verify that staff

members that do not comply with State

Accounting Procedures have been

informed that further noncompliance will

result in an unsatisfactory rating on

evaluations. •The school participates in

raising funds through the collection of

Boxtops, soda and snack sales. •Faculty

Senate treasurer collaborates with

principal and financial secretary to work

on records.




Rationale: The school had taken measures to correct

past financial issues and to ensure that procedures

were in place for future fiscal responsibility.



ACCOMPLISHED •Retention of staff has improved since

the 2012-2013 school year. New staff is

provided an orientation at the beginning

of the year. Faculty senate voted to

utilize Dave Eason as the hiring chair to

represent faculty senate during the hiring

process. •Administration has high

expectations for staff and students.

According to the Diagnostic review, staff

believes that “Learning happens here”,




15

and that there is a mutual respect among

all stakeholders. •Staff also reports that

there is an “Open-door policy” with the

administration, and their suggestions and

recommendations are valued. •Service

personnel and Teacher of the Year will

be nominated and recognized this year.



ACCOMPLISHED •The staff utilizes LiveGrades to keep

parents and families updated on student

progress. •Most teachers have

SmartBoards, Elmos, laptops, and

desktops available in their classrooms.

Mobile labs, three computer labs, and a

portable projector are also available to

encourage technology use. •Students

practice digital citizenship by completing

CyberBullying lessons. •Teachers

indicate in lesson plans the technology

used to enhance instruction. •WVEIS

and LiveGrades training has been

provided for all staff.










The staff establishes a coherent approach for improving the performance of students based on the mission and goals outlined in the strategic plan.

EMERGING •The administration worked closely with

the Leadership team to develop this

year’s strategic plan goal using data from

state assessments, benchmarks, and

satisfaction surveys. •Consensus was met

with the OEPA monitoring report, which

also led to a goal on our Strategic Plan.

•Using data from IPI, the staff will create

a plan for professional development for a

common goal. •Data is reviewed after

each benchmark by administration. •Data




16

is examined at each SAT, 504, and IEP

meeting. Accomplishments are shared to

local news outlets, including our Student

of the Month.



EMERGING •Student Assistance Teams create a way

for staff, students, and parents to work

together to support student success. •Our

school website is updated regularly with

information and school activities and

student work highlighted. •Pendleton

County Middle/High School is dedicated

to implementing a common vision to

increase student learning. We are

committed to reflecting on our teaching

strategies to maximize student learning.

•There is an active PTO in the middle

school that meets annually. •Parents

attend sporting events, FFA and other

club events, and are willing to chaperone

various events when asked. •Local banks

and restaurants are very supportive of the

school. • Community partnerships will

be utilized to offer incentives for

attendance and growth during

benchmark testing. •Local law

enforcement is in the school regularly to

talk with students and work to develop

positive relationships. •Several local

businesses sponsored a “Get a Life”

program.




Comment: The OEPA Team acknowledged the efforts of the assistant principal in developing a cohesive transition program for elementary students entering the middle school.

Function C: Monitoring for Results. The staff

monitors changes in practice and implements adjustments, evaluates the

EMERGING •The middle and high school uses STAR

reading and math to monitor for student

growth. •One goal on our strategic plan

is to regularly benchmark students,

identifying our focus students, as well as

those students that are




17

results of student learning, and communicates the progress to all stakeholders.

regressing/maintaining/excelling.

•Attendance, discipline, benchmark, and

survey data is shared with our County

Board of Education during the annual

meeting held at Pendleton County

Middle/High School. •Data is always

reviewed at each 504, SAT, and IEP

meeting. •School leadership team meets

monthly. The team need to examine

assessment data and plan what areas of

weakness exist. From those results, the

team should determine how to support

staff and students in order to address the

weaknesses (modeling, professional

development, action plans).




•Parents and students report a feeling of being “over-tested”.

Staff and administrators are looking for ways to monitor

student performance and hold students accountable for state

testing. STAR assessments would provide useful data.

Funding for such programs is needed. •Teacher training on

new standards, teaching strategies, and best practices to

ensure student engagement. •Funding for technology

resources and upgrades.



need for technology.


•Continued support to implement successful Advisory

program. •Transitioning into new state standards and/or

testing formats needed for all teachers and administration.




needs. Additionally, the Team recommended teachers

receive support in instructional planning and delivery,

particularly in differentiating instruction.


Please identify outstanding best practices that have been implemented in your school that you

•Grab-and-go breakfast. •Students enrolled in CTE programs

at South Branch Vocational and Pendleton County

Although these were valuable practices, the OEPA Team

did not verify, through data, a positive impact on student

18

feel should be noted during the accreditation process and communicated to other schools.

Middle/High School. •Middle/High School Advisory

program •Reading and Math interventionist hired to support

students. •Career coach hired to focus on at-risk students.

Our drop-out rate has improved. •STAR assessments are

used to adjust lesson plans for small and whole group

instruction. •We continue to discuss student engagement

using IPI results.

performance and well-being required for consideration as a

best practice.




POLICY and CODE











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

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


YES Develop Knowledge of Policy 2322 Principal trained staff on 2322 and OEPA standards, with

documentation of attendance.

YES Complete the School Monitoring Report Completed and consensus met with staff, Leadership, and LSIC. We

19

have continuously met to review information.


· 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


We have not yet had our on-site review. However, we received a

Diagnostic Review and regularly examine the recommendations they

provided to make improvements or adjustments in programs.





Implementation












20





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

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

school and classroom processes and strategies (S5,FA)

Leadership committee and LSCI meet to develop and review strategic

plans. Satisfaction surveys will be sent to all staff and families in the

2015-2016 school year. The results will be examined in Leadership at

the end of the year.


Data is reviewed by administration, Leadership team, and must be

turned in with a plan to meet the needs of different learners by all staff

as part of our Strategic plan and school-wide goals.

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 complete the school monitoring report and used it to

help create goals for our school's Strategic Plan. Evaluations will be

completed by June 5, 2016. Walk-throughs and lesson plan checks are

completed on a regular basis.

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 was completed using the school monitoring report and

various data sources.




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-

21

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






As verified by Lori Moore, training session documentation of all

staff involved with administering West Virginia General

Summative Assessment were trained in a timely and thorough

manner prior to administering the test.


Students with disabilities have accommodations and

modifications listed on their IEP or 504. All staff working with

those students have reviewed these accommodations and

modifications. Necessary documentation has been provided to

the county Special Education Director.


All documentation of students with 504s are kept and can be

found in the student's file. Staff is given training on all students

that they have an educational interest in to ensure they are aware

of necessary modifications.







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,

22

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




Instruction is delivered in ways that appropriately address the

developmental characteristics of students at the Middle and

Adolescent level.


As verified in lesson plans, walk-throughs, and evaluations, all

students receive content area instruction as specified in the Middle

Level Education and Adolescent Education standards.





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

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


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

We utilize Middle and Adolescent learning standards in our

middle and high school classrooms.

23

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


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


Addresses the minimum time requirements for the school

Pendleton County Middle/High School uses Live Grades to report

student progress to parents/guardians. Parents can communicate

with parents using the email feature on Live Grades. Report cards

24

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)

go out every nine weeks. Parents are encouraged to monitor their

child's grades using Live Grades and to utilize regularly scheduled

parent conference nights..



As documented in agendas and meeting notes, Pendleton County

Middle/High school has a Leadership Team, LSIC, PLC's, Faculty

Senate, SAT, 504, IEP, and Advisory team.





25











· Implement meaningful interventions and consequences in response to inappropriate behavior

(Pages 45-57).


Student discipline records show evidence of due

process by completion of discipline form, In

advisory, student goals are developed and examined

periodically to assist students both academically and

personally.




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.

We currently have an Alternative Education program

on campus.

26

· 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 FULL COMPLIANCE

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 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.

Physical education plan

was submitted via

WOW to the state.


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

parents and students.


27

RESOURCE DOCUMENT



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










Regular meetings with School Counselors

ensure that their time spent with students meets

the social, academic, emotional and physical

needs of students.


Regular meetings with School Counselors

ensure that their time spent with students meets

the social, academic, emotional and physical

needs of students.




YES

Findings are being

addressed, new financial

secretary and PD of

accounting procedures

presented to all staff.

YES


YES No findings reported by

Special Education Director

YES


YES YES

28


YES YES


YES YES


YES School has met all

requirements

YES


1. School Site

A. School site did not have the required minimum acreage: A-2. Middle School - 11 usable acres + 1 acre for each 100 students over 600. (Did not adversely impact program delivery and student

performance.)

A-3. High School - 15 usable acres + 1 acre for each 100 students over 800. (Did not adversely impact program delivery and student

performance.)


L. Dining area seating was not adequate (8-14 ft.² per student served). (May adversely impact program delivery and student performance.)


safety.)

8. School Nurse Clinic/Health Service Area A. Clinic/health service area was not appropriately furnished and did not contain at least the following equipment:

A-1. Restroom with lavatory and toilet. (May adversely impact students’ health and safety.)

Education Performance Audit Team Team Chair – Dr. Michelle Samples, Coordinator, Office of Education Performance Audits Team Leader – Dr. Stephen Akers, Consultant, Office of Education Performance Audits Team Member – Joseph Arbogast, Assistant Principal, Tygarts Valley Middle/High School, Randolph County Schools Team Member – Steve Malnick, Principal, Monongah Middle School, Marion County Schools Team Member – Ken Pack, Director (Support), Central Office, Berkeley County Schools Team Member – Betty Anne Powell, Academic Coach, Central Office, Berkeley County Schools Team Member – Joe Riley, Principal, Marlinton Middle School, Pocahontas County Schools Date of School Visit – 03/08/16

Documents

PENDLETON COUNTY SCHOOLSoepawv.state.wv.us/documents/66-PendletonCountySchools.pdf · PENDLETON COUNTY Total Standard-Functions Reviewed Distinguished Accomplished Emerging Unsatisfactory