GREENBRIER COUNTY SCHOOLSoepawv.state.wv.us/documents/26-GreenbrierCountySchools.pdfGREENBRIER...

NOVEMBER 2015

RESA 4 REPORT

GREENBRIER COUNTY SCHOOLS

WEST VIRGINIA BOARD OF EDUCATION

GREENBRIER COUNTYTotal Standard-

Functions Reviewed Distinguished Accomplished Emerging Unsatisfactory

Standard-Functions Rated for All Schools 312 9 160 143 0

Percentage of Standard-Functions Rated for All Schools in Each Designation 3% 51% 46% 0%

Standard-Functions Ratings Raised 34 11%

Standard-Functions Ratings Lowered 22 7%

Standard-Functions Ratings Unchanged 256 82%

Standard-Functions Reviewed for All Schools 312

Rating Scale:

4 = Distinguished

3 = Accomplished

2 = Emerging

1 = Unsatisfactory

1. Positive Climate and Cohesive Culture

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

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

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

3.Standards=Focused Curriculum, Instruction, Assessment

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

4.Student Support Services and Family/Community Connections

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

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

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

26-204 Fr

ankford

Elem

entary

26-205 Le

wisb

urg

Elem

entary

26-101 C

richto

n

Elem

entary

26-102 R

ainelle

Elem

entary

26-103 R

upert

Elem

entary

26-1

04 Smoot

Elem

entary

26-201 A

nderson

Elem

entary

1

GREENBRIER COUNTY

Rating Scale:

26-502 G

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r

West

High

26-207 R

onceverte

Elem

entary

26-208 W

hite

Sulp

hur Ele

menta

ry

26-406 East

ern

Greenbrie

r Mid

dle

26-407 W

estern

Greenbrie

r Mid

dle

26-501 G

reenbrie

r

East H

igh 4 = Distinguished

26-502 G

reenbrie

r

West

High

26-207 R

onceverte

Elem

entary

26-208 W

hite

Sulp

hur Ele

menta

ry

26-406 East

ern

Greenbrie

r Mid

dle

26-407 W

estern

Greenbrie

r Mid

dle

26-501 G

reenbrie

r

East H

igh

3 = Accomplished

26-502 G

reenbrie

r

West

High

26-207 R

onceverte

Elem

entary

26-208 W

hite

Sulp

hur Ele

menta

ry

26-406 East

ern

Greenbrie

r Mid

dle

26-407 W

estern

Greenbrie

r Mid

dle

26-501 G

reenbrie

r

East H

igh

2 = Emerging

26-502 G

reenbrie

r

West

High

26-207 R

onceverte

Elem

entary

26-208 W

hite

Sulp

hur Ele

menta

ry

26-406 East

ern

Greenbrie

r Mid

dle

26-407 W

estern

Greenbrie

r Mid

dle

26-501 G

reenbrie

r

East H

igh

1 = Unsatisfactory

1. Positive Climate and Cohesive Culture

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

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

2. School Leadership

2A - Principal Leadership 3 3 4 4 2 2 2 2 3 3 3 32B - School Teams and Councils 3 3 4 4 3 3 2 2 2 2 3 32C - Teacher Leadership 3 3 3 3 3 3 2 2 3 3 3 32D - Student Leadership 2 2 3 3 3 3 2 2 3 3 3 3

3.Standards=Focused Curriculum, Instruction, Assessment

3A - Classrom Learning Environment 3 2 3 3 3 2 2 2 2 2 3 3

3B - Standards-Focused Curriculum 3 2 3 3 3 3 2 2 2 2 3 33C - Instructional Planning 2 2 3 3 3 2 2 2 2 2 3 2

3D - Instructional Delivery 3 2 3 3 3 2 2 2 2 2 3 3

4.Student Support Services and Family/Community Connections

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

6A - Facilities 3 3 3 3 3 2 3 3 2 2 3 46B - Fiscal Resources 3 3 3 3 3 3 3 3 3 3 3 36C - Personnel 3 3 3 3 3 2 3 3 3 3 3 36D - Data, Information System,Tech Tools, Infrastructure 3 3 3 3 3 2 2 2 2 2 3 37.Continuous Improvement

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

26-502 G

reenbrie

r

West

High

26-207 R

onceverte

Elem

entary

26-208 W

hite

Sulp

hur Ele

menta

ry

26-406 East

ern

Greenbrie

r Mid

dle

26-407 W

estern

Greenbrie

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dle

26-501 G

reenbrie

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East H

igh

2

GREENBRIER COUNTY

Policy and Code Compliance

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

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

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

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

SchoolsF F F F F F F F F F F F F F

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

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

Full 6 6 6 6 6 6 6

Partial 0 0 0 0 0 0 0

Noncompliance 0 0 0 0 0 0 0

Verification of Monitoring Reports

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

Policy 1224.1: Accounting Procedures NA Y NA Y Y N NA Y NA Y NA Y Y Y

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

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

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

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

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

Yes 4 5 3 5 5 5 5

No 1 0 2 0 0 0 0

Not Applicable 1 1 1 1 1 1 1

26-204 Fr

ankford

Elem

entary

26-205 Le

wisb

urg

Elem

entary

26-101 C

richto

n

Elem

entary

26-102 R

ainelle

Elem

entary

26-104 Sm

oot

Elem

entary

26-103 R

upert

Elem

entary

26-201 A

nderson

Elem

entary

GREENBRIER COUNTY

Policy and Code Compliance

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

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

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

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

SchoolsF F F F F F F F F F F F

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

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

Full 6 6 5 5 6 6

Partial 0 0 1 1 0 0

Noncompliance 0 0 0 0 0 0

Verification of Monitoring Reports

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

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

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

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

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

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

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

Yes 5 6 4 5 6 5

No 0 0 2 1 0 0

Not Applicable 1 0 0 0 0 1

Full 76 Yes 63

Partial 2 No 6

Noncompliance 0 Not Applicable 9

26-207 R

onceve

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Elem

entary

26-208 W

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Sulp

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menta

ry

26-406 E

astern

Greenbrie

r Mid

dle

26-407 W

estern

Greenbrie

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dle

26-501 G

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East H

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TOTAL

26-502 G

reenbrie

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West

Hig

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SCHOOL PROFILE

26-101 CRICHTON ELEMENTARY SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 126 112 122 116

Average Class Size 17.2 16.8 18.6 15.9

Attendance Rate 99.83 99.68 99.64 99.66

Pupil Admin Ratio 125.0 112.0 122.0 116.0

Pupil Teacher Ratio 11.6 12.7 13.9 12.5

Participation Rate-Math not available 100.00 100.00 97.92

Participation Rate-Reading

not available 100.00 100.00 97.92

1

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

CRICHTON ELEMENTARY in GREENBRIER 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 The mission at Crichton Elementary is to create

and maintain a focus on learning. We all agree

that we value the whole child and learning. Our

connectedness is a direct result of the work ethic

and selfless nature of this unique staff. Each

teacher is open to sharing. The principal

encourages this pre-existing attitude to grow by

building a vertical PLC team into the weekly

master schedule. We demonstrate shared values

by modeling high expectations, showing

kindness, and acknowledging a variety of

student attained goals through “charms”. The

mission statement is posted at each

entrance/exit as well as in each classroom to

remind visitors of our priority and to

demonstrate a unified effort. In addition,

teachers use individual class mission statements

using policy 4373 (grade level social skill

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

standards) to guide learning in terms of the

whole child. We have developed a school

pledge. Each Wildcat pledges to P.U.R.R

(Persevere Until I Reach Remarkable Success)

Function B: High Expectations for All. The staff

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

EMERGING The staff demonstrates high expectations for

themselves in their development of student

learning goals created within the teacher

evaluation system. The practices and strategies

selected and used throughout the year are

aligned to these established goals. In addition,

teachers help each student to develop 3 goals for

the year (Reading, Math, and a Personal goal),

benchmarking at each grading period. Teachers

monitor these goals and provide student

feedback during teacher-lead center time and

maintenance of student folders which are shared

with parents. Teachers create a classroom data

board to help track class progress toward

mastery of reading and math standards. Charms

are rewarded for successes. A celebration of

these successes is acknowledged each 9 weeks

with a parent/student assembly. Each staff

member establishes classroom procedures to

maximize time-on-task to ensure the learning

opportunities for all students.

EMERGING The evidence provided by the school and the



Function C: Safe, Orderly and Engaging Environment. The

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

EMERGING Crichton Elementary is currently preparing for

an SBA project that involves establishing safety

features throughout our school. These features

include the addition and replacement of

windows, a secure front entrance area, and a

locked backed exit area. Currently, we have

emergency bags in all classroom equipped with

information and resources to follow the

Emergency operation Plan during drills and

practices which are posted at every doorway.

Emergency doors, phones in all rooms,



substantiated a higher rating than the school’s self-

rating for this function.

Rationale: The OEPA Team observed most of the

school environment well-managed, safe, and very

clean. Student work displayed in the hallway was

engaging, particularly the art class work.

Commendation: The OEPA Team commended the staff for exceptional hallway displays of student

3

surveillance cameras, window blinds, and

portables used by teams during lunch/recess are

resources utilized by staff to help keep students

safe. All staff members are given a copy of the

Crisis Management Plan. Fire Drills are

scheduled randomly. To keep facilities

operating safely, staff are made aware of the

online maintenance request form for requests.

Through departmental teaching, and vertical

PLC’s, we are accepting more accountability for

the success of all students.

work.

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

collective action for improved school performance.




Function A: Principal Leadership. The

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

EMERGING As the principal, I foster school leadership by

building in a 30 minute weekly PLC time into

the master schedule for vertical team meetings

(2-3, 3-5, and K-1). My focus is pursuing a

deeper knowledge of elementary curriculum and

developing leadership skills in others. Through

monthly PLCs, I work with the Instructional

Coach to facilitate a better knowledge and

practice of strategies that reinforce the Next

Generation Content Standards and Objectives.

For effective communication, I employ a variety

of communications modes with the school staff

to provide information in a timely manner

(intercom, email News & Notes, face-to-face,

calling, texting, paper handouts, and School

Connects). I conduct walkthroughs and

observations periodically. I welcome and invite

the central office to assist and offer suggestions

were deemed necessary.


additional evidence collected by the OEPA Team did

not substantiate the school’s self-rating; the Team

determined a lower rating for this function.

Rationale: Through teacher interviews, the OEPA

Team observed a positive climate and culture at

this school as a direct reflection of the principal’s

leadership. The administrator scheduled

professional development that was needs-based

and often requested by faculty.

The OEPA Team noted the administrator went beyond county-wide professional development to provide differentiated support to staff.

Function B: School Teams and Councils.

EMERGING At the beginning of the year, the principal meets

with each teacher individually to



4

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

determine/reflect on his/her strengths and

weaknesses. With these strengths and

weaknesses in mind, numerous leadership

opportunities are created for the staff. Time is

provided during weekly and monthly PLCs for

teachers to share their strengths with one

another. A 30 minute time (at least once a

month) is also built into the schedule which

allows for individual teacher conferences with

principal. Currently, the staff is working with

me during monthly PLCs and after school

meetings to discuss and create teams and

councils that address the mission and goals of

the strategic plan.


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 The principal gathers feedback from teachers

and opportunities for staff to demonstrate

leadership through the leadership of weekly and

monthly PLCs, monthly teacher/principal

conferences, and surveys. All teachers are

nurtured as leaders by providing on-going

opportunities for staff to support each other

through collaboration and observation of each

other during class time. Teachers provide

positive and negative feedback to each other as

they learn together. Because we are a small

staff, all teachers assume a leadership role in

some area throughout the year, such as

(Building Level Testing Coordinator, Roster

Verification, Textbook Adoption representation,

Math Field Day/Battle of the Books/Geography

Bee/Social Studies Fair/Spelling Bee sponsors).

Our core school leadership team, however,

provides training, feedback, and support to our

faculty as a whole. They focus on state

standards, support for personalized learning,

and provide mentoring and training during our




Recommendation: While the OEPA Team

substantiated the school’s rating, to strengthen

the function, the Team recommended the staff

continue to build on school teams and focus on

creating intermediate and primary teams.

5

PLC.

Function D: Student Leadership.

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

EMERGING Crichton Elementary provides age appropriate,

school-wide opportunities for student leadership

and involve students in the decision making

process. Examples of student leadership

opportunities includes National Elementary

Honor Society (3rd-5th grade students), a

School Beautician Committee, a Welcoming

Committee (students who make the school a

welcoming place by creating posters and

greeting visitors), a Safe Schools Committee

(create and model school and classroom rules)

and Natural Helpers (team trained in conflict

resolution). Each teacher utilizes his/her own

use of leadership roles and responsibilities

within the classroom. The school develops

student growth in communication, managerial,

self-awareness, critical thinking, and

collaboration skills through providing peer

mediation, administering/analyzing results from

interest inventories, and creating learning

centers within the classroom. A suggestion

folder is located in the hallway for students to

voice concerns.





Rationale: The OEPA Team verified evidence that

student leadership opportunities were in place

and well established. In addition, the Team

observed the Student Voice Board as another

means of encouraging student leadership.

Teachers were creative in assigning classroom

jobs and responsibilities.

The OEPA Team acknowledged staff for their application of real-world principles to distribute classroom jobs. Intermediate students were required to complete an application reviewed by the teacher. Students could be laid off or fired from these positions based on job performance or the need for the position.

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,

EMERGING Crichton Elementary teachers are working to

create Next Generation classrooms that value

student uniqueness, enhance student talents and

abilities and are respectful and supportive of all

students. Teachers attend a 30 minute weekly

PLC that focuses on student learning of the

Next Generation Content Standards and

Objectives and collaborate with one another to





Rationale: The OEPA Team observed classroom

environments that were clean, engaging,

arranged to promote student collaboration, and

demonstrated an environment conducive to

6

intellectual inquiry, and self-direction.

determine appropriate support for personalized

learning through intervention or enrichment

activities based on students’ academic

performance. Through collaborative discussions

during weekly PLCs and after school meetings,

all teachers collaborate to determine and create

learning environments that are physically and

emotionally safe that are organized, well-lit, and

print-rich through the use of anchor charts.

Administering learning styles inventories and

conducting personal conversations with students

help the teachers to begin implementing

strategies to establish academic learning

connections with students as individuals.

communication. The Team observed a friendly,

family atmosphere everywhere in the building.

Function B: Standards-Focused Curriculum.

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

EMERGING Teachers at Crichton Elementary have a

curriculum that is aligned to the Next

Generation Standards and Objectives for

content, learning skills, and technology tools.

Teachers reference Policy 2520 (Standard

Booklets) to align curriculum, instruction, and

assessments to the Next Generation Standards

and Objectives content, learning skills, and

technology skills on a daily, weekly, and

monthly basis. Because some teachers (grade 3-

5) have only taught the Next Generation

Standards for 1 full year, sometimes there is an

over-reliance on textbooks or worksheets rather

than the standards-driven instructional planning,

delivery, and formative classroom assessments

in PreK-2nd grade. All teachers are in the early

stages of developing deep knowledge of content

and make relevant content connections between

disciplines, and encourage learning across the

curriculum. Teachers are beginning to

understand the need to integrate Next

Generation Themes into the design and delivery




Comment: While the OEPA Team verified

teachers were teaching standards (lesson plans, I

Can Statements, etc.), they could not verify

evidence of a system for tracking delivery and

student mastery of standards.

7

of curricula.

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 Crichton Elementary teachers are developing

lessons with a clearly defined structure and

supporting activities. Teachers use county

created Progression of Standards documents for

English Language Arts and Math to define time

allocations. Specific learning targets are posted

in classrooms for both the students and teachers

to reference during the learning process.

Teachers reflect on students learning of specific

learning targets and discuss the data during

weekly PLCs for effective instructional

planning. Teachers plan and deliver lessons that

include working in large and small groups

(examples include reading and math centers,

Discovery time, and Spelling BINGO) with

student choice and promote student

independence. Crichton Elementary teachers are

beginning to differentiate instruction in

response to students’ performances on

assessments, seek opinions from other teachers,

and administer interest and learning styles

inventories to ensure they are meeting student

needs.




Function D: Instructional Delivery.

Teachers facilitate engaging instructional experiences that enhance individual student progress in mastery of the curriculum using multiple strategies, appropriate assessments, learning resources, digital

EMERGING Teachers’ lessons are limited to textbook

examples and instruction because they are still

learning the Next Generation Content Standards

and Objectives and some are teaching grade

level standards for the first time. Each day

teachers communicate the lesson’s topic and

objectives to students. For their instructional

delivery, teachers are beginning to use anchor

charts, modeling, demonstrations, and graphic

organizers to promote understanding and

reteach when necessary to meet the needs of all

students in the classroom. Throughout the day




8

tools, and processes aligned with instructional targets.

and during instruction, teachers strive to use

correct grammar, appropriate wait time, and

cueing/prompting that is developmentally

appropriate for the grade level. Teachers at

Crichton Elementary are in the beginning stages

of supporting students’ success, developing the

study skills of the students, and allowing time

for students’ reflection and self-appraisal with

the use of anchor charts and journaling.

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.

EMERGING Parents, staff, and our community at large

(including the mayor, fire department, local

churches, local organizations such as scouts)

serve on the LSIC, volunteer to work in our

library, conduct read alouds in various

classrooms, donate books, donate school t-shirts

to our staff, donate supplies and clothing to our

students, fundraise for enrichment activities and

experiences, beautify school grounds, etc.

Through Title I funding we offer to parents

“Trick or Read to Me Night” and “Dr. Seuss

Night”, to communicate progressive student

learning using our reading intervention

program, Read Well. Pre-K parents are afforded

opportunities throughout the year to visit and

join their child for field trips. The staff

communicates on a regular basis through

classroom newsletters, phone and text messages

to keep parents informed and to set a positive,

welcoming tone for our school. We make it a

priority to acknowledge parent involvement at

our annual end of year "Appreciation" breakfast





Rationale: The OEPA Team observed positive

relationships between school staff and students,

families, and community. For example, the local

fire department, the police department, those that

work in Town Hall, the Osteopathic School, and

the Methodist Church provided a variety of

services for Crichton Elementary School

students.

Function B: Student Personal

EMERGING The school counseling program at Crichton ACCOMPLISHED The evidence provided by the school and the

9

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.

Elementary is aligned with the West Virginia

School Counseling Standards. Character

education is provided on a weekly basis.

Lessons include respect, responsibility,

tolerance, diversity, academic achievement

(through goal setting), and career exploration.

Speakers from the community are invited into

classrooms to present lessons on healthy

choices (West Virginia School of Medicine,

TARWARS) and personal safety (Family

Refuge Center). The Pocahontas Prevention

Coalition also provides resources to assist with

lessons in drug prevention and making healthy

choices. Outside of the classroom, individual

counseling is provided to students who are

referred by teachers, parents, principal, and

student referral.The counselor uses the

BrightBytes system to identify students who are

at risk for dropout based on attendance,

academics, and behavior. CES has a coordinated

transition program transition (Pre-K-4th grade

move-up day, and 5th grade to WGMS.




Rationale: Through teacher interviews, the OEPA

Team determined that services were coordinated

for students’ personal development. While a

guidance counselor was available only two days

a week, social workers provided support for

student services two additional days each week.

In addition, Osteopathic School students taught

lessons on health, nutrition, and hygiene.

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 Our Title I teacher works to deliver to parents

information about how they can support their

child's reading at home. An example would be

our Trick or Read to me Night in October. Mrs.

Meadows delivers an awareness of the Next

Generation standards to keep our mission

aligned, parents informed, and strategies

practical and consistent on how they can help

with our mission at home. Our school

demonstrates effort as described in 4A;

however, our community has very little

resources from which to draw from. We partner

with what we have, but more time is needed to

draw from several outside agencies.




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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.

EMERGING All but one teacher has obtained or is currently

working toward a Master’s Degree in a content

that will support classroom instruction. Each

teacher is given the opportunity to attend the

biweekly county structured PLC’s and the

weekly team level PLC’s at the school. The

PLC’s are structured in such a way that

standards, strategies, assessments, and

enrichments support the Next Generation

Standards. Using Title I funds, our staff has

received professional development to encourage

and support reading with the professional

development provided for on Read Well as an

intervention, student and teacher exposure to

author, Michael Shoulders, and consultant Jan

McNeal - WV Reading and Writing Council on

how to develop and use anchor charts. Teachers

are asked for professional development needs

by administration in search of consultants and

appropriate training needed if unavailable at the

school level.




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,

EMERGING The teachers at CES have the opportunity to

participate in high functioning learning

communities for 30 minutes daily; however,

they are required to meet weekly for 30 minutes

in their collective teams. They focus on one of

the four critical questions. They keep weekly

documentation which provides focus,

redirection, and review of essential leaning,

instructional strategies, intervention, and if

needed enrichment. Teachers bring data to the

meetings and work to plan instruction based on




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and the implementation of strategies that improve instructional practice.

current results. Teachers share formative

assessment strategies administered on a daily

basis and reflect through their lesson plans the

result of their approach and assessment.

Teachers then share with colleagues their

successes and failures..

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 The principal supports teachers in the

instructional learning process by providing a

suggested lesson plan template, an observation

form, and a PLC form for focus and time

management. All teachers participate in the new

teacher evaluation system and provide a self-

reflection designation and comment for each

standard. Standard one and three - Curriculum

and Instructional Strategies - get the most

attention for professional development.;

therefore, professional development

opportunities are planned accordingly. She

purchased a reading intervention program and

provided the appropriate training, facilitated a

book study Bringing the Common Core to Life,

and arranged for Jan McNeal to provide PD on

writing standards. Teachers provide feedback to

administration and share in the school and

county structured PLC’s. Administration

conducts routine walkthroughs and meets with

each staff member individually on a monthly

basis to provide feedback and answer concerns,

questions, etc.




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

EMERGING Crichton Elementary is currently preparing for

an SBA project that involves establishing safety

features throughout our school. These features




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

include the addition and replacement of

windows, a secure front entrance area, and a

locked backed exit area. Currently, we have

emergency bags in all classroom equipped with

information and resources to follow the

Emergency operation Plan during drills and

practices which are posted at every doorway.

Emergency doors, phones in all rooms,

surveillance cameras, window blinds, and

portables used by teams during lunch/recess are

resources utilized by staff to help keep students

safe. All staff members are given a copy of the

Crisis Management Plan. Fire Drills are

scheduled randomly. To keep facilities

operating safely, staff is made aware of the

online maintenance request form for requests.

Function B: Fiscal Resources.

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

EMERGING At the beginning of each school year, teachers

are provided a list of approved allocations for

purchasing classroom needs and are given a

detailed outline of school procedures for

making purchases. These procedures are

outlined in the Faculty handbook. They are

given an allocated amount of levy funds based

on number of students they are serving to

purchase materials and supplies to address their

classroom needs. In addition, the principal

always asks teachers for feedback before future

purchases are made or past purchases continued

to determine their cost effectiveness for our

students. Our secretary, Mrs. Boone passes

annual routine audits.





Rationale: The OEPA Team reviewed the most

recent financial audit indicating no findings.

Function C: Personnel. High

quality personnel are selected according to West Virginia Code and

EMERGING All staff at Crichton is highly qualified in the

area assigned. Thirty one present is on the initial

progression, 31% on the intermediate, and 38%

on the advanced. Mrs. Meadows works with the

central office to ensure appropriate certification




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

of all potential staff and adheres to the state

hiring policy- Policy 5000. Our school has

selected a single designee with up to 2 staff

members called upon for the review of the

applicants as needed. Teacher’s strengths are

strategically matched to student needs. Our

county office provided on-going new teacher

orientation through the school year in the form

of PGA’s, teacher meetings and other

professional development sessions. Pre-service

candidates assigned to our school are invited to

participate in our weekly PLC’s . The county

office has a structure in place to support new

employees to our county school system. More

structures are needed for service personnel for

the involvement in our school learning

community.

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 The principal has developed a scheduled

computer lab time for each class, encourages

use of the mobile lab, and accommodates

technology requests as funds allow. Mrs.

Meadows collaborates with teachers and seeks

their review before the purchase of student

learning software such as Reading Eggs and

Math Seeds. Our teachers provide cyber safety

and training to all students annually as well as

post technology focus for each grade level.

Teacher’s lesson plans reflect daily use of

digital technology and software so that students

are provided opportunities to use a variety of

technology tools such as Smartboard, Smart

Table in 2nd grade, mobile computer lab, Wii in

preschool, and tablets/iPads. Additionally,

teachers are continually working to integrate

new technologies, resources, and learning

materials, such as Socrative.com, to make




14

subject matter more accessible to all students.

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

EMERGING School data is gathered from several sources to

prioritize the development of an improvement

plan: WVEIS, BrightBytes, Teacher Evaluation,

teacher observations, benchmarks, summative

and formative assessments, and

parent/counselor/case worker information. As a

result of self-reflection; the leadership team has

made some decisions about what changes are

needed to improve student learning: individual

class mission statements, class and school data

walls, a Leader in Me program to promote

student leadership, student created learning and

personal goals, and suggestion box for student

voice. During our PLC structured time that data

is studied, goals are set and decisions are made

to align with the current data. A form has been

developed to adhere to time and remain focused

on the four critical questions.




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 Although the current staff is new to education

and Crichton Elementary, Mrs. Meadows

attempts to identify the long term staff and

involve them in leadership roles to enhance

student achievement. Mrs. Meadows elicits

support and ideas from the central office,

instructional coach and colleagues to also

improve student achievement. The Principal,

Mrs. Meadows, provides 30 minutes weekly for

individual and team collaboration as needed.

Once a week teachers, are required to meet with

their team for PLC collaboration. Teachers meet

independently monthly and as needed with




15

principal to share confidential concerns. The

principal conducts walkthroughs and

observations and reviews lesson plans. Our

instructional coach provides opportunities

(PGA’s) to improve instructional practice.

These are encouraged in Mrs. Meadows News

& Notes and during PLC’s.

Function C: Monitoring for Results. The staff

monitors changes in practice and implements adjustments, evaluates the results of student learning, and communicates the progress to all stakeholders.

EMERGING Through weekly and monthly PLC’s, teachers

monitor their goals as it relates to the

progression of the Strategic Plan. The School

Leadership team collects, organizes data, and

make adjustments accordingly. Groupings to

support personalized learning are established

and students are referred to the Student

Assistance Team for the development of an

educational plan to target areas of concern.




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.

Often technology doesn't work (smart boards, computers,

projectors, etc. This inconsistency makes it difficult to

deliver West Virginia Standards for 21st Century Learning

using Technology Tools

Based upon observations, interviews, and general review of

evidence, the OEPA Team confirmed the school’s identified

resource and/or facility needs.

The OEPA Team observed technology in use; however,

connectivity issues interfered with the lesson presented.

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

Needs were not identified by the school.

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.

Best practices were not identified by the school or the

OEPA Team.

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

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

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

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

POLICY and CODE

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

FULL COMPLIANCE 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.

(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 Principal conducted a staff meeting after school on September 15, 2014

to bring an initial awareness of this policy and how our school was going to

collaborate to address each section of the school monitoring document.

YES Complete the School Monitoring Report The Principal arranged four staff meetings to share the responses requested

from each section of the document including the standards of high quality

schools, an analysis of our needs, and best practices identified (if any).

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

The Principal is preparing the staff for the on-site review by arranging for

collaboration time, reviewing the needs analysis, and requesting support from

the central office as needs are identified by staff

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Monitoring Report documenting and summarizing the school’s overall progress

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

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

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

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

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

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

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

appropriate support to accomplish this intent.

Implementation

· Develop Understanding of Accreditation Processes

· Establish Local Direction

· Monitor School Responsibilities:

o Completion of the annual School Monitoring Report

o Review and verify the accuracy of the School Monitoring Report

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

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

Establish Supports and Expectations that Impact Student Performance

· 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)

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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)

The Principal and the Leadership team will create a schedule to meet three

times each 9 week period to review the data and make adjustments to the

intensive and targeted groupings as progress is made toward student

proficiency on the administered data assessments identified in the strategic

plan.

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)

With staff input, the principal has purchased remedial programs to aid in

providing the intensive support needed bring students to their grade level of

proficiency in reading. During weekly PLC's, the staff focuses on one

essential question that addresses what is needed to get students moving

forward toward mastery.

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)

All Staff members complete an analysis of what is needed to significantly

impact student achievement. They are encouraged to address professional

development, technology, etc.to assist with the challenging goals outlined in

the strategic plan.

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

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

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

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

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

B . Policy 2340: West Virginia Measures of Academic Progress 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

19

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 Director of Testing and Technology supports

all schools in training and holds high expectations

of secure testing procedures.

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)

The IEP and SAT team identifies services

accommodations, and supports to help each

identified child succeed on the West Virginia

required assessments.

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)

Currently, there are no students with a 504 plan.

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.


20


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)

All teachers are required to provide the necessary

accommodations for any students on an IEP/SAT plan. Currently

we have no students on a 504 plan. Each teacher conducts a

learning styles inventory and differentiates instruction via

thinking processes, assessment or pace of the 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)

Crichton elementary school holds will deliver a an academic

program required in policy 2510 that will achieve proficiency in

the basic skills of literacy, mathematics, science, social studies,

arts, and 21 century skills and technology tools.

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

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

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

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

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

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

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

Utilizes standards-focused curriculum

Our Early Learning Programs address the holistic needs of all

students with our goal to close the literacy achievement gap by

third grade. We offer recess 30 minutes daily and have been

approved for an Alternate PE Plan by the WVDE due to

insufficient Physical Education instruction. This plan and

approval notification is on file. Technology is integrated

throughout the classroom experiences as a tool to facilitate the

learning processes.

21

Provides physical education, physical activity and health/wellness education

Develops global competence Utilizes technology integration Utilizes formative assessment processes Utilizes personalized career portfolios to develop career

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

evidence-based practices during the instructional day

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

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

either a CTE or locally approved concentration Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology Develops and updates a personalized education plan

(PEP) Has alternative means to earn high school credit 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:

All teachers are provided a 40 minute planning and a 30 minute

collaborative time weekly. Walkthroughs, observations, and

22

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)

individual teacher conferences are conducted routinely to ensure

high quality standards from policy 2322 and to ensure a student-

centered learning environment rich individualization, exploration,

and integration.

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

The minutes and agendas of these teams are kept on file and or

with teachers supporting individualized plan of learning.

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


Expected Behaviors in Safe and Supportive Schools


23


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



YES Guidelines for Implementation. (S1,FC)

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

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

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

18-21).

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

· Implement investigatory and reporting procedures (Page 43).

· Implement meaningful interventions and consequences in response to

inappropriate behavior (Pages 45-57).

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

27).

Our school discipline policy is reviewed and approved by the LSIC

each year and this report is sent to the Superintendent for approval.

Discipline incidents, if any, are kept WVEIS. Climate surveys are

conducted each year with staff, students, and parents for the

continuous improvement of our school climate and culture. The

Student Code of Conduct for school, buses, and playground,

including the Bullying/Harassment Policy are outlined in the

student/staff handbook and enforced.

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

Our School behavior Plan (P.U.R.R - Performing with the

Understanding of Respect and Responsibility) is provided in the

handbook, explained and shared with staff, students, and parents.

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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

COMPLIANCE CHECKLIST: §18-2-7a

Legislative Findings: Required Physical Education; Program in Physical Fitness

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

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

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

Full Compliance = Compliant with all items listed below.

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

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

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



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

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

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

We have been approved for an Alternate PE Plan by the WVDE

due to insufficient Physical Education instruction. Currently we

are able to offer 80 minutes of PE weekly and require all teachers

to implement 10 minutes of weekly structured physical activity

by incorporating movement into curricular areas using online

resources. This plan and approval notification is on file.

25

requirements. These alternate programs shall be submitted to the state Department of Education and the Healthy Lifestyle Council for approval.

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

All fourth and fifth grade students participate in fitness testing

during PE instruction.

YES Results are shared with students and parents. (S7, FC) PE Instructor will work with Principal to develop a process to

disseminate student results of the Fitness gram to individual

students and the parents.

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

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







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

Our school counselor is assigned to our school twice a week. One

full day is devoted to individual sessions with students referred

by parent, teacher, or administration. A second day is used by

counselor to deliver developmental guidance lessons to all

students ( 40 minutes per class)

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:

26

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?

NOT APPLICABLE No non-compliances listed YES

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

YES All non-compliances have

been corrected.

YES

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

NO

The AES was found to be in

non-compliance due to lack

of automatic fuel shutoff.

The County office is aware

but due to lack of funding at

this time this non-

compliance cannot be

corrected.

NO The identified finding was forwarded to the county for correction.

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

YES

Can opener had visible

debris, and dish tank had

build up Corrective action

has been taken.

YES

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

NOT APPLICABLE Not Applicable

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

NOT APPLICABLE YES

Finding

Fire Marshal Fire Safety Inspection Report: Findings must be addressed to meet the regulations of the Fire Marshal.

Facility Resource Needs

1. School Site

G. Loading and unloading zones for students transported by private vehicle were not adequate and safe. (May adversely impact students’

health and safety.)

N. All exterior buildings and equipment situated on the school site were not well maintained and free from safety hazards. (May adversely

impact students’ health and safety.)

2. School Building

B. Interior - General

27

B-6. Restrooms were not compliant with the Americans with Disabilities Act (ADA) requirements as required by State Board Policy 6200. (May

adversely impact students’ health and safety.) (May impede access for individuals with limited mobility.)

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.)

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

School did not have a clinic/health service unit with furniture and facilities. (May adversely impact students’ health and safety.)

12. Pre-kindergarten/Kindergarten Classrooms

C. Pre-kindergarten and kindergarten classrooms were not adequately equipped with at least the following:

C-1. Restroom that includes toilet and sink with hot and cold water. (May adversely impact program delivery and student performance.) (May

adversely impact students’ health and safety.)

15. Art

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

D-2. Counter space. (May adversely impact program delivery and student performance.)

D-4. Display boards and equipment. (May adversely impact program delivery and student performance.) Education Performance Audit Team

Team Chair – Deborah Ashwell, OEPA Coordinator

Team Leader – Linda Keeney, OEPA Consultant

Team Member – Deborah Fincham, Federal Programs Coordinator, Randolph County Schools

Team Member – Dr. Ernie Adkins, Principal, Princeton Primary School, Mercer County Schools

Date of School Visit – 09/23/2015

SCHOOL PROFILE

26-102 RAINELLE ELEMENTARY SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 203 217 227 230


Attendance Rate 98.84 98.51 98.76 98.81





not available 100.00 100.00 99.00

1

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

RAINELLE ELEMENTARY in GREENBRIER COUNTY SCHOOLS

















EMERGING Weekly collaboration teams consist of grade-

level teachers, the principal, Title I

Interventionists, Special Needs teacher, and

TAC. The meetings are used to discuss student

achievement, student behavior, and all other

student-related needs. These meetings also help

keep our mission and goals in check.

Professional Learning Communities are

scheduled in the county calendar to revisit our

goals and make any changes as they . The LSIC

Committee meets to discuss school safety along

with other issues that are influential to climate

and culture. Climate and Culture Surveys are

provided for parents, teachers, and students to

gain feedback in order to make decisions and set

the expectations for all stakeholders. We

provide an Open House at the beginning of the

school year and reach out to parents in order to

obtain feedback regarding the school mission




Comment: The OEPA Team commended the staff for their ongoing collaborative efforts to intentionally shape the school’s climate and culture.

2

and goals. The school mission and goals are

discussed and revised each year by faculty/staff,

students, and parents.



EMERGING Teachers model expectations whether academic,

classroom management or discipline related.

Classroom and school rules are posted both in

the classrooms and other areas of the school,

We also have a Responsible Student Program

and Behavior Incentive program implemented

with special planned activities at the end of each

grading period. For example we have dances,

game time, and a physical fitness fun Friday. A

committee has been appointed the charge of

planning a school-wide behavior/attendance

incentive program for this school year which

will include a school store. Students are given

the opportunity to have a voice through Student

Council, the Student School Newspaper, and a

new Student-lead morning news program. Our

counselor along with Leadership Team helps

the principal analyze the results of our Climate

and Culture survey in order to focus on any

changes or issues needing attention. This

collaborative group also addresses complaints

by students, parents, and other stakeholders





Rationale: Through classroom observations and

interviews, the OEPA Team confirmed the

school’s evidence and determined it supported a

higher rating.



EMERGING The faculty and staff work collaboratively to

provide a safe, welcoming school atmosphere.

Various teachers greet students by name at the

back entrance of the school each morning even

if not assigned a duty that week. Decisions

made during grade-level weekly collaboration

always reflect student needs. For example, data

is assessed frequently to determine the types of

interventions for each students. We used

DIBELS, SMI, SRI, and now have access to

Smarter Balanced Assessment data to assist in





Rationale: The OEPA Team determined the

school was clean and well-managed, with an

environment that contributed to an engaging and

inclusive learning atmosphere.

3

individualized learning. Teachers also schedule

SAT meetings if students are "at risk" either

academically, behavioral, or because of

absences.








EMERGING The principal works collaboratively with faculty

and staff to make the best decisions possible for

the students. We have a weekly grade level

collaboration where issues can be discussed or

voted on, if necessary. Scheduled PLCs are also

used to create a sense of "team" at our school. A

weekly update is sent via email to inform

faculty and staff of various issues or items

needing discussed. Opportunities are given to

teachers for input on scheduling, discipline, and

school policies/procedures. We use Office 365

One Drive to communicate and share ideas as

well. When conflicts arise, the parties involved

meet with the principal as soon as convenient.

Open communication is imperative and

apparent in our school. Parents are encourage to

attend PTO meetings and serve on the LSIC in

order to have a voice. Successes are rewarded

during morning announcements or posted to the

sign at the front of the school. The school

website is also used to post accomplishments as

well.





Rationale: Through observations, interviews,

and review of evidence, the OEPA Team

determined the principal’s leadership skills at the

accomplished level.


The school teams and councils function effectively to advance the mission and goals

EMERGING The Leadership Team meets 1 to 2 times per

month to discuss school needs and issues. The

team shares ideas and knowledge learned

through professional development opportunities

with the other teachers. They often lead school-

based professional development sessions during




4

of the school through leadership, planning, and problem-solving.

collaboration. The experience and opinions of

this team is well respected.We have weekly

collaboration (grade level) and scheduled PLCs

to communicate ideas and revisit the mission

and goals. Our Safety committee is basically

made up of the same people as the LSIC with

the exception of a few teachers. We will have a

technology team made up of 3 former TIS and 1

TAC which will benefit the student use of

technology tools. The principal serves on all the

listed committees including our SAT and

Curriculum committees to support and provide

guidance as well as keeping the focus on the

tasks at hand.



ACCOMPLISHED Professional Development opportunities are

readily available for all teachers. This PD is

provided by both the county and state. Our TAC

provides professional development throughout

the school day or during the county's monthly

PGA. We also work together during

collaboration to share resources. Our

collaboration teams consist of the principal,

Title I Interventionists, Special Needs teachers,

TAC, and grade-level teachers. We have

scheduled PLCs where some of the time is used

for collaboration, but professional development

sessions are also provided. We have sessions

pertaining to technology, classroom

management, and behavioral plans. Principal-

lead professional development is determined by

the needs expressed or requested by the

faculty/staff. After receiving PD by the county

or state, I am able to assess what information is

pertinent to teachers or other staff members.

ACCOMPISHED The evidence provided by the school and the



Function D: Student

EMERGING Our 4th and 5th grade students have student

council elections at the beginning of each



5

Leadership.


school year. Our guidance counselor is the

student council advisor and plans activities for

the members. They assist in making decisions

about our school's rewards program and lead the

school's recycling program. Students are in

charge of the School Newspaper. We have an

editing and advertising team. The students are

in charge of photography, writing articles, and

editing. Some students call businesses to ask

them to purchase ads in order to help fund the

paper. We will have a morning news program

beginning this year. In the classrooms, students

are given options during centers. They are

provided opportunities to lead daily

tasks/duties. When the students are given the

daily tasks, they are able to demonstrate

responsibility. This year, we will be using a

school-wide behavior incentive program that

will require collaboration of all grades to obtain

consistency for all children.



Rationale: In addition to the school’s evidence

listed, the OEPA Team verified other evidence

such as the class morning meetings, classroom

meteorologist, student-assigned roles, and hall

responsibilities, which supported an

accomplished rating.







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

EMERGING Support for personalized learning is evident in

the classrooms and is planned during

collaborative planning time each week.

Classroom teachers, interventionists, TAC,

special needs teacher, and the principal work as

a team to analyze data to realign students for

varied levels of intervention. All teachers use

various centers including technology tools as

enhancement where students work individually

or collaboratively based on what the need is at

that moment. Teachers are beginning to share

ideas of how to organize classrooms to decrease




6

clutter and maximize resources. The teachers

demonstrate compassion and care for all

students. They model respectable behavior in

and out of the classroom. Our school is working

toward school-wide expectations that will

demonstrate a shared set of values for both

teachers and students. They will also be

observing grade levels above and below to

better understand how to prepare the students

for the next level.



EMERGING The teachers, TAC, and counselor implement a

standards-focused curriculum. Instructional

Practice Inventories (IPI) follow-up dialog gives

teachers the time to plan better delivery.

Technology tools are readily available and used

during instruction to enhance lessons. Each

teacher has a SmartBoard and SmartDoc

camera, and each classroom is scheduled

weekly in a computer lab. Teachers are

beginning to adopt better practices with the

assistance of a TAC. The TAC provides

professional development (1 to1) to teachers in

order to model varied instructional practices and

more relevant use of technology tools. An

example of our teachers integrating real life and

workplace experience is our Newspaper team.

Our students learn advertising, photography,

writing, and editing first hand. It is a true school

newspaper in that every grade is involved in

some way. Our teachers are beginning to make

relevant real life connections using the new

Common Core Curriculum.





Teachers design long and short

EMERGING Our teachers collaborate with other teachers in

the county during the summer to create

instructional progressions that assist in guiding

instruction throughout the year. Student




7

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.

learning goals are developed by both the

principal and teachers as a part of the evaluation

process. Weekly lesson plans are created by all

teachers including the components of

objectives, strategies, materials, and

assessments used and accommodations. The

lesson plans are checked by the principal during

collaboration or walk through observations.

Assessments such as SMI, SRI, and DIBELS

are used several times during the year to gain

insight on individual student's needs. IPI coding

is helping teachers to be more mindful of

student interdependence. The school TAC

models how teachers can take on more of a

facilitator's role for the learning process in order

to give more of a problem-solving approach to

the students.


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

EMERGING Lesson topics and objectives are posted daily in

the classrooms. Projects relating to students'

interests are assigned and students work either

individually or collaboratively depending on the

lesson or topic. Our teachers use many

strategies, assessments, resources, digital tools

to enhance the learning process. Some examples

are: formative and summative assessments, self

reflections, graphic organizers, think-pair-share,

Phonemic awareness Program, IPAP, white

boards, TechSteps, MobiMax, Ready Common

Core (online), Accelerated Reader, project-

based learning, number talks, and

SmarterBalanced Interim Assessments are

observed during walk-throughs. Grade level

teachers collaborate weekly to plan similar

projects and authentic lessons. The TAC assists

with ideas for supporting student understanding

as well as modeling how to implement "wait




8

time" for students. IPI coding has been

beneficial to all teachers in helping them

recognize the need for more student-lead

lessons/conversations.








ACCOMPLISHED Rainelle Elementary is pleased with the positive

relationships we have been able to build. Some

of the activities we have that build these

relationships are: Open House, LSIC, Title 1

Parent Involvement, Parent Volunteer Program,

Read Aloud Program, Rainelle Medical Center

partnership, Bus Safety Presentation, Guest

Readers (Paul Bunyon, Johnny Appleseed),

School Connects, Ronald McDonald Reading is

Fun, Guest Author (Michael Shoulders),

Partnership with the High School, Parent

Involvement surveys, Pre-K parent workshops,

Dr. Seuss Reading Night, K-2 Hands-on Parent

Reading Workshop, Kindergarten Orientation,

Women's Wellness, Memorial Day Veteran's

visitation, and Pre-K parent invitations

throughout the school year - male involvement

day as well as others. Parents have access to

faculty/staff and principal email addresses.

Teachers use student planners for 2-way

communication and class dojo which is an

electronic form of 2-way communication.




Function B: Student Personal Development.

The school staff attends to student physical, social-emotional and academic well-

EMERGING Activities and Resources are provided by a

number of groups: Communities in Schools

provides counseling once a week (we are

hoping to have them twice a week this school

year). Snack N Packs are provided to low

income students from City National Bank on a




9

being through coordinated student support services for health, child nutrition, character education, guidance and counseling, special education, and English as a Second Language.

weekly basis. The county provides fresh fruits

and vegetables weekly. Parents are invited to eat

breakfast or lunch with their child on special

occasions. We have community resources to

assist in providing clothing for our children in

need. Department of Highways donates coats in

the winter and Rainelle Medical Center works

to help supply needs as well. Our school nurse

and guidance counselor provide character

education and other student-support systems for

our children. Our Pre-k and Kindergarten

teachers work collaboratively to provide a

smooth transition for both students and parents.

They also conduct home visits to support and

ease concerns of the children and parents.



EMERGING Our school has a close, positive relationship

with the town Mayor and Police Department.

Our Police Chief serves on our LSIC

committee. City National Bank provides Pack N

Snacks for 60 of our children. Rainelle Medical

Center sends Read Aloud volunteers to read on

a weekly basis. Boy Scouts and Girl Scouts use

our facility for meetings, and youth athletic

leagues use our gymnasium and baseball field.





Rationale: In addition to the school’s evidence

listed, the OEPA Team determined that much of

the school’s evidence in function B supported

this function at an accomplished rating.







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

EMERGING Kindergarten teachers had professional

development sessions on a monthly basis. This

year, the 1st grade teachers will have monthly

county professional development sessions. We

provide school level professional development

at scheduled PLCs. Our county provides

professional development to new teachers

through a New Teacher Group. Preparing




10

practice. Greenbrier Achievers (PGA) is a monthly

meeting for all teachers and provides PD on

various topics. We have a Lead for Tomorrow

group for teachers expressing an interest in

administration. Our school PLCs, Leadership

Team, IPI Collaborative Conversations, and

other ongoing state and county provided staff

development all contribute to improvement of

professional development. Three of our teachers

are NBCT as well as the principal. We have

three teachers with administrative degrees as

well. The principal is beginning to reward

accomplishments by announcements, weekly

newsletter, and digital sign in the front of the

school.


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 Weekly grade-level collaboration meetings

consisting of teachers, principal, TAC, Title I

Interventionists, and Special Needs teacher are

structured and used for analyzing data,

discussing intervention, and realigning student

needs. The team monitors growth of students

and decides if there is a need for more student

support. This time is used to discuss what

students need to know and what they have

mastered. Data from SRI, SMI, DIBELS, and

Smarter Balanced Interims are used to monitor

progress. The TAC assists teachers by providing

suggestions of how to use the data to

individualize instruction and enhance lessons

using technology tools.





participates in processes of evaluation that

ACCOMPLISHED All staff participate in the Evaluation Process:

Self Reflections, Goal Setting, Observations,

Walk-throughs, and evaluations. The staff and

principal review reflections, goals and

observations in accordance with WV policy.




11

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

This process is on-going throughout the school

year.







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

EMERGING Our Faculty and Staff, as well as our student

body, take pride in our new school and work

collaboratively to maintain the beauty of the

facility. The principal, along with custodial

staff, is responsible in making sure the facility

remains safe and secure. We work as a team to

keep the facility clean, safe, and secure. If

issues arise, online forms are submitted to the

maintenance department. The forms are

prioritized by the Director of Maintenance, so

that repairs are made in a timely manner.





Rationale: The OEPA Team observed this new

school to be clean, safe, well-maintained and

aesthetically pleasing. The issue with the HVAC

on the day of the on-site review had been

reported to the county office.



EMERGING All school funds are utilized to meet the needs

of our strategic plan and support the

teaching/learning process. The principal divides

the funds allocated by the county among the

faculty. All allocations (Levy, Title I, and STEP

7) are used for School Improvement with the

safety, academic success, and motivation of our

students as priority. The principal elicits support

from the county office in order to ensure funds

are not misused. Teachers submit purchase

requisitions to the principal. If approved by the

principal, the forms are forwarded to the

secretary or a county office secretary depending

on the funding source. This system is consistent

county wide.





ACCOMPLISHED The principal works with the hiring committee ACCOMPLISHED The evidence provided by the school and the

12

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

to select and retain high quality personnel.

Applicant information is available via an online

system and interviews are conducted by the

hiring team consisting of the principal and 3

teachers. Our county personnel office assists in

all matters of hiring as far as ensuring

applicants are properly licensed, The principal

uses the online evaluation system to monitor

teacher evaluations and submit observations

according to WV code and WVBE policies. The

principal works collaboratively with the

personnel department to retain talented and

qualified educators.





EMERGING The principal and secretary work

collaboratively to continuously update data in

WVEIS. The principal works closely with the

county technology department to ensure

technology and infrastructure is working

properly. A technician is scheduled one day a

week at the school and we have 2 technology

contacts who troubleshoot minor issues. Our

school has a SmartBoard in every classroom

and a SmartDoc camera in every classroom.

Every classroom contains 4 student computers.

We have two computer labs and a mobile lab on

the second floor of the building. Each teacher

has a tablet and some have Ipads used during

instructional stations. Our second grade

classrooms have Smart Tables for students to

use during centers. We have televisions in each

room and a broadcasting system for students to

begin using this school year.









13



EMERGING New leadership and new faculty members have

caused us to revisit our mission and goals. Our

leadership team has begun working on

improving our relationships with the community

and parents. We have a great Parent-Volunteer

group, PTO, Faculty Senate, new LSIC

committee, and are building relationships with

businesses in our community. Each member of

our Leadership Team was in charge of

collaborative groups to complete the High

Quality Schools Self Reflection, then came back

together as a faculty to discuss the direction in

which we want the school to head. Our strategic

plan has been placed in the local library. All

parents are invited to have input on the mission

and goals. We introduce this idea at our Open

House.






EMERGING Creating new committees and building new

relationships with community stakeholders and

businesses is one of the priorities of the school.

The members of our Leadership Team are

beginning to understand their roles in the school

improvement process. The team meets one to

two times per month and discusses PLC

agendas. We work collaboratively to implement

parent/community involvement plans. The team

members are in charge of collaborative groups

during some PLCs that focus on professional

development. book studies, or planning for

school improvement. Our leadership team has

suggested that teachers observe one another this

year in order to strengthen effective

instructional practices.





monitors changes

EMERGING Our school is a data driven school; therefore,

teachers analyze data often and share results

with Title I teachers, the special needs teacher,




14

in practice and implements adjustments, evaluates the results of student learning, and communicates the progress to all stakeholders.

TAC, and principal during collaboration. Our K

to 2 teachers send results of DIBELS for

midterms and we share assessment results with

parents during SAT meetings. All data is shared

with parents at their request. We also use the

Bright Bytes Warning System to monitor each

child from year to year. This system is a great

tool for drop-out prevention.


Rationale: Through interviews and review of data,

the OEPA Team verified the staff regularly

analyzed formative assessment data to develop

prescriptive interventions for individual students.




Current math books are not completely aligned with the new

curriculum; therefore, our children would be more

successful if we had an updated text.


evidence, the OEPA Team did not confirm the school’s

identified resource and/or facility needs.

Teachers were using other available resources to deliver

the curriculum.

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

It is our belief that a Reading Masters should be mandatory

for all 1st Grade Teachers. Also, we would like help and

support in making sure our LD and MI students are reading

on grade level by the third grade.



identified professional development and/or other capacity

building needs.

Teachers were certified in the areas assigned and were

providing interventions to meet individual student needs.



Best practices were not identified by the school or the OEPA Team.




POLICY and CODE



15









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

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.

16

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)



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

17

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




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) 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,

18

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









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

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


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

19

distribution of those requirements as described in the policy pages 12 to 21:

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

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

Integrates technology Develops and updates a personalized education plan (PEP) Has alternative means to earn high school credit Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs Provides AP courses and AP teachers complete required initial and on-going professional

development



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)


20



The technology team includes

our technician, technology

contacts, and IST.












· 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).

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


21



· 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.


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

Rainelle Elementary has submitted an

alternate Physical Education plan that was

approved October 3, 2014 in order to

comply with Policy 2510.

22

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.


Rainelle Elementary participates in the

Fitness Gram each year.

YES Results are shared with students and parents. (S7, FC) Data is sent home to parents with a letter of

explanation.


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













23


NOT APPLICABLE There weren't any non-

compliances issues

YES


NOT APPLICABLE

There weren't any non-

compliances listed on the

report

YES


NOT APPLICABLE

There weren't any non-

compliances listed on the

report

YES


YES

The hot water in the

upstairs classrooms is now

turned on.

YES




NOT APPLICABLE YES


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.)

K. Playground/recreational areas were not separated from streets and parking. (May adversely impact students’ health and safety.)

L. Playgrounds/recreational areas were not well equipped and appropriate for the age level per State Board Policy 6200. (May adversely

impact program delivery and student performance.)

2. School Building


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.)



safety.)

24


A. Clinic/health service area was not appropriately furnished and did not contain at least the following equipment:

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

C. All flammable and toxic materials were not stored in a vented cabinet that was vented to the outside and was locked at all times. (May


Education Performance Audit Team


Team Leader – David Fincham, OEPA Consultant

Team Member – Kim Burnett, Instructional Coach, Barbour County Schools

Team Member – Marianne Annie, Principal, Chamberlain Elementary School, Kanawha County Schools

Team Member – Kim Dennison, Director of Reading, Curriculum, and Title I, Braxton County Schools


SCHOOL PROFILE

26-103 RUPERT ELEMENTARY SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 210 198 199 206


Attendance Rate 98.60 98.79 98.04 98.37





not available 98.94 96.20 100.00

1


RUPERT ELEMENTARY in GREENBRIER COUNTY SCHOOLS

















ACCOMPLISHED Rupert Elementary uses it mission to guide the

school-wide positive behavior support,

intervention and learning. The teachers work to

ensure all students are working to their full

potential. The PTO is working with Title I to

ensure literacy events for each month after

school. Our PTO is involved with all aspects of

the school and supports all efforts to ensure all

students are learning. Leadership Team

developed Vision and Mission with consensus

from staff Staff Collegiality, Communication &

Consistency Plan School Climate Survey

utilized to create a plan of action PLC time 2x

month Collaborative Planning on Friday as well

as team building exercises for students during

that time. LSIC includes business partners and

parents PTO





Rationale: Through staff and student interviews,

the OEPA Team determined individuals could not

clearly articulate a plan of action to ensure a set

of shared educational beliefs and values existed.

Student interviews did not indicate signs of

becoming life long learners. Students lacked

enthusiasm for the learning process.

Recommendation: The OEPA Team recommended the school revisit the school’s mission, vision, and beliefs to ensure a simplified set of shared educational beliefs and values could be communicated and lived by all.

2



EMERGING T.I.D.E (talented individuals demonstrating

excellence) PBS Hallway, Cafeteria,

Playground, Gym, and Bathroom expectations

with poems for each place located in all

hallways, etc... and in the student handbook

Each classroom has established expectations

with student input posted in the classroom

Student government 9 week recognition The

staff establishes high expectations for self and

student that are written, clearly communicated

and readily observed in educational practice and

personal behavior by using school-wide

expectations, PBS, PLC time, Collaborative

cross grade level planning, Walk-throughs, staff

weekly update. Using school survey data to find

holes and repair through interventions and

focusing on weak areas. We work

collaboratively to ensure all students are

learning and safe and secure. Nine- week

awards and rewards are in place and

communicated expectations for each through

the student handbook and weekly newsletter

from Title I for all students.




Comment: Through observations and review of documents, the OEPA Team did not observe evidence of rigor in the classroom which would convey high expectations. In addition, the Team verified the current master schedule did not reflect consistent bell-to-bell instruction; beginning and ending times were not consistent throughout the school; instructional minutes were not consistent throughout the school or within grade level teams. Instructional minutes ranged from 315 – 345 minutes across the school. Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the administrator review and revise the master schedule and classroom schedules to ensure teachers maximize instructional time.



EMERGING The custodial staff works hard to maintain

classroom as well as the school grounds

Worked together with the BOE to replace all

windows in the main building to ensure safety

and efficiency All staff works together safely

taking students from one building to another

monitoring students with clear expectations and

all Related Arts teachers have walkie talkies All

staff works with technology, collaboration and

cooperative learning. Each teacher is working to

ensure students work individually, as groups

and engages students using higher order




3

thinking and questioning skills. This is an area

we are working on and trying to improve. IPI

results speak to this being a low area for our

staff and we are implementing different

strategies to improve this practice. Student

government works on school recycling,

morning announcements and ideas to improve

the school climate.








EMERGING 10 minute meetings with all educators which

include these questions: What standard/s went

with the assignment? What is the difference

between these assignments? What is the DOK

of this assignment? How does this work

contribute to our mission? What do you want all

kids to know? How do you know they know it?

What are you going to do if they don’t? What

are you going to do if they already know

it?Weekly updates to all staff. Works

collaboratively with colleagues to promote and

develop interpersonal skills, professional

knowledge, and ethical behaviors to build trust

and respect within the school and community

Proactively identifies and analyzes problems

using data and implements a variety of effective

strategies for managing conflict, often including

students in the process. Frequently uses

collaboration to make decisions with staff that

support teaching and learning (SAT

meetings).Weekly newsletter to parents from

Title I.




Function B: EMERGING Works with staff to create teams and councils EMERGING The evidence provided by the school and the

4

School Teams and Councils.


that address the mission and goals of the

strategic plan. In the process of establishing

teams to address certain issues of the school

such as student recognition program, attendance

committee, Leadership Team. LSIC





ACCOMPLISHED Creates a professional atmosphere where staff

opinions are sought and valued through

collaboration and where teachers are

empowered and encouraged to pursue

leadership opportunities through leadership

meetings at BOE as well as encouragement

from the principal. Summer Academies for

Teachers that provide the latest techniques and

information for the year PLC's work on

breaking down the standards and creating

essential skills and common assessments. PLC's

look at data to improve student learning.

Leadership Team works to create opportunities

and discuss what is best for students and student

learning. How can we support teachers.

Committee's discuss student learning and use

data from evaluations and from surveys to focus

our work on deficiencies. Professional

development





Students are engaged in age-appropriate leadership opportunities that develop self-

EMERGING School Counseling programs to work on

decreasing bullying, create a caring and

empathetic atmosphere, students learn different

words and actions like responsibility, respect,

etc. Individual counseling as well as group

targeted counseling. Student Council work with




5

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

box-tops and the school wide recycling and is

responsible for morning announcements. We

are working on implementing reading buddies

from different grade levels to support each other

through AR. Teachers provide opportunity for

student have input into 5 expectations in the

classroom.








EMERGING Students are responsible for their own learning

through classroom leadership opportunities such

as classroom jobs, weekly student goal setting.

Are working to create Next Generation

classrooms that value student uniqueness,

enhance student talents and abilities and are

respectful and supportive of all students.

Students in grades 3-5 make use of a daily

agenda to increase their sense of responsibility

and accountability Reading centers that provide

choice and support Common Core Math

vocabulary throughout the school provides for

consistency among grade levels.





Teachers implement a standards-focused curriculum aligned with the Next Generation Standards and Objectives for West Virginia Schools and the Next Generation

EMERGING Daily computer time for all grade levels

Collaborate in weekly collaborative planning K-

2 and 3-5 to create standards-focused learning

experiences that align instruction and

assessment to the WV Curriculum Standards

and Objectives for content, learning skills, and

technology tools. Teachers are using school-

wide Engage NY Math “I Can” statements are

used and posted to assist students in defining

their expected learning outcomes.Teams are

beginning work to unpack the standards and




6

Learning Skills and Technology Tools.

create and focus on essential skills as well as

pre and post assessments



EMERGING Instructional Coach meet with teachers weekly

on an individual need Lesson plans checked,

suggestions offered Formative Assessments,

The use of pre and post assessment data drives

instruction and helps to ensure that students

have mastery of prerequisite skills prior to

introducing new standards DIBELS, Moby

Max, SRI, SMI Title I teachers utilized in small

group, pull-outs; Special Education utilized in

individual and small group pull-outs. Data is

used to group students and periodically checked

and re evaluated.






EMERGING Use appropriate and correct verbal and

nonverbal communication skills and effective,

purposeful questioning techniques to promote

thinking and learning through counseling and

related arts as well.Teachers utilize a variety of

strategies for content delivery, including

relevant technology, small group instruction,

partner work, and learning stations. Students

must set weekly goals that are monitored by

teacher and student. Learning targets are posted

and discussed at the beginning and after all

class changes.









Function A: Positive

ACCOMPLISHED We offer offers several parent/family training ACCOMPLISHED The evidence provided by the school and the

7

Relationships.


sessions throughout the year both during the day

and in the evening to assist parent in supporting

academic achievement at home.We have an

active PTO, Fully functioning LSIC, We have

an Annual Fall Festival which includes the

community Pre-K parent trainings monthly

Robert C. Byrd Clinic involvement Western

Greenbrier Pharmacy involvement Fire

Department and Police involvement during

safety walk Parent Volunteers trained through

Title I to perform non-instructional activities

and programs School-wide music programs, 9

week student led and parent conferences.





EMERGING School Counseling, Nutrition classes from

WVU Extension, Career Fair,Positive Behavior

Support Program, Student Council Association,

TIDE Store for positive behavior, TIDE Pride

Program, 9 weeks rewards and semester

rewards.The WVSOM students come and

provide needed health and wellness training

yearly with all 2nd grade students.The SAT

team meets with parents, at a minimum, every

45 days for students in the SAT process. The

IEP and 504 teams meet with applicable staff

and parents to review plans and update goals.

SWISh to provide for students physical well

being.A local church sponsors families at

Thanksgiving. Shop with a cop for students at

Christmas as well as other community

organizations that provide presents for students.

m. Parents and community members on the

LSIC committee provide input about policies

and procedures at the county and school level as

well as initiatives going on within the school.




8



EMERGING Has limited partnerships with businesses and/ or

the community to enhance school program

offerings and student skill development.

Working with several agencies to establish

supports for students. Parent Involvement Plan

through Title I Use of Family survey to

implement involvement activities Family

Reading Night Rupert Children's Home Society

of West Virginia. Parents may sign up to

receive nutritious snacks over the weekend

through our “snack and pack" program











ACCOMPLISHED PLC's 2 times a month Book Study to target

staff needs Use of staff self evaluation trends

Teachers participate in county professional

development opportunities-PGA's Staff has

participated in a variety of professional

development opportunities offered by the

county and at the school level. Teacher have

participated in WV Learns Online courses.

Weekly collaborative planning is developing

into a time for PLC and staff growth. CPI

training is encouraged with all staff with

challenging students. Leadership Team attended

Paul Farmer training and will be sharing with

all staff during the first days of school. Teachers

support each other and will be in the beginning

stages of peer observations in order to enhance

student learning.





Rationale: The OEPA Team did not observe

teachers implementing the professional

development they had received to impact student

achievement and success.

Recommendations: The OEPA Team recommended professional development be carefully selected and aligned to the Strategic Plan and students’ needs. In addition, professional development must be sustained and ongoing. Implementation of new strategies should be monitored for effectiveness.


The teachers

ACCOMPLISHED Weekly teacher collaboration for 50 minutes

focusing on student achievement and discuss

concerns and focus on student achievement IPI



9

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.

PLC's 2 times a month Book Study to target

staff needs Use of staff self evaluation trends.

The Title I team performs benchmark

assessment and the data is used to help form

groups for intervention. TACS provide support

for teachers and county wide PLC time is

utilized for growth and unpacking standards and

focusing on essential skills.




EMERGING 10 minute meetings used to assist teachers and

discover weak areas to provide support for

student learning through the TACS (academic

coach). Evaluation conferences and observation

conferences eLearning classes suggested to staff

members for enhancement of professional

development Use of staff self evaluation trends.

Use of staff survey to seek weaknesses for

professional development and target problem

areas to enhance student learning. Leadership

Team discusses weak areas using data as the

guide for improvement.










Facilities are clean, well maintained, safe and secure, aesthetically pleasing, and

EMERGING With cooperation of the BOE new windows are

being installed and continuation of updating

classroom resources to meet the needs of

students Half time security guard County

working on consistent heating and replacement

and repairs of boiler to provide consistent




Comment: The OEPA Team observed the storage room in the basement unlocked, a storage room with chemicals in the gym unlocked, and a fuse

10

configured to meet the learning needs of students.

heating throughout the winter All classrooms

are provided with 2 fans in order to cool the

classrooms during the hot months

box by door E2 unlocked. Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended all storage facilities and electrical breaker or fuse boxes be locked.



ACCOMPLISHED The school receives funds each year for

equipment and supplies. All teachers receive

allocated funds to spend as well as Faculty

Senate funds. The PTO provides opportunities

for fundraising and all fund go into teacher

accounts for field trips and classroom supplies.

A budget is kept and maintained. All purchases

are made with the school mission in mind.The

school blends resources to accomplish the

school's mission and strategic plan by creating a

connection with Common Core and student

achievement. We ensure that efficient and

effective accounting systems and procedures are

in place and followed by all. We blend

resources to accomplish the school's mission

and strategic plan by using looking at areas for

improvement and use funds to support.






EMERGING Encourage and set high standards for staff and

educators and implement processes and

procedures.The Faculty Senate voted on an

individual to help with hiring. The individual

can ask others to form a committee for the

hiring. The committee and the principal worked

collaboratively in the hiring through interviews

and seeking highly qualified teachers. We work

hard to keep great teacher through collaborative

efforts but are impacted yearly during RIF

season and transfers.




11



EMERGING Daily Computer time for all classes used to

enhance and support the standards. Every Pre

K-5 classroom is equipped with an interactive

whiteboard, projector, five student computers,

and one teacher computer. 2 computer labs 3

Smart Tables used in centers as well as

enrichment and remedial activities. Moby Max

is used for student math and ELA activities and

provide support on student level and encourage

growth in those areas., WVEIS and Engrade are

used for student manaement of attendance and

grading. Class DoJo used to support classroom

management and parent communication











EMERGING Collaborate with others to collect, organize and

study data to comprehensively study the current

reality of the school and make decisions about

teaching and student learning. Created a vision

of excellence for the school using input

gathered from most segments of the school

community. Leadership Team and teachers set

SMART goals and expectations that are

designed, shared and evaluated to increase

student achievement and improve many

underlying areas of school quality. Use data

from SmaterBalanced assessment and DIBELS

to create fluid support for students.





staff has well-defined structures

EMERGING Generates support from a variety of

stakeholders through communication and

collaborative discussion about data. Building

consensus for decisions leads to collective




12

for building professional relationships and processes necessary to collaboratively engage all stakeholders in actions to increase student learning.

commitment for necessary change. Monthly

Leadership Team meetings based on County

Leadership Team meetings Establishing

monthly faculty meetings based on leadership

team meetings to provide communication

throughout the school. The local church

provides after-school program includes a

homework period with tutoring/assistance for

students participating in the program. The SAT

team works with teachers to identify students in

need of more personalized support plans. The

team meets with teachers and parents at regular

intervals to evaluate the student’s progress and

make modifications or referrals as agreed upon

by the team. Parent-Teacher conference and

communication provide additional opportunities

to engage families in facilitating the education

of their child.



EMERGING SMART goals to monitor improvement

program success have been set by the School

Leadership Team and are monitored on a

regular basis and are created into a plan for staff

collegiality.







Wiring challenges for technology challenges. Math

Curriculum not aligned to Nexgen standards

Based upon observations, interviews, and general review of evidence, the OEPA Team did not confirm the school’s identified resource and/or facility need in the area of mathematics.

13

Staff utilized other resources to assist in delivering the curriculum. Based upon observations, interviews, and general review of evidence, the OEPA Team confirmed the school’s identified resource and/or facility need below: While the building supported the current lab and air conditioning unit in that location (3rd floor lab), expansion of technology was not possible due to the age of the building. During inclement weather, electricity and Internet were not stable.


More support on smarter balanced assessment 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. Staff was provided professional development on the WV General Summative Assessment. Staff may need support for instructional strategies aligned with the WV General Summative Assessment.



Best practices were not identified by the school or the OEPA Team.




POLICY and CODE




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


YES Develop Knowledge of Policy 2322 These standards are reviewed each year and all staff work together to fill out

the rubric to obtain an overall rating for each standard: Distinguished,

Accomplished, Emerging, Unsatisfactory.

YES Complete the School Monitoring Report These overall ratings are then used to help develop the OEPA Monitoring

Report and the Strategic Plan.


· 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

Standards: Positive Climate, Shared Beliefs, High Expectations, Safe, Orderly

Environment, School Leadership, Principal Leadership, School Teams, Teacher

Leadership, Student Leadership, Standards-Focused Curriculum, Classroom

Learning Environment, Instructional Planning, Instructional Delivery, Student

and Family Support and Connections, Positive stakeholder relationships,

Student Development, Parent and Community Partnerships, Educator Growth

and Development, Professional Development, Teacher C

15

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

16

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.)







17




















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

18

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)


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

19

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



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

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)







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

20








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

21).





Development of social and emotional learning standards; Assure

the protection of student rights and responsibilities; Provide

leadership for continuous school climate/culture improvement;

Policy reviewed with staff, students, and parents each year at

school; Student Calendar includes sections (sent home with every

student); School Discipline Policy reviewed and approved by

Local School Improvement Council each year- Report sent to

Superintendent; Data is kept on the WOW screen; Safe School

Plan




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

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

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

21

shall be the IEP team and the written plan shall be the IEP.) · Follow identified written curriculum based upon State standards, including a

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

exceptional students.


RESOURCE DOCUMENT












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

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

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

be required for graduation and the opportunity to enroll in an elective lifetime physical 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)

22


RESOURCE DOCUMENT

















YES

One issue with signing a

report too early and not at

the end of the month.

Addressed.

NO No written documentation was produced to show that this was corrected and approved by BOE.


NOT APPLICABLE no non-compliance noted YES


NO

Several non compliance

cannot be fixed due to age

of the building. ie long

NO Based on the most current Fire Marshal report, some findings had not been

23

corridor with no sprinkler,

no storage in stairwells,

addressed due to the age of the building. Several items continue to be stored in stairwell and hallway as reported by Team members.


YES Floor tiles replaced and

ceiling tile replaced

YES


NOT APPLICABLE no non-compliance noted Not Applicable


NOT APPLICABLE no non- compliance noted YES

Findings

Policy 1224.1: Accounting Procedures Manual for Schools: School must develop a corrective action plan to address finding(s) and

submit to the county board of education.

Fire Marshal Fire Safety Inspection Report: Findings must be addressed to meet the regulations of the Fire Marshal.


1. School Site


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

performance.)

2. School Building





F. Kitchen fire suppression system was not in good working order and was not currently on the Fire Marshal's noncompliance report. (May



safety.)

24



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

A-3. Work counter with sink. (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.)

15. Art


D-5. Mechanical ventilation or exhaust fan. (May adversely impact students’ health and safety.)



Team Leader – Vickie Lambert, OEPA Consultant

Team Member – Jean Cavalier, Director of Elementary Schools, Fayette County Schools

Team Member – Tamber Hodges, Principal, Hollywood Elementary School, Raleigh County Schools


SCHOOL PROFILE

26-104 SMOOT ELEMENTARY SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 131 137 135 136


Attendance Rate 98.72 98.67 98.14 98.70





not available 100.00 100.00 98.36

1


SMOOT ELEMENTARY in GREENBRIER COUNTY SCHOOLS

















ACCOMPLISHED Smoot Elementary Staff has shared beliefs and

values. The mission statement is displayed

throughout the school and is recited each

morning over the school PA system. The

mission is communicated with all stakeholders

via school website and is placed in student

binders and folders. The school has a number

rituals in place such as; Welcome back to

school ceremony, annual fall festival,

community block parade, family movie night,

readers' dinner theater, music programs, awards

ceremonies and national honor society

induction.





establishes high expectations for self and student

ACCOMPLISHED Smoot Elementary recognizes and celebrates the

achievement of students. Student progress is

monitored and students received incentives for

their achievements. We pride ourselves in




2

that are written, clearly communicated and readily observed in educational practice and personal behavior.

teaching children how to read. At the first sign

of any problem we schedule a SAT meeting and

discuss what changes need to be made for the

student to be successful. There is an academic

bookstore, accelerated reader field trips, end of

year trophies and end of year awards that are

given to students for exhibiting excellence.

Teachers prepare lesson plans in advance and

participate in individual self-reflection and

create individual goals. The administrator

conducts walk-throughs, observations and

lesson plan checks on a regular basis. The staff

collaborates with the Technology and

Curriculum Specialist on a regular basis to

discuss best instructional practices and

implement lessons based on common core

standards.



ACCOMPLISHED Smoot Elementary School strives to provide a

safe and engaging environment for students.

Classroom rules are clearly displayed. There is a

schoolwide discipline plan in place and students

are rewarded for good behavior. A school wide

crisis plan/ mental health crisis plan is in place,

Each staff staff member is equipped with a 2

way radio for communication in the event of an

emergency. The school has six security

cameras, a half time security guard, emergency

code cards, scan badges, first aide equipment,

emergency flip chart, lockdown drills, fire

drills, safety drills, bus hall safety pick up

procedures and bus drills, The school is a

locked facility and all visitors must report to the

office, sign in and receive a visitors badge.

Teacher aides conduct hand over hand

procedures with PK students The school consist





Rationale: The OEPA Team observed multiple

doors unlocked and unsecured throughout the

day. Stairs leading to the kindergarten art area

were broken on the edges. A plant blocked the

exit door. Landscape cloth on the large

playground near the swings was sticking up and

could be a tripping hazard.

Recommendation: The OEPA Team recommended removing the plant from exit door way, requisitioning repair of broken stairs, monitoring doors to ensure they are latched and secured after every exit and entrance, and removing excess landscape cloth from

3

of 1 full time custodian, 1 half time custodian,

county maintenance office, county maintenance

online request forms and counseling services,

playground.








ACCOMPLISHED The school administrator clearly communicates

needs in the school with staff through

observational walk-throughs, lesson plan

checks, and budget reviews. Mrs. Judy

participates in SAT meetings, IEP's and 504's.

The administrator reviews data such as Smarter

Balanced, DIBELS, STARR, and both

formative and summative classrom assessments

to monitor the progress of students. The

administrator plans PLC agendas according to

the needs of staff and students curriculum and

educational goals. The school administrator

communicates with families through open

houses, parent meetings, the school connects

call out system, and monthly newsletters.






ACCOMPLISHED A number of school teams and councils are in

place at Smoot Elementary School. Due to the

small size of school, all teachers participate in

each of the councils. LSIC, Faculty Senate,

PLC's, PTO, National Honor Society, Safety

Committee, Leadership Team, Collaboration

Meetings, SAT Team, Parent/Teacher lunch

conferences, student parent conferences,

Smarter Balanced Assessment Talks, New

student meetings, open house.





ACCOMPLISHED Teachers share leadership responsibilities at

Smoot Elementary through the following:



4


Smoot Elementary has faculty senate chairs,

LSIC chairs, SAT Coordinator, After School

Tutors, Honor Roll Committee, Hospitality

Committee, Math Field Day Rep, Spelling Bee

Rep, Battle of the Books Rep, National Honor

Society Leader,Ar Coordinator. Teachers also

collaborate and discuss ways to improve the

school. Teachers are encouraged to seek

additional endorsements such as reading

certification and administrative certification.

The county office assigns mentors to new

teachers and new admiinistrators.




ACCOMPLISHED The school has a National Honor Society that

consists of students in grades 3-5. Students

participate in a number of community service

activities; canned dood drive, coat drive and

school beautification project. Students are

engaged in the following leadership activities:

Students lead morning announcements, many

classrooms have classroom helpers, fifth grade

students serve as pre-prechool assistance,

reading buddies, peer mediators, academic peer

buddy, new student buddy. This year during art

class students will come up with a design for

battle of the shirts, math field day shirts and

spelling bee shirts. The best design will find its

place on the school teams shirts.










Teachers create

ACCOMPLISHED Teachers create a positive learning environment

that is contusive to learning. The school wide

positive behavior plan is implemented and is

evident in all classrooms. Each classroom also




5

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

has their own positive behavior systems such as

Class Dojo, marbles jars, stars, etc. Teachers

implement SPL-tiered Instruction to support

student’s social, emotional and academic needs.

The school counselor provides group instruction

weekly and teaches lesson on character

education. Students have many opportunities for

collaboration through group work and centers.

Many teachers elicit the use of rubrics to guide

student learning. Student work is displayed

throughout classrooms and the school. Teachers

often give students the opportunity to redo

assignments and often reteach concepts that

students did not master. PK and K have both

implemented Choice Time.



ACCOMPLISHED Smoot teachers create lesson plans are aligned

to the WVDE NXT gen standards. Teachers use

county progression guides as a means of long

term planning. Tech step modules are used to

meet 21st century learning standards. Teachers

use multiple resources to teach common core

standards; ready common core, everyday math,

engage NY, Wonders. Lesson Plan Checks,

Walk-throughs, observations are conducted to

ensure a standards focused curriculum is being

implemented. All teachers have copies of

standards and they are included in their lesson

plans. Teachers attend county led summer

academies and work with same grade level

teachers to "unwrap" the standards. Teachers

work closely with the schools instructional

coaches to better understand standards, review

data and plan meaningful lessons that meet the

needs of students.




6



ACCOMPLISHED Lesson plans are designed based on the Next

Generation Standards and modifications are

made for students with IEP's and 504's.

Teachers also use data to group students for

student learning centers and for SPL. The

library has been lexiled and students are reading

books based on their performance level. Non-

fiction books were purchased for the library

based on a student interest survey. Science

experiments are conducted based on standards

and on student interest. Formative /summative

Assessments and Progression Guides are used

to prepare lessons to meet needs of students.






EMERGING Teachers implement a variety of instructional

practices to enhance student learning

experiences. Whole group instruction, small

group instruction, learning centers, Smartboard

lessons, use of smart doc camera and

presentation software are just a few that are

used. Whole group instruction does seem to be

used more than other instructional strategies.

Teachers will participate in IPI inventory during

the 2016 school year. This will help teachers

identify best practices that are taking place and

work on weak instructional areas.










Positive relations

DISTINGUISHED Smoot Elementary goes above in beyond in

creating positive parent/community

relationships. The school has a PTO, Parent

DISTINGUISHED The evidence provided by the school and the


7

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

Advisory Committee, Books for breakfast,

Pastries for Parents, Lunch with

child/conference with parent, Annual Fall

Festival, Halloween Block Parade, Christmas

Concert, Spring Music Program, Welcome Back

Red Carpet Ceremony, Open House, Parent

Read Aloud Program, Community

Volunteers/Mentors, Snacks in Packs Program,

clothing/hygiene impact pantry, Fire Safety

conducted by Fire Department, Ruritan

dictionary donation.




ACCOMPLISHED The school provides physical education for

students, school wide dances, recess, nutritional

snacks in packs, group counseling, individual

counseling, garden bar for grades 3-5, free

breakfast and lunch regardless of low SES, male

character education, SAT's, progress

monitoring, IEP meetings, Walking program

during morning bus hall, annual jump for heart,

peer mediators and opportunities for movement

during the day in the classroom.





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

ACCOMPLISHED Smoot Elementary is located in a rural area and

it is often difficult to find community

partnerships. The school is continually seeking

active partners in education. The school

currently partners with the following: Rainelle

Medical Center, local churches, Smoot

Ruritans, Smoot Fire Department, Greenbrier

Sheriff's Department, Alderson Federal Prison




8

of all students. and Smoot 4H.








EMERGING The staff participates in the following for

professional growth: PLC's, PGA's, Summer

Academies, Instructional Coach meetings,

Webinars, Monthly Kindergarten Training,

Monthly 1st grade trainings, Technology

Academy, Leadership Team, Collaboration

meetings Teachers are also encouraged to obtain

additional endorsements. This past year, one

teacher completed the leadership cohort and

obtained her administrative certification. Each

year faculty senate votes for a teacher of the

year. This teacher is recognized with a time out

for applause at the county board office.






EMERGING Smoot Elementary is a very small consisting of

one teacher per grade level. PK-2 collaborate, 3-

5 collaborates and all staff collaborates curing

PLC's to discuss best instructional strategies,

assessments, and review student data. The

county office is offering monthly Kindergarten

teacher and monthly 1st grade teacher meetings.

We would like to have another small school to

collaborate with in which teachers can work

with same grade level teachers. This is a future

goal of our school.




Function C: ACCOMPLISHED Smoot Elementary staff participates in self ACCOMPLISHED The evidence provided by the school and the

9

Evaluation, Feedback, and Support. The staff


reflection and goal setting each year (Policy

5310) The staff completes the highly qualified

school monitoring report and reviews emerging

areas and discusses what can be done to reach

accomplished status. The school administrator

conducts Walk Throughs, observations, lesson

plan checks and evaluations and provides

feedback. This past year, the school

administrator was a "student for a day" in

several classes. This allowed the administrator

to provide feedback to teachers fro a students

prospective on classroom engagement.










ACCOMPLISHED Smoot Elementary consist of one full time and

one half time custodian. Each custodian is

provided with a list of daily duties to ensure the

cleanliness of the school. The school has a part

time security guard. The school is a locked

facility. All visitors must report to the office and

receive a visitor’s badge. Students, and

community members assist in painting,

mulching, trash pick up etc.






ACCOMPLISHED Smoot Elementary has accounting procedures in

place as set forth by the accounting procedures

manual for public schools. A yearly audit is

conducted to ensure procedures are followed.

The budget is reviewed with staff at the

beginning of the year and money is dispersed

according to school and student needs. Not

purchase is made without an online form being

complete and approved.




10



ACCOMPLISHED The school administrator works closely with the

county personnel office to ensure all applicants

possess appropriate licensure and that hiring

practices and procedures are followed. . All

smoot staff is currently highly qualified. This

report is updated annually by the school

administrator.






ACCOMPLISHED The school is equipped with a vast amount of

technology equipment such as; 2 computer labs,

Smartboards in every classroom, Smart

Document Cameras, Tablets, 4 student

computers in every classroom, K-2 Teachers

have netbooks for DIBELS, Wireless Network.

A number of software programs such as

WVEIS, DIBELS, STARR, SMI, Engrade are

used to track student data.










The staff establishes a coherent approach for improving the performance of students based on the mission and

ACCOMPLISHED The staff works together to review and edit the

strategic plan based on the schools data. Action

steps are created and implemented to meet the

schools goals. School leadership team meets to

review data and implement best practices. The

mission statement is clearly posted throughout

the. Individual teacher goals are established and

reviewed.




11

goals outlined in the strategic plan.



EMERGING The school consist of a number of committees

such as LSIC, Leadership, SAT, PTO. All of

these committees share the same common goal

of increasing student learning and working for

students. Parents and community members are

invited to be actively involved in our LSIC,

Parent Advisory Committee and PTO. This

gives them a voice in education. The school has

a few partners in education but is seeking to add

to this list.






ACCOMPLISHED Smoot Elementary school regularly monitors

students progress and shares the information

with both students and parents. Engrade, mid

terms, report cards, DIBELs reports, Smarter

balanced reports, STARR reports and SMI

reports and just a few ways that progress is

monitored. During Teacher Collaboration

Meetings, Leadership meetings, collaboration

meetings, SAT's etc. the data is reviewed and

adjustments are made according to the students

deficits. This could include after school

tutoring, pull out intervention, counseling

services, one on one teacher tutoring, peer

intervention, etc.







The staff believes that we are in need of a full time Math

Interventionist. We believe first grade teachers should hold

masters in reading.

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

12

OEPA Team determined teachers were certified to teach their assigned classes.


Additional Smarter Balanced Training.

How to assist MI and LD students to read on grade level.

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. Staff received training on the WV General Summative Assessment. Staff may need additional support to implement the Common Core/Next Generation Standards. The OEPA Team ascertained the staff need was for strategies to assist students with disabilities to increase student achievement.



The school has a greenhouse filled with vegetables that

students grow. These vegetables are placed on the schools

garden bar for students and staff to enjoy. Each classroom

also has a vegetable grow bed in their individual classrooms.

Smoot Elementary holds an annual "Welcome Back to

School" red carpet ceremony. Instead of celebrating the end

of school, we place a strong emphasis on celebrating the

opening of school. Each student takes a walk down the red

carpet and is given a green slip.

The OEPA Team commended the practice of:

Welcome Back to School Red Carpet

However, the 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




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-

13

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


















Implementation



14












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

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






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.)


15



















16








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





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

17

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





(S6,FD)


Technology Team Local School Improvement Council (LSIC)

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

18




















· Implement county policies and procedures for alternative education.

19

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




RESOURCE DOCUMENT












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.


Alternate Physical Education plan

was submitted to Joshua Grant at

WVDE and approved October

2014.

20


YES Results are shared with students and parents. (S7, FC) Fitness gram results are sent home

with parents


RESOURCE DOCUMENT

















NOT APPLICABLE No non compliances listed YES


NOT APPLICABLE No non compliances listed YES


NO Gym doors shall close and YES

21

latch. AES system was

tagged for non compliance

due to no fuel shutoff. This

has been reported to county

maintenance director.


NOT APPLICABLE YES




NOT APPLICABLE

Accommodations given

from Title I review.

YES In discussion the principal revealed that it should have read “commendations” not accommodations.


2. School Building




B-2. Preventive maintenance plan was not in place and fully operational. (May adversely impact students’ health and safety.)

B-6. Restrooms were not compliant with the Americans with Disabilities Act (ADA) requirements as required by State Board Policy 6200. (May

adversely impact students’ health and safety.) (May impede access for individuals with limited mobility.)

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.)

5. Counselor Office(s) C. Counselor's office did not have access to student records. (Did not adversely impact program delivery and student performance.)




22



safety.)


School did not have a clinic/health service area. (May adversely impact students’ health and safety.)

9. Gymnasiums/Physical Fitness Facilities

E. Physical fitness facilities did not include at least the following items:

E-1. Adequate ventilation equipment running that prevents a stale odor from physical activities. (May adversely impact program delivery and

student performance.) (May adversely impact students’ health and safety.)

E-3. Two or more teaching stations. (May adversely impact program delivery and student performance.)


B. Pre-kindergarten and kindergarten classes were not located on ground floor. (May adversely impact students’ health and safety.)


C-2. Appropriate floor covering (combination of carpeting and resilient material). (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.)

13. General Classrooms

A. Classrooms #23 and 24 in Building C were not of adequate classroom size (28-30 ft.²/student). (May adversely impact program delivery and


E. Lockers were not sufficient for student belongings. (Did not adversely impact program delivery and student performance.) (May adversely

impact program delivery and student performance.)

15. Art

A. Art facility area was not adequate in size (45-50 ft.²/student). (May adversely impact program delivery and student performance.)


D-1. Deep sink with hot and cold water. (May adversely impact program delivery and student performance.)

D-5. Mechanical ventilation or exhaust fan. (May adversely impact students’ health and safety.)

16. Band/Music D. Equipment and materials were not adequate and did not include at least the following:

D-3. Platforms, stands, etc., for delivery of instruction. (May adversely impact program delivery and student performance.)

23

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







SCHOOL PROFILE

26-201 ALDERSON ELEMENTARY SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 257 245 229 224


Attendance Rate 98.98 98.62 98.65 99.16





not available 97.98 99.00 99.06

1


ALDERSON ELEMENTARY in GREENBRIER COUNTY SCHOOLS










Standard 1: Positive Climate and Cohesive Culture - In high quality schools, the staff shares sound educational beliefs and values, establishes high expectations and creates

an engaging and orderly atmosphere to foster learning for all.






EMERGING Faculty and staff have a shared understanding

of Alderson Elementary's vision and mission

statement. High expectations are set for

Alderson's students and staff. There is a school

wide positive behavior support program. The

school works together through the Local

School Improvement Council, PTO and

Faculty Senate. Online surveys are completed

each year by faculty, parents, and students.





Rationale: Through interviews and observations,

the OEPA Team determined a positive school

culture and climate and strong support for each

other existed. The school has had a low turn-over

rate, with staff driving a great distance in order to

teach at this school.


establishes high expectations for self and student that are written, clearly

EMERGING Alderson Elementary has a clearly defined

mission and vision statement that is presented

to students and staff. Self-reflections are

completed by all teachers with goals being set

by both teachers and students. Teachers review

all rules and procedures at the beginning of




Comment: While the OEPA Team observed the

mission and vision statements posted, they did

2

communicated and readily observed in educational practice and personal behavior.

year and parents receive a handbook with these

procedures outlined. There is frequent

professional development, coaches collaborate

with staff and students daily. Every day,

students from the fourth and fifth grade will

read the announcements which includes the

Pledge of Allegiance. There is also a Veterans

Day Assembly each year and the students

invite a Veteran to each lunch with them. This

teaches our students the importance of respect

and instills a sense of patriotism among our

students. Every year

not verify these could be verbalized by staff and

students in order to share with stakeholders.

Function C: Safe, Orderly and Engaging Environment.

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

ACCOMPLISHED Alderson Elementary provides a school

environment that is safe and engaging, and the

learning environment promotes development

of positive character. There is a Safety Patrol,

onsite security guard, and teachers supervise

students at all times. Security Cameras are in

place throughout the school. Faculty and staff

enter the building using their photo ID badge,

and Policy 4373 is reviewed and followed

school wide. The Safe School Plan is also

reviewed annually by parents and staff. The

teachers at Alderson are also involved with

Professional Learning Communities. These

PLC meetings involve teachers working

collaboratively in order to discuss data,

standards, formative assessments, summative

assessments, and best practices.









3



EMERGING The principal facilitates leadership by

effectively utilizing teachers strengths in order

to assign responsibilities. These

responsibilities help foster collaborative

decision making. The principal attends all

committees, councils, and PTO meetings.

There is sound fiscal management and

feedback is given to all teachers after walk-

throughs and observations. After each county

and state meetings, information is shared with

the faculty and staff.




Comment: While the OEPA Team determined the

principal exhibited professional knowledge, skills,

and dispositions, she had been in her position

only two months and was still learning about staff

and students. Her enthusiasm and excitement will

serve the students, staff, and community well.



EMERGING Alderson has several teams and committees

designed to effectively advance the mission of

the school. There is a Leadership Team, Local

School Improvement Council, Faculty Senate,

Hiring Committee, Discipline Committee,

Technology Committee, Community

Involvement Committee, Safety Committee,

and Collaboration Meetings. Parents, teachers,

counselors, and administrators are used

throughout the various committees in order to

help the school function more efficiently.






ACCOMPLISHED The leadership at Alderson extends beyond the

principal. Alderson's Leadership Team meets

regularly in order to discuss ways to ensure

that student learning and achievement occurs.

Teachers also serve on the Local School

Improvement Council, Faculty Senate, Hiring

Committee, Discipline Committee,

Technology Committee, and the Community

Involvement Committee. Teachers expand

their knowledge base by participating

attending professional development

workshops, which includes Professional




4

Learning Committees as well as Summer

Academies.



EMERGING Alderson Elementary School believes that it is

important for students to have leadership

opportunities. The students at Alderson are

involved with Safety Patrol, morning

announcements, Growers Club/Community

Garden, Master Gardener Program,

Sustainability/Green Machine Program, and

Student Council. These clubs and

organizations teach our students collaboration

and team building skills. In the classrooms,

teachers have their students work in small

groups which also adds to their self-reflection

and collaboration skills. Each child has a

folder that is given to them at the beginning of

the year. These folders include information in

regards to the attendance policy,

breakfast/lunch program, curriculum

information, student conduct, and the positive

behavior plan.




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.





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

EMERGING The teachers at Alderson create classroom

environments that are student-centered and

engaging. Pre-K and Kindergarten provide

their students with choice times and this allows

their students to choose a learning activity that

is of interest to them. The first grader teachers

create work stations that provide their students

with multiple opportunities to refocus and/or

enrich their learning. The students participate

with project based learning activities and




Comment: While the classroom environment was

pleasant and seating offered potential for small

groups, the OEPA Team observed teacher-led,

direct instruction with low student engagement.

Learning centers were observed only in primary

classrooms.

5

inquiry, and self-direction.

learning centers give teachers the opportunity

to display their students work as well as give

students the chance to redo or expand upon an

assignment. Learning centers also gives the

teachers the opportunity to tier their

instruction.



EMERGING Alderson uses the Next Generation Standards

and Objectives and "I Can Statements" which

are posted in each classroom. Progression

charts are also used by each teacher in order to

provide them with a snapshot of benchmark

assessment. All lesson plans are designed

based on NxGen Standards and walk-throughs,

evaluations, and self-reflections also impact

instruction. Techstep modules are also used in

order to reach 21st century learning standards.




Comment: While the OEPA Team substantiated

the school’s rating, they observed co-teaching

with high expectations and a high level of student

engagement among one teaching team. The Team

observed evidence of standards-based

instruction with developmentally appropriate self-

direction.



EMERGING The teachers at Alderson design short and long

term goals in order to guide their instruction.

Collaborative planning is utilized to help

teachers discuss essential skills that will help

their students reach their performance level.

Horizontal and Vertical Teaming gives

teachers the opportunity to analyze benchmark

assessments and reflect upon instruction.

Teachers also use formative and summative

assessments and are a part of professional

learning communities. These professional

learning communities review and revise pacing

guides, differentiated instruction, and weekly

PLC's help stress math and reading focuses.




Comment: Through interviews, the OEPA Team

determined the staff planned to implement student

data folders which will strengthen this standard.

Students will begin to take responsibility for their

learning, and teachers will have a tool to assist in

planning and implementing long-term objectives

based on needs, interests, and performance levels

of their students.

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

6

the function, the Team recommended that following the implementation of data folders, student-led conferences would be a logical next step to assist with long-term planning and instructional adjustments.



EMERGING Alderson utilizes several resources in order to

engage and enhance individual student

progress. Teachers are monitored by walk-

throughs and observation. SmartBOARDS,

SMART document cameras, and mobile

computer labs are available for teacher and

student use. MobyMax, Odyssey, and

TechSteps are assessment softwares that help

facilitate instruction. IPAP, Read Well, and

Dibles are other examples of formative and

summative assessments that teachers use.

Teachers also give their students numerous

opportunities to self-reflect throughout the

daily lessons. Think-Pair-Share activities also

give students the opportunity to collaborate

and reflect upon lessons.




Comment: While each teacher was a member of

at least one school team, the OEPA Team could

not verify these committees impacted teaching

and learning. Teacher-led, direct instruction was

observed in most classrooms as the main type of

delivery.



the function, the Team recommended support in

teaming, collaboration, and learning strategies to

impact student engagement and self-directed

learning.

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

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






EMERGING Alderson believes that positive relationships

are essential for each child's emotional and

social well being. The Bucket Filler Program,

RACK Awards, classroom incentives, school

wide award and reward programs, and

citizenship awards that are sponsored by

Sunset Berry Farms are programs that help

build a positive climate within the school and

community. Alderson also partners with local





Rationale: During teacher interviews, the OEPA

Team verified positive relationships between the

school staff and students, families, and the larger

7

businesses such as City National Bank, Dollar

General, Alderson Prison, and the Town of

Alderson. These community members help

support the Community Garden, Food Hub,

Interpretive Center, Open House, and May

Day Community Celebration. Title I teachers

as well as the Parent Involvement Coordinator

provided parent trainings on how to support

learning at home.

community. The Team determined the faculty and

staff utilized community resources to their fullest.



EMERGING The students at Alderson are supported by the

school staff for personal development.

Individual and Group Counseling classes are

also available for student support. There are

school nurse education presentations,

OT/PT/Speech services, dental prevention

services, SWISH, and the Snack Pack

Program. The SAT and ELL teams are

cooperative, school-based groups of people

that assists students, parents, and teachers in

seeking positive solutions for concerns about

individual students. The counselor also works

with Eastern Greenbrier Middle School to help

transition students from 5th to 6th grade.





counselor’s office had inadequate space. In

addition, student privacy was compromised

because of constant interruptions.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended staff review the current room assignments to consider an alternate location for the counselor to meet with students.

Function C: Parent and Community Partnerships.

The school staff forms partnerships with various community agencies and organizations to

ACCOMPLISHED Alderson has developed business and

community partnerships to increase student

motivation and address student needs and

interests. The Citizenship Award sponsored by

Sunset Berry Farms helps increase student skill

development. Alderson also partners with City

National Bank, Dollar General, Alderson

Prison, and the Town of Alderson. Each of




8

enhance the ability to meet the needs of all students.

these businesses impacts Alderson's

Community Garden, Food Hub, Interpretive

Center, Open House, and May Day

Community Celebration. Additionally, there

are Fire Safety and Train Safety Programs as

well as career exploration with West Virginia

School of Osteopathic Medicine.








EMERGING The teachers at Alderson work diligently to

improve their professional growth. Teachers

participate with county/state level PGA's,

PLC's, and Summary Academics. The

instructional coach/TIS inform teachers of

professional development webinars and the

kindergarten teachers receive monthly training.

New teachers also participate with new teacher

workshops, and teachers also participate with

the technology summer academy. Throughout

the year, book studies take place in order to

enhance leadership training.





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

ACCOMPLISHED The teachers at Alderson have horizontal and

vertical team planning meetings as well as

common planning times. Weekly collaboration

is also available. In order to help students

achieve mastery, data is analyzed and

reviewed. Based upon the data, adjustments to

instruction occur. The teachers are also a part

of Professional Learning Communities.





Rationale: While professional learning

community (PLC) meeting times were scheduled,

and teachers met on a regular basis, through

interviews and classroom observations, the OEPA

Team did not verify that authentic PLCs were

occurring or that sufficient data was collected and

analyzed.

9

implementation of strategies that improve instructional practice.

Recommendation: The OEPA Team recommended sustained professional development be provided for the faculty to adequately utilize PLCs to assess staff needs and analyze student data.

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 The teachers at Alderson worked in teams to

complete the self-reflection for Highly

Qualified Schools. The Professional Learning

Communities that they are a part of help them

reflect upon their own instructional practices.

They also use data from benchmark

assessment as well as feedback from walk-

throughs and observations as a means to set

teacher goals.











EMERGING Alderson has an environment that is safe and

secure. The BRIM Report as well as the Fire

Marshall Report are completed annually. The

facility is properly maintained and cleaned on

a daily basis. There is an onsite security guard

and there is a photo ID entry system. The

teachers also take ownership of their own

classrooms and ensure that they are providing

a safe and secure learning environment for

their students.





Rationale: Through interviews, the OEPA Team

verified that students and staff felt safe. Teachers

had a check-in/check-out system and a security

guard presence on campus. In addition, students

and faculty collaborated to control litter and to

recycle.


Policies and processes are established and applied to obtain, allocate, and

ACCOMPLISHED A yearly audit as well as an internal audit is

completed yearly. An external audit is also

completed periodically and the Accounting

Procedures Manual for the Public Schools in

the state of West Virginia is followed. School

Funds Online is also used to track finances and




10

efficiently manage school fiscal resources.

create financial reports. Federal Title I money

is also used as a means to provide our students

with additional resources that we feel will

support student learning.



ACCOMPLISHED Alderson's principal ensures that all faculty

and staff hired within the school are

appropriately licensed. The school has a hiring

committee that is used whenever a new

employee is being considered for a position

within the school. The hiring committee then

uses the interview process. Throughout the

year, Evaluations are completed for all

employees and feedback is communicated to

them after each observation. Veteran teachers

within the school system work closely with

new teachers in order to help them develop and

implement their instruction.






ACCOMPLISHED Alderson recognizes that technology has an

impact on student learning. Alderson has 2

stationary computer labs, 1 mobile computer

lab, and 4 student computer per class. Wireless

networking is available throughout the school

and K-2 teachers have netbooks. Classrooms

are equipped with interactive whiteboards and

SMART document cameras. There is also a

telephone/voicemail network that is accessible

to the principal and teachers. The Acceptable

Use Policy, CIPA, cyber-bullying training is

provided to the students as a means to make

them feel as though they are a part of a safe

learning environment. WVEIS is also used in

order to store and update important

information that relates to our school and

students.




11

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.






ACCOMPLISHED The principal and school leadership team at

Alderson developed the schools strategic plan

and it was reviewed by the faculty and staff.

The schools mission statement is posted

throughout the school, and teachers collaborate

with their colleauges during their planning

whenever decisions need to be made about

teaching and student learning. Additionally,

the schools goals are clearly defined and they

and reviewed periodically.





Rationale: Through staff interviews, the OEPA

Team did not verify pervasive knowledge of the

Strategic Plan.

Recommendation: The OEPA Team recommended

that faculty revisit the Strategic Plan with the new

principal to ensure it adequately reflects this

school’s goals and needs.



EMERGING The principal and school leadership team

support and help each other grow as

professionals through their Professional

Learning Communities. The strategic plan has

been review by the schools Local School

Improvement Council, and collaborative

meetings give teachers the opportunity to

examine schedules and make decisions that are

vital to the school. The community also has an

important part in the education of our students.

Local business partners as well as the Parent

Teacher Organization help with our read aloud

program as well as additional learning

activities that take place within the classroom.

The schools instructional coach also assists the

teachers by providing job-embedded

professional development and helps with data

analysis.




12



ACCOMPLISHED The principal and leadership team work

collaboratively to make decisions about the

school. School leaders discuss with their

colleagues about adjustments that may need to

be made about teaching and student learning.

Common planning times help teachers discuss

ways to develop and implement essential skill

based instruction. Additionally, the principal

works closely with teachers to help them

evaluate their data as well as provide

meaningful feedback.





Rationale: The OEPA Team did not observe data

driven instruction. Through lesson plan reviews

and teacher interviews, staff indicated the use of

more summative assessment than formative. The

Team observed minimal differentiated instruction.

Instead, students who completed assignments

were allowed choices of activities.

Recommendation: The OEPA Team recommended support to facilitate data driven instruction and differentiation.




Alderson Elementary School is a aged, open campus facility

with many physical needs. Students, faculty, and staff

would benefit from being enclosed under one roof. Facility

issues include handicap/wheelchair access, inclement

weather accessibility to five outlying buildings, and security

access to all buildings/structures. The staff sees the benefit

of a fulltime math interventionist. Additionally, reading and

math professional development are needed for teachers

quarterly.



identified resource and/or facility.

The Team could not confirm the need for additional staff. The

Team determined the need lies with securing certified staff

(Title 1 teacher was a substitute with a business degree).

A new building would be beneficial but not a confirmed need

impacting safety or student performance.

Staff indicated that transition from elementary to middle

school for students with disabilities was inadequate. The

Team recommended the middle school staff become

involved in the transition process when developing the

middle school individualized education program.

13


- Smarter Balance Assessment Instruction and Assessment

Training - Parent Involvement Training - Performance

Based Assessment/Grading Training for Faculty and Parents

- Book Study - Student Management Skills

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. The Team determined a need for support with implementing instructional strategies to meet the new standards being assessed.



Alderson Elementary has a staff of exceptionally skilled

teachers who are committed to the individual needs of

children. The climate and culture of Alderson Elementary

positively influence student learning and achievement,

while addressing the needs of "the whole child". Alderson

Elementary provides greenhouse/community garden

experience, Walk to School on Wednesday, May Day

celebration involving entire community and Sustainability

Club.

The OEPA Team commended these practices:

Greenhouse/community garden;

Master Gardener Program;

Sustainability Club

However, the Team did not verify, through data, a positive

impact on student performance and well-being required for

consideration as a best practice.


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







14

















Implementation








15



















16


















17







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





Utilizes Standards-Focused Curriculum Provides opportunities for world languages Provides the 18 specified graduation requirements Provides access to career technical education (CTE)

18

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





(S6,FD)


Technology Team Local School Improvement Council (LSIC) Faculty Senate

School Curriculum Team Student Assistance Team (SAT) Leadership Team

19





















20





RESOURCE DOCUMENT


















21









NOT APPLICABLE No findings YES


YES

Lest restrictive environment

error corrected. Bus arrival

and departure time

corrected.

YES


YES

The storage closest between

the kindergarten classrooms

has been cleaned and

corrected.

YES


YES

A stove hood is needed in

the kitchen. This issue has

been referred to the county

maintenance director.

YES


NOT APPLICABLE No findings Not Applicable


NOT APPLICABLE Accommodations given

from Title I review.

YES

22


2. School Building

A. General Safety

A-9. Access to building service areas, including furnace rooms, custodial closets, electrical closets, access ladders to rooftop HVAC units, etc.,

were not restricted to authorized personnel only. (May adversely impact students’ health and safety.)

5. Counselor Office(s)

A. Counselors' offices were not adequate (100-125 ft.²) per counselor. (Did not adversely impact program delivery and student performance.)

B. Counselor's office did not insure privacy. (May adversely impact confidentiality.)

C. Counselor's office did not have access to student records. (Did not adversely impact program delivery and student performance.)




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





safety.)



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.)

15. Art

B. Art area did not have access to natural and artificial light. (May adversely impact program delivery and student performance.)



23




Team Member – Deborah Fincham, Federal Programs Director, Randolph County Schools

Team Member – Michelle Jeffers, Retired Administrator, Wood and Pocahontas Counties


SCHOOL PROFILE

26-204 FRANKFORD ELEMENTARY SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 281 284 258 253


Attendance Rate 99.18 99.02 98.86 99.24





not available 100.00 97.54 100.00

1


FRANKFORD ELEMENTARY in GREENBRIER COUNTY SCHOOLS

















EMERGING The school collaboratively developed our

mission statement and core values. These have

been posted at various locations around the

school and are revisited at various meetings.

Our staff is making progress using these to

shape the school culture, but we need to take

additional steps to increase the awareness of

our parents and community members. Teachers

collaborate during Faculty Senate, Professional

Learning Community activities, and during

shared planning periods.





Comment: The evidence provided by the school

and the additional evidence collected by the

OEPA Team substantiated that all aspects of this

function were present and were applied to all

aspects of the school as found through staff,

parent, and principal interviews. All faculty, staff,

and parents spoke the same language; the

school’s beliefs and values were ingrained in

everything they did


establishes high expectations for

EMERGING The school has a written mission statement that

is shared on the school web site, in various

school publications and is posted in each

classroom. This statement sets high




2

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

expectations for all. The school culture reflects

high expectations for academic achievement

and behavior. Students are recognized for

achievement and behavior in numerous ways.

Various awards programs and academic

competitions are organized and held intended to

promote personal responsibility and academic

achievement. Student achievement indicates

that we still have work to do in getting students

and parents to accept responsibility and set

goals for high achievement.


Rationale The evidence provided by the school


OEPA Team substantiated that most aspects of

this function were present and were applied to all

aspects of the school as found through staff,

parent, and principal interviews.


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

EMERGING Frankford School has made significant progress

in creating a learner-centered climate. Teachers

accept accountability for students they teach, as

well as, all students in our school. High

expectations are evident throughout the school.

Staff uses data from various sources to make

decisions about teaching, learning, discipline

and intervention programs. The school

counselor and teachers work with our students

on social issues and student engagement. We

take pride in having a clean, safe and well-

managed school. We have two custodians who

clean the school daily and do light maintenance

as needed. We have developed pride in being"

the school in the park " with well landscaped

grounds. With the support of our county we

have improved our security measures by

requiring visitors to push a buzzer at the main

door to request access to the building. We also

have a contractual unarmed security guard is on

duty from 7:15 A.M. to 4:00 P.M. while

students are present in the building




Recommendations: While the OEPA Team


the function, the Team recommended frequently

monitoring doors to ensure they are locked at all

times. Storage in the stair well was not optimal,

and items should be relocated to a safer location

within the school.

3








EMERGING The principal works to create a shared sense of

purpose and team within the school. He works

to create trust and respect for all team members

as well as students and parents. He uses various

means of communication, both written and

verbal. He also attends meetings to show

interest in student achievement and progress.

The principal is visible in and out of the

classrooms on a daily basis. Most observers

come away with the impression that the school

is well managed. The school has developed an

extensive reward program for our students. Not

so much for our staff. We hope to improve our

recognition for staff this year.





Rationale: The OEPA Team reviewed lesson plans

which had constructive, frequent feedback,

including a date for a follow-up review. In

addition, the Team observed evidence of follow-

up observations to monitor recommendations

from previous observations.



EMERGING With principal guidance, the Faculty Senate and

School Improvement council meets regularly

and functions effectively. The school has

demonstrated improvement in its function as a

Professional Learning Community under the

guidance of the school leadership team. The

Leadership Team is scheduled to meet monthly

during the 2015-16 school year. This is a seven-

member team that assists in setting agendas for

professional development, as well as, working

with data and solving problems that will

improve student achievement and move our

school forward.





Rationale: The OEPA Team verified that all teams

were organized and functioning within the school.


Teachers assume responsibility for

EMERGING Teacher leadership is good and continues to

improve. Opportunities are available with the

Faculty Senate, School Leadership Team, and

School Improvement Council as well as various




4

school and classroom improvement and are provided authentic opportunities and resources to lead and influence professional practice.

other positions in groups within the school. The

principal is supportive of teacher leadership in

the school. Faculty members also provide

countywide leadership on the Staff

Development Council and other positions.



evidence provided by the school substantiated

that most aspects of this function were present.



EMERGING The school has accomplished its 2014-15 goal

of improving student leadership opportunities

both in and out of the classroom. Students, with

the help of staff, organize and present Veterans

Day and Memorial Day programs. Older

students tutor younger ones and carry out

various responsibilities throughout the school.

Students assist with our Spelling and

Geographic Bees. They also assist with the

Very Important Pirate behavior incentive

program. At the suggestion of our RESA

diagnostic review team, our school will develop

a Student Leadership Team for the 2015-16

school year.










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

EMERGING Teachers create environments that value student

uniqueness and abilities, and are respectful and

supportive of all students. They collaborate

with others and have established a culture of

joint responsibility for student success.

Teachers work to build positive relationships

with students and among students. The school

follows the SPL model and interventions are

provided in the classrooms as designed by





Rationale: The OEPA Team observed inviting

classrooms that were student-centered.

5

and self-direction. grade level teams based on current data. The

Title I interventionist assists with intervention.

Below are examples of additional teacher

actions: *Teachers participate in Self Reflection

to improve Classroom Environment. *Student

generated art and classwork is on display in the

classrooms. *Students participate in classroom

discussion and inquiry based lessons.

*Learning centers are used that provide

intellectual inquiry and self-direction for

students. *Selected computer programs provide

for self-paced intellectual development.



EMERGING Frankford teachers are currently emerging but

are moving toward an accomplished rating on

the rubric by the following practices: *Teachers

collaborate to provide a standards based

curriculum by meeting in grade level teams

once per week. *Teachers follow the standards

and objectives set by the West Virginia Board

of Education. *Teachers meet programmatic

requirements set forth by Policy 2510 as

demonstrated in schedule and lesson plans.

*Teachers study state policies for curriculum,

instruction, and assessment as evidenced by

PLC agendas. *Teachers collaborate to provide

project based learning experiences across

disciplines. *Mastery Learning practices are

followed by teachers.





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

EMERGING Teachers prepare Lesson Plans based on next

generation standards in advance. They follow

curriculum maps and pacing guides as provided

by the county. Lesson Plans indicate

differentiated instruction based on student

performance on pretests. When possible,




6

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

students are provided choices within the

classroom. Plans demonstrate the use of various

grouping patterns requiring student

collaboration. Teachers also accumulate and

use student data to indicate mastery of learning

targets to determine progress as demonstrated

by Dibels, STAR, and Moby Max data.



EMERGING Teachers collaborate with others to deliver

instructional experiences: *Teachers are using

Moby Max for Math, Reading and Language

*Teachers use the Scholastic Math Inventory in

grades 2 through 5. *Teacher use the

Renaissance Learning STAR Reading

assessment. *Teachers in K-2 use the DIBELS

reading assessment. *Teachers use both whole

group and small group instruction in their

classrooms. *Teachers form intervention

groups in class and between classes. *Teachers

conduct a variety of formative and summative

assessments. *Peer tutoring is used in the

classrooms. *Teachers use Smartboards, Digital

projectors, and Document cameras for

instruction. *Teachers use Curriculum Maps

and Pacing Guides. *Teachers make Project

Based Learning assignments. *The school uses

the Accelerated Reader program. *Teachers use

the Support for Personalized Learning model.

*The school uses Typing Pal to provide

instruction in Keyboarding.










EMERGING The school works to build positive relationships

with the families and community. Key



7


examples are: *Teachers and parents of

students in Grades 3,4 and 5 communicate with

each other through the Engrade online program.

*Teachers and parents communicate through

phone and email. *The school sponsors an

annual Christmas open house with lunch and a

music program *Teachers are available for

parent-teacher conferences. *The school

sponsors a family reading night in the spring.

*A fall open house is held with a hot dog

cookout. *All Title I parent involvement

requirements and processes are followed. *The

Pre-K program has a strong parent program

with it's own parent group that meets monthly

and develops their own budget.



Rationale: Through classroom observations and

interviews with staff, students, and parents, the

OEPA Team determined that all aspects of this

function were present and applied to all areas of

the schools.



EMERGING The school staff has programs in place to

advance the physical, social-emotional and

academic well-being of our students. We have a

successful developmental guidance and

counseling program and all the expected

student support services. Our Student

Assistance Team meets regularly. In addition to

the counselor, an adult mentoring program is

being developed to tie students to an significant

adult in the school. We have orientation

programs to assist students from one

programmatic level to another.





The school staff

EMERGING In addition to 4-H and scouting programs,

which meet at our school, the school cooperates

and encourages participation in programs at

Carnegie Hall and other organizations. We




8

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

partner with the Frankford Ruritan club to

provide opportunities for our students. One of

our business partners sponsors a school wide

picnic in the spring. The school counselor

works with various agencies to make

appropriate referrals.


Rationale: The evidence provided by the school


OEPA Team substantiated that all aspects of this

function were present and applied to all aspects

of the school. In addition to the school’s evidence

listed, the Team verified other school and

community activities such as the fall festival,

many business partners, frequent and organized

parent volunteers, and several local churches

providing support.








EMERGING The staff engages in instructional improvement

through regular sessions of our PLC where

ongoing discussions about instructional

practices and other ideas are held. We are

assigned an instructional coach who provides

embedded staff development through the school

year. Also, the staff receives a minimum of 18

hours of staff development each year on topics

that are designed to improve instructional

practices. Many staff members participate in

the county sponsored summer Math and

Reading academies. The administration

consistently recognizes accomplishments of

students as evidenced by award presentations,

but except for departing teachers has no

consistent reward program in place for staff.





The teachers participate in high

EMERGING The teachers work collaboratively and are

given a regular time and structure to do so.

They follow a consistent process with the




9

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.

assistance of the instructional coach. They

collaboratively reflect on data and establish

learning targets. Key processes are: *Grade

level teachers have planning at the same time

allowing for collaboration as demonstrated by

the school schedule. * Grade level teams meet

weekly and complete a report of their

collaborative goals and activities.

*Collaborative teams meet with the guidance of

instructional coach and address the three

essential questions as reflected in their meeting

records. *Meeting times are provided to our

PLC for collaboration and learning during the

school year as shown on the school calendar.

*Teachers participate in Student Assistance

Team meetings to collaboratively provide

assistance to students.



EMERGING The school leadership team meets to evaluate

professional development and plan activities to

strengthen our school instructional staff. Our

instructional coach assists teachers with areas

they feel are weak. The school has trained a

team to observe instruction and provide

feedback to teachers. The Principal briefly

visits each classroom almost daily to provide

feedback to teachers. Technology is used

regularly in the Professional Learning

Community gatherings to promote professional

learning.










Facilities are

ACCOMPLISHED With the support of the central office, the

school provides a safe and secure environment.



10

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

Key examples are: *The central office has

provided custodians on duty from 6:00 A.M. to

10:00 P.M. to insure that the school is clean,

well maintained and meets regulatory

requirements. *The school custodians and

county maintenance staff provide routine

maintenance of buildings and grounds to keep

our school safe, secure, and well maintained.

*The community, central office and the school

collaborate on having an unarmed security

guard is on duty from 7:15 A.M. to 4:00 P.M.

to assist in keeping the environment safe and

secure for all. *Outside doors to the buildings

are kept locked during the school day. Parents

and visitors are identified and provided access

as appropriate by the use of a electronic door

access system. *The community and school

collaborated to landscape the school grounds to

establish an aesthetically pleasing school park

environment.




EMERGING *The school follows the accounting procedures

manual for the public schools in the state of

West Virginia to insure that efficient and

effective accounting systems are in place. The

school works with parents and community to

secure needed funds not provided by state and

federal sources. Teachers are provided

materials and resources to support teaching and

learning through efficient use of state, county

and school funds.






evidence provided by the school and review of the

most recent financial audit supported a rating of

accomplished.


quality personnel are selected according to West Virginia Code and

EMERGING The principal works with the central office and

the Faculty Senate to place qualified faculty in

appropriate positions and to ensure that the are

appropriately licensed. He works with the staff





11

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

to implement evaluations according to WV

code and WVBE policy. Personnel are assigned

to ensure optimal educational benefits and in

compliance with code and policy. The Principal

recruits and retains qualified personnel within

the restriction of code and policy. Beginning

educators are expected to perform at a high

level and are welcomed to the school

professional Learning community. Also, the

principal and staff effectively orient and

support the success and retention of new staff.

Rationale: The OEPA Team verified all teachers

were highly qualified and eager to gain new skills

and strategies.



EMERGING The principal ensures that WVEIS is used and

updated often. Our school has two fully

supplied computer labs. In addition, each

classroom has four computers available for

student use. Technology is integrated fully into

our instructional programs through the use of

Smart Boards, document cameras, and other

tools. The instructional coach assists the

teachers with data, information systems and

technology tools. The Principal and staff

collaborated to add the Moby Max online

curriculum to other numerous technology

resources in place for teaching and learning.

Teachers consistently use document cameras,

digital projectors and Smartboards to enrich

instruction and promote technology literacy.

All students are trained on safe use of the

internet.










EMERGING The Principal and school leadership team have

created a vision of excellence using input from



12


students, parents, community, and staff. The

school leadership team, along with the

principal, collect, organize and study data to

understand the school and to make decisions

about teaching and learning. The Principal and

leadership team lead the writing of the strategic

improvement plan with input from all

stakeholders. Teachers work in collaborative

teams and as a professional learning

community to improve school climate,

curriculum, instruction, assessment, student

support services, family involvement, and

community connections to build a culture of

learning for all.




EMERGING The principal and school leadership team meet

regularly and facilitate continuous

improvement in learning of all students. Grade

level team meetings are held regularly to

communicate and discuss data for decisions

that leads to necessary change. The school's

Professional Learning Community has regular

meetings and follows a prepared agenda to

provide ongoing and sustained professional

development. There is collaboration between

teachers and parents to facilitate student

improvement. There is collaboration between

Pre-K and Kindergarten staff. The Title I

interventionists works closely with teachers

(especially the K-2 teachers) to provide

appropriate intervention for students. Parents

serve on our school improvement council and

on parent advisory groups for Pre-K and Title I

programs. Frankford School has established

strong working relationships among our

teachers and with parents and community.






school’s evidence supported a rating of

accomplished. Teams were organized and

functioning collaboratively to support student

learning.

13



EMERGING The principal and leadership team, along with

other staff, identify goals and collect, organize

and study data to make decisions about

teaching and learning. The principal and

leadership team set goals and monitor progress

toward achievement of goals. Teachers use a

variety of assessments to guide and adjust

instruction. Grade and school level teams

(PLCs) use a variety of formative and

summative data to guide instruction and ensure

student achievement. Grade level teams

determine intervention strategies based on the

data.







The buildings need to be put under one roof with one main

entrance to assist with student safety. All rooms need to be

air conditioned to allow for use during warm weather

months. Our students would also benefit from additional

instructional staff to assist with our intervention program.




While the OEPA Team agreed a covered walkway would be best, this need may not impact student performance.


Continued professional development is needed for maximum

use of technology. The school has made significant progress

is this area but, with new technology, the need continues.

Based upon observations, interviews, and general review of evidence, the OEPA Team confirmed the school’s identified professional development and/or other capacity building needs.



We have identified nothing at this time, which should be

considered a best practice and communicated to other

schools.

Best practices were not identified by the school or the

OEPA Team.




14

POLICY and CODE














YES Develop Knowledge of Policy 2322 Training provided during PLC time.

YES Complete the School Monitoring Report see 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

preparing for review in September 2015

15






Implementation


















School Leadership Team and LSIC orchestrate our

school improvement efforts.

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.

Review of data is conducted by Leadership Team,

16

(S3,FA) PLC(faculty and staff) and LSIC as the strategic

plan is being developed.

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; employee evaluation

data; and professional development needs are used

to guide improvement.

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.)

The strategic plan is developed and monitored.










Principal monitors students and examiners

during testing to insure that proper

procedures and security measures are

followed.

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

All students participate and are provided

17

grade level in which they are enrolled with appropriate accommodations, if any, as determined by their IEP Team. (Policy 2340; 4.3) (S2, FA)

proper accommodations as determined by

the IEP team.


Accommodations specified on the 504 plan

are provided.











Instruction is appropriate

for the K-5 programmatic

level.


Curriculum is provided as

specified in charts I and II.





Practices are appropriate for

Pre-K to 5.

18

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

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


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

19

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

development



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

and objectives. (S3,FD) Has a process for parental involvement in a student’s education. (S7,FC) Has a system to monitor and reduce dropout rates. (S1,FB) Implements technology practices that facilitate student development and meet requirements in

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


Administrative practices are

followed.



Teams and committees are

organized and active.




20














BOE has developed

appropriate policies and

procedures.


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 li fe without positive interventions.


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

components, criteria for re-entry to the regular school program, and provisions for periodic review of the student's progress at

Alternative programs are

provided if needed.

21

least on an annual basis. (The team for all students with disabilities shall be the IEP team and the written plan shall be the IEP.) · Follow identified written curriculum based upon State standards, including a component for teaching and learning responsible

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


RESOURCE DOCUMENT












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

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




The regular school schedule allows for 30 minutes of

Physical Education every day except for every 12th day,

when we blackout the period. On 2hour delay days,

physical education class is held for 40 minutes every

other day as we alternate with music class.

22


The required physical fitness test is given to 4th and 5th

graders each school year and results are reported to the

state.

YES Results are shared with students and parents. (S7, FC) Results of the physical fitness test are verbally shared

with the students and a written report is provided to our

parents..


RESOURCE DOCUMENT













The counselor's log and plan book will document that the required

elements are being provided to our students. The counselor is

scheduled to provide developmental guidance once each week in

individual classrooms. Examples of programs are college awareness;

career day.


All administrative duties are related to counseling responsibilities.

These involve entering attendance, keeping a counseling log, and

keeping a plan book. The counselor is also an important member of

the school leadership team which requires some record keeping and

collaboration with teachers. These duties require less than 25% of the

23

counselors time. Otherwise, she spends her time in direct contact with

students.




NOT APPLICABLE

The most recent audit

report indicates that

Frankford School is in

compliance with the

"Accounting Procedures

Manual for the Public

Schools in the State of

West Virginia".

YES


NOT APPLICABLE No non-compliances have

been identified.

YES


NO

To the best of our

knowledge, an automatic

shut off for the stove has

not been installed.

YES


NOT APPLICABLE

No violations were noted

during the most recent

Health Department

inspection.

YES


NOT APPLICABLE

No review was conducted

to the best of our

knowledge.

Not Applicable


NOT APPLICABLE No non-compliances were

noted.

YES


1. School Site


24

I. Sidewalks were not adequate with designated crosswalks and sloped for proper water drainage. (May adversely impact students’ health and

safety.)

2. School Building




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


4. Teacher Workroom(s)

A. Teachers’ work areas were not adequate. (150-250 ft.²) (Did not adversely impact program delivery and student performance.)

7. Cafeteria/Food Service Area F. Kitchen fire suppression system was not in good working order and was not currently on the Fire Marshal's noncompliance report. (May



safety.)




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.)

A-5. Desk and chair for health care provider, with telephone and communication line to the office. (May adversely impact students’ health and

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.)

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

C. Clinic/health service area was not appropriately equipped and necessary supplies were not on hand. (May adversely impact students’ health

and safety.)

25

11. Custodial and Storage Areas

C. All flammable and toxic materials were not stored in a vented cabinet that was vented to the outside and was locked at all times. (May




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

performance.)

15. Art

A. Art facility area was not adequate in size (45-50 ft.²/student). (May adversely impact program delivery and student performance.)

C. Storage was not adequate for the instructional supplies. (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.)







SCHOOL PROFILE

26-205 LEWISBURG ELEMENTARY SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 496 533 572 548


Attendance Rate 98.60 98.58 98.31 98.10





not available 99.57 98.83 99.60

1


LEWISBURG ELEMENTARY in GREENBRIER COUNTY SCHOOLS

















ACCOMPLISHED Our shared beliefs and values are evident in the

school and are communicated to students and

families in our strategic plan, schools website

and in student planners. We involve our

stakeholders in our LSIC, Partners in

Education, Read Aloud program, 4-H clubs,

Master Gardeners, D.A.R.E. program,

presentations from and field trips to local

businesses and health care facilities. Our staff

and school use an email communication system

and Synre Voice Calling System to keep

constant contact with families. The school

begins the year with Open House and Meet and

Greet times with our students and families. We

use school compacts and school planners to set

and meet daily school expectations. The staff

strives to keep families involved with grade

level parent meetings and Parent Teacher




2

Organization meetings. We focus on shared

educational beliefs with the HUSKIE

Expectations for students, Responsible Students

program and our school safety plan.



ACCOMPLISHED Our school establishes high expectations for the

staff and students that are written, clearly

communicated and readily observed in

educational practice and personal behavior. Our

mission statement is shared and upheld by all

stakeholders. We have many committees in

place to focus on these goals. These groups

include our Leadership Team, Behavior

Management, Student Activities and Social/

Wellness. The staff participates in IPI coding

and monitoring, PLC meetings and survey to

guide our decision making. Teachers complete

clear and precise lesson plans, meet weekly to

monitor RTI progress and strategic goals. High

expectations are established and students are

involved in leadership roles and decision

making through Student Council, morning

announcements and school pledge, the

Responsible Student Program, the recycling

program, organizing hoop shoot contests and

running our school store. Nine week awards

ceremonies recognize students based upon:

grades, attendance, AR and behavior.





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

ACCOMPLISHED The school environment is clean, safe, well-

managed and contributes to an engaging and

inclusive atmosphere for learning. The school

has a positive climate where students and staff

feel safe with locked entries and school safety

plans are in place. We practice lock down

procedures, fire drills, evacuation plans and




3

engaging and inclusive atmosphere for learning.

routes, and keep emergency kits within each

classroom. The staff accepts accountability for

the success of their students through grade level

team meetings, student assistance team

meetings, parent/teacher conferences, and the

counseling program. We use data from

DIBELS, STAR testing, Smarter Balance,

Scholastic Math Inventory, Fitnessgram, and

formal and informal assessments to support and

make decisions regarding teaching and

learning. The school behavior management

plan helps us to determine discipline and

intervention programs that are in compliance

with Policy 4373.








ACCOMPLISHED Lewisburg Elementary School Administration

provides and takes part in Grade Level PLC’s,

Data Analysis and Results, DIBELS, STARR

and Psychological (if applicable), End of the

Year Grade Level Meetings, and SAT Process.

Communication is provided through daily

announcements, Emails, Synre Calling System,

Newsletters, Student Council and Staff

Recognition. The administrations effective

interpersonal skills and strong professional

knowledge generates trust and respect in the

school and community. Conflicts that arise

within the school between students to students;

students to staff; staff to staff; parents to staff

are investigated and resolved efficiently and

conscientiously. The administration rewards

and recognizes staff with: breakfast, luncheons,




4

special treats, personal notes/cards, evaluation

feedback, and verbal praise.

Function B: School Teams and Councils. The

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

ACCOMPLISHED The administration at Lewisburg Elementary

provides staff collaboration time that is

monitored bi- monthly. County Level

Professional Development, Grade and School

Level PLC’s, and off Campus Professional

Development Workshops are promoted by both

county and school leaders. The school teams

and councils develop the mission and goals of

the strategic plan and review them throughout

the year in both grade and school level PLCs.

The staff supports an Open Door Policy as well

as collaboration with LEA.






ACCOMPLISHED Teachers at Lewisburg Elementary assume

responsibility for student learning and are

provided with opportunities for professional

development. Utilizing data from self-

reflections and surveys our leadership team

develops and implements school level PD

activities which include: book studies, grade

and school level PLC meetings, peer

observations, IPI coding and debriefing, county

level PGA's, summer academies, new teacher

meetings, leadership cohort and Masters

program cohort. Technology and Curriculum

Specialist (TACS) will provide embedded

professional development activities that are

based upon self-reflections and surveys.

Teachers are encouraged to attend PD

opportunities that will enhance their personal

growth.





EMERGING Students at Lewisburg Elementary are able to

be a part of a strong and active Student Council



5


and participate in community activities such as:

4-H, girl/boy scouts, church youth groups, and

Greenbrier Valley Theater. Our student council

members are assigned to classrooms throughout

the school to collaborate with them and gain

insight into ideas and suggestions for school

improvement. Our student council members

assist with Shop with a Cop program, collect

food for the local food pantry, raise money for

American Heart Association, Greenbrier

County Humane Society and St. Jude's

Children Hospital. These students also organize

monthly fun days for all students and staff

members to participate in. Students are also

offered the opportunity to be classroom leaders,

computer assistants, and to give morning

announcements. Students in grades 3 - 5 are

encouraged to participate in Battle of the

Books, Math Field Day, Geography Bee and

Spelling Bee.









ACCOMPLISHED Lewisburg Elementary classrooms are created

with all students’ needs in mind. The

classrooms are organized to accommodate

small and large group learning. Teachers

incorporate strategies which address and

strengthen the unique needs of individual

students. Learning is personalized to ensure

individual learning strengths and needs.

Examples include learning centers, morning

meetings, student display centers, personalized

work stations, computer stations, SAT





Rationale: Through observations and interviews,

the OEPA Team determined that learning centers,

student use of technology, and differentiated

instruction were not pervasive.

Recommendation: The OEPA Team recommended that the instructional staff and

6

meetings, Individualized Education programs,

Enrichment programs, and individualized

computer programs such as Moby Max and

Accelerated Reader. Teachers, counselors,

administrators, and Title 1 staff, have

designated collaboration times to discuss

creating and maintaining a physically and

emotionally safe classroom environment where

students well being is a priority. This time is

also used to monitor and plan for intervention

ensuring mastery of student goals.

administration provide support to all staff on the techniques and strategies to improve the use of learning centers, technology integration, and differentiated instruction.



EMERGING All teachers at Lewisburg Elementary school

align curriculum, instruction and assessment

based on 21st Century Next Gen Standards and

Objectives. Tech step modules are utilized to

ensure the 21st Century Learning Skills and

Technology Tool Standards are met. Teachers

understand and encourage learning across the

curriculum. All teachers have access to printed

and online copy of standards. Lesson plans are

checked quarterly to ensure instruction on

standards. County progression guides are

available for pacing. Teachers use a variety of

supplemental materials and teaching strategies

to ensure that standards are covered. Walk-

throughs are conducted to monitor instruction,

and optimal student engagement.





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

EMERGING All lesson plans at Lewisburg Elementary are

written to meet the requirements of OEPA

which include objective, procedure, materials,

and assessment with long term goals in mind

and are reviewed quarterly by the

administration providing feedback and

suggestions. Time allocations are defined and




7

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

the organization of lessons is logical and

structured to increase student learning and

promote understanding. Teachers have time to

analyze student data and develop instruction

based on that data; examples include DIBELS,

Smarter Balance, Star Testing, SMI and formal

and informal assessments.. All teachers plan

lessons that actively engage students, and

consider students individual learning needs.

Cooperative learning activities, intervention,

learning centers, are some strategies used to

promote student interaction and individualize

learning.

Function D: Instructional Delivery. Teachers

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

ACCOMPLISHED At Lewisburg Elementary teachers facilitate

engaging instructional experiences that enhance

individual student progress and ensure mastery

of the curriculum. Teaching strategies are used

to access prior knowledge and increase

motivation. Teachers post essential skills and

objectives to involve students in the learning

process. The delivery of instruction

incorporates strategies to meet the needs of

individual learning styles. Engagement of

students is increased through Reader’s Theater,

Smart Board integration, graphic organizers,

See think wonder, open ended questioning,

journal writing, and modeling. Teachers

continually provide positive reinforcement and

reward efforts and accomplishment of students.

Students are also given the opportunity to self

reflect on assignments and or assessments. At

Lewisburg we have a strong school wide

discipline program, with daily, weekly and

semester reinforcements.





Rationale: The OEPA Team observed traditional,

teacher-led instruction. Teachers discussed

centers but these were not fully implemented.

Technology was readily available but was not

observed in use.

Recommendation: The OEPA Team recommended the instructional staff provide more diverse instructional strategies and more opportunities for students to use digital tools as part of instruction.

8








ACCOMPLISHED Positive relationships exist between school staff

and our families as early as the Universal Pre-

Kindergarten/Headstart program. Home visits

are the introduction between the teachers, the

children and their families. These visits are

conducted prior to the child entering the

program and again in the spring as an exit of

the program. Our kindergarten program has

also adopted this home visit philosophy. In

addition to the home visits, kindergarten

students, their families and the teachers have

kindergarten orientation and a

transition/moving up day. Other programs that

create positive relationships between our school

staff and our families and provide meaningful

two-way communication include our Student

Council activities, LSIC, newsletters, open

house, volunteer opportunities, parent training

programs/workshops, parent/teacher

conferences, parent surveys, read aloud

program, science and social studies fairs, email

and telephone correspondences.




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,

ACCOMPLISHED Our school attends to students’ physical, social-

emotional and academic well-being through

coordinated student supports services for

health, child nutrition, character education,

guidance and counseling, special education and

English second language through a variety of

programs including Greenbrier Valley Medical

Center nutrition programs, Universal Pre-

Kindergarten daily health checks, the Swish




9

character education, guidance and counseling, special education, and English as a Second Language.

program, the D.A.R.E. program, the

Osteopathic School of Medicine TAR WARS

program, hygiene lessons, anti-violence

education, college awareness week, career

awareness, Red Ribbon Week, Breast Cancer

Awareness month, cyber-safety training, bus

safety, fire prevention, stranger safety

education, bike safety education, study skills,

English as a second language teacher, Start the

Education in Reading program, Family Refuge

Center programs, regular Student Assistant

Team meetings, character education lessons

and activities and Pre-Kindergarten,

Kindergarten and 5th grade orientations.



ACCOMPLISHED Our school has formed strong partnerships with

various community agencies and organizations

to enhance the ability to meet the needs of all

students such as Greenbrier Valley Medical

Arts partners with our food pantry can drive,

the Methodist Church snacks-n-packs program,

our D.A.R.E. and canine unit lessons,

Greenbrier Physicians caroling, Greenbrier

Valley Medical Center nutrition programs,

Family Refuge Center programs, our Elks club

involvement, Career Interest Day, Fire

Prevention Week, our Re-cycling program,

Carnegie Hall Link-Up and Art Shows,

Creative Classrooms, Student Council, Old

Stone Presbyterian Church Start the Adventure

in Reading program, town music programs, our

Veteran’s Day program, the Halloween

downtown parade, public library visits, public

library card acquisitions, the Junior Master’s

Gardener’s program and the Garden Club

Sunflower program.




10






Function A: Professional Development. The

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

ACCOMPLISHED Teachers are provided an opportunity at the end

of the summer to attend summer academies

provided by the county. These academies

provide training on technologies, best practices,

curriculum, etc. School personnel are

encouraged to participate in book studies that

are offered to professional staff at both school

and county levels. Teachers attend various

professional development conferences such as

the WV Reading Council Conference, state

math conference (WVCTM), and the state

science conference throughout the school year.

The School leadership team meets monthly

with the administration to collaborate and

disseminate information to their teams

concerning the school. The parent volunteer

and grade level newsletters are sent home

regularly to keep families informed. The school

offers grade level awards for GPA, attendance,

AR points and Random Acts of Courtesy and

Kindness. Additionally, each classroom

recognizes students that improve monthly in

any area on our "You've been Caught" Wall





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

EMERGING Classroom teachers are provided with six

planning periods a week for collaborative grade

level meetings and grade level PLC. One of the

six planning periods each week is attended by

the administration. Essential questions are

created in these PLC meetings. The questions

are based upon the student’s weaknesses in

core classrooms. Collaborative times are also





Rationale: Through observations and interviews,

the OEPA Team verified the staff was effectively

collaborating as a school community to improve

student learning through grade level meetings,

11

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

used to analyze data. professional learning communities (PLCs), and

leadership team meetings.



ACCOMPLISHED The administration monitors classroom

instruction and student/teacher interaction. The

administration conducts walkthroughs and

provides teachers with immediate feedback.

The administration serves as a resource for

student learning and behavior. The staff

participates in the state wide evaluation system

which includes a self -reflection piece. The

information gathered from the self-reflection as

well as from staff surveys are used by the

leadership team to develop PD activities. One

member of our leadership team is our school's

TAC who works in the development and

implementation of our PD activities. Through

the PLC process student data is used to reflect

on how best to improve the instruction and

evolution of the student’s knowledge.










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

ACCOMPLISHED Our facility was built in 2012 and has a state of

the art camera system throughout the campus.

We have a secure entrance with a card reader

on the door. Visitors are required to enter into

the foyer and must be buzzed into the main

corridors of the school. Our 2nd through 5th




12

of students. grade classrooms are in pods. We have three

computer labs, one mobile Netbook and Laptop

computer labs, one art studio, a music class, a

regulation size gymnasium and a well equipped

library. As a whole school team we work

together to ensure that our facilities are clean

and well maintained. As a community based

facility we are utilized in the evenings and on

weekends by various local groups; cleanliness

of the school is our priority but can be a

challenge due to the size of the facility, number

of occupants and the area in which our grounds

encompass.



ACCOMPLISHED Our school undergoes an annual internal audit

as well as an external audit every three years.

This ensures that an efficient and effective

accounting system is in place and monitored.

The school is proactive in both securing and

blending resources that is used in purchasing

materials to support teaching and learning

which allows us to attain our school's mission

and strategic plan.






ACCOMPLISHED Full implementation of Policy 5100 ensures

that we recruit and retain talented and highly

qualified personnel for each position. Personnel

who are either new to our school or to a

position collaborate with a grade level team

leader who serves as mentor for these

individuals. The school administrators along

with the mentor develop and implement

orientation processes for staff members. These

processes guide and support the educator thus

ensuring that they clearly understand the

expectations and their significance as a LES




13

team member.



ACCOMPLISHED Our school is fortunate enough to offer

computer access to all staff members. Staff

members record grade and attendance through

WVEIS and Engrade. All classrooms have

Smart Boards/LCD projectors. Each classroom

has three student computers and one teacher

computer. There is also a smart document

camera in the grade level classrooms. We have

three computer labs, one mobile lab of

Netbooks, one mobile lab of Laptops and

Netbooks for all K-2 teachers. We have

wireless res-ponders for teachers to use in

correlation with their teaching techniques. Our

students are required to complete a series of

Tech Steps during K-5 to show an

understanding of technology. Students also

complete a keyboarding program, an internet

safety class and a Cyber Bullying Lesson by

our School Counselor. There is adequate time

give to allow for grade and school level

collaboration to ensure the successful

completion of each of these listed programs.




Comment: The OEPA Team verified the overall

technology infrastructure was adequate;

however, use of the technology tools available

was limited.







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

EMERGING The leadership team establishes a coherent

approach for improving the performance of

students based on the mission and goals

outlined in the strategic plan. Our approach

includes evidence from Smarter Balanced and

Interim Assessments, DIBELS, SMI, STARR,

and the Writing Process. Additional evidence

includes Essential Questions, SMART Goals




14

the strategic plan. both school and individual, LSIC, PTO and

parent/staff and student surveys.



EMERGING The staff has well-defined structures for

building professional relationships and

processes necessary to collaboratively engage

all stakeholders in actions to increase and

improve student learning. Utilizing employee

self-reflections, staff survey data, student data

and parent survey data the leadership team has

collaborative discussions on making necessary

changes based upon these results. Monthly

leadership meetings are conducted to examine

continuous improvement of teaching and

increase student learning. Team leaders are

required to meet with their grade level team

members during collaborative planning to

discuss the improvements. The administration

requires bi-monthly team meetings with all

grade levels which focuses on essential

questions, intervention groupings, student

behaviors, technology and other concerns from

the group.






EMERGING The staff monitors changes in practice and

implements adjustments, evaluates the results

of student learning, and communicates the

progress to all stakeholders. Our monitoring for

results includes evidence from Data

Disaggregation, Progress Monitoring,

Continuation of Common Core Standards,

Purchasing Supplemental Resources, Creation

and Review of Strategic Plan Goals, Action

Steps and Professional Development, LSIC,

and SMART goals.




15




The faculty believes that the lack of a full time

interventionist and more services from the ELL teacher is

having a significant impact on student performance. The

staff would like to have the state reexamine the policy on

class size for elementary students.

Based upon observations, interviews, and general review of evidence, the OEPA Team did not confirm the school’s identified resource and/or facility needs. Services were provided to students and classes were not overloaded.


Professional development for educators needs to be

conducted within their contracted days to ensure that all staff

are learning the same information. Specific training for staff

dealing with students who have behaviors that have not been

identified or those students with disabilities, such as Autism,

Hearing Impairments etc,. is needed to ensure the success

and safety of all students as well as staff.

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 with the exception of training to support students with disabilities.



Our special education students work with the community

Master Gardeners program and has created Junior Master

Gardeners Program within our school. This program allows

children to experience the entire process from germinating

seeds of vegetables and flowers to harvesting vegetables to

put on our school's garden bar. Our Junior Master gardeners

visit local nursing homes and plant flowers that they raised

at school.

The OEPA Team commended this practice:

Junior Master Gardeners Program







POLICY and CODE





16



















Implementation

17





















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


18



















19














Utilizes Standards-Focused Curriculum

20

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





(S6,FD)


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

21

Leadership Team



















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

22

4373, Pages 59-63)





RESOURCE DOCUMENT
















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

23

Education and the Healthy Lifestyle Council for approval.




RESOURCE DOCUMENT


ASchool Counselors in Public Schools















YES

Findings were discussed

and corrections were noted

with Mr. McClure.

YES

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

NOT APPLICABLE There were no non- YES

24

WVDE monitoring processes? compliances listed.


NOT APPLICABLE There were no non-

compliances listed.

YES



compliances listed.

YES


NOT APPLICABLE

Lewisburg Elementary is

not a School Building

Authority School.

NA


NOT APPLICABLE All teachers are highly

qualified.

YES







E-2. Drinking fountain. (May adversely impact program delivery and student performance.) (May adversely impact students’ health and safety.)






Team Member – Kim Dennison, Director of Reading, Curriculum and Title I, Braxton County Schools



SCHOOL PROFILE

26-207 RONCEVERTE ELEMENTARY SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 444 428 430 419


Attendance Rate 98.93 99.04 98.76 97.70





not available 99.51 97.99 97.83

1


RONCEVERTE ELEMENTARY in GREENBRIER COUNTY SCHOOLS












STANDARDS AND

FUNCTIONS SELF-RATING

SCHOOL EVIDENCE Please cite key examples of processes or practices.

TEAM RATING TEAM EVIDENCE



ACCOMPLISHED The staff of Ronceverte Elementary School works

collaboratively to develop our shared educational

beliefs and values and uses the following practices

to shape the school's climate and culture: School

Mission Statement and Core Beliefs, Strategic

Plan, Professional Learning Communities,

Technology, Local School Improvement Council,

Positive Behavior Support Program BARK,

Discipline/Reward Incentvies, Engrade, Classroom

guidance, Parent Teacher Organization, Read

Aloud, Community/Volunteer involvement,

Partners in Education, local organization

presentations and field trips. The staff works hard

to communicate beliefs, values, and expectations

to students and parents through various

communication tools including: open house, parent

teacher conferences, email, synervoice, school




2

compacts, student planners and folders,

engrade,and teacher newsletters. Collaboration

amongst staff, students, parents , and stakeholders

allows us to share our goals, beliefs and values,

and our mission.

Function B: High Expectations for All. The

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

ACCOMPLISHED Our staff communicates high expectations for

ourselves and our students using the following:

teacher handbook, discipline policy, county

student/staff calendar, student planners and

folders. We use the results of surveys (parent

involvement, student,and teacher) to monitor our

school culture and modify our plans. School norms

are communicated via posted rules in the

classroom and positive behavior posters

throughout the school, Students are recognized via

Yearly Award Assemblies,nine week awards,

Student Assemblies, Beginning of the day

procedures which include the pledge, Flag

program, PTO programs, LSIC presentations.

Diversity is valued through: multicultural lessons

throughout the year, Carnegie Creative

Classrooms, Appalachian Heritage, Cultural field

trips,and student accommodations.

Safety/Behavior is addressed through Behavior

charts/tracking, Strikes/Violations forms,

B.A.R.K. slips, along with various safety

procedures for students, teachers, and staff.





The school environment is safe, well-managed and clean and contributes to

ACCOMPLISHED Our school provides and safe, orderly, welcoming,

and engaging environment that is conducive for

learning. The staff accepts accouintability through

PLC's ( to discuss data, identify essential skills,

develop common assessments, plan intervention

and enrichment,) SAT meetings, parent teacher

conferences, and counseling program. Teachers




3

an engaging and inclusive atmosphere for learning.

use the data results of: pre and post testing, parent

/ student compacts, formative and summative

assessments(DIBELS, SRI, SMI, WV Summative

Assessment, common assessments developed by

each team,) student test talks and goal setting.

Policy 4373 guides our school behavior

management plan to determine discipline

intervention programs.



STANDARDS AND




Function A: Principal Leadership.

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

ACCOMPLISHED Principal Leadership is exhibited via staff

meetings, two way communication,participation in

Faculty Senate and Leadership Team meetings,

allows time for and participates in grade level

PLC's weekly.The leadership team meets regularly

with the administration in order to keep the focus

on student learning and well being.The team works

collaboratively in using data to drive the decision

making at the school.The school administration is

easily approachable,maintains an open door

policy,and is always open to staff suggestions.The

administration is supportive of all school polices

including discipline,parent involvement,field

trips,school safety,behavior management, etc. The

school administration is always respectful of staff

and the community and resolves conflicts within

the school community via investigation of parties

involved followed by fair and just decision

making. Staff is recognized via personal notes,

breakfast/luncheons, special treats, verbal praise,

and evaluation feedack,




Function B: School Teams

ACCOMPLISHED The school teams and councils advance the ACCOMPLISHED The evidence provided by the school and the

4

and Councils.


mission and goals via the Leadership Team, Grade

Level Professional Learning Communities, the

Local School Improvement Council, Parent

Teacher Organization, the Safety and Discipline

Committees, a variety of extra-curricular

academics such the Math Field Day Team and

Battle of the Books Teams.The administration

values activities that will increase the knowledge

and build relationships with our parents through

parent involvement activities and workshops.The

administration utilizes our Partners in Education to

increase the opportunities available to our

students.The administration encourages Student

Council to demonstrate leadership within the

school and the community through activities such

as recycling, collecting items for the local food

bank and Humane Society. The administration

oversees multiple school committees such as

Health and Wellness, Parent Involvement, Social,

and Beautification.





ACCOMPLISHED Teachers assume responsibility for school and

classroom improvement and are provided

opportunities and resources to lead and influence

professional practice in a variety of ways.

Teachers participate in yearly book studies, are all

members of grade level and school PLC's and

participate in various teacher led committees.

Teachers are given time weekly to collaborate with

grade level team members and administration.

Embedded professional development is provided

by a full time Technology and Curriculum

Specialist. Professional development opportunities

are provided based on their self reflections from

evaluations, PD surveys, and leadership team

input. Teachers are encouraged to participate in:




5

yearly Summer Academies, monthly after school

professional development (PGAs), New Teacher

meetings, Leadership Cohort,Masters program

cohorts in Reading and Administration.Teachers

participated in a Math Project STEM. and are

encouraged to get their national boards.



EMERGING Students are engaged in age-appropriate leadership

opportunities in a variety of ways including:

Student Council, flag team,office,classroom,bus

hall,and recess helpers,peer tutors, student council

members are responsible for working school store,

canned food drive, and the recycling program

Classroom helpers are rotated in order to promote

student leadership oppotunities to all students.Our

counselor teaches Character Educationto students

weekly as well as career education.The counselor

heads the BARK and Kindness Coin programs and

rewards. Many students participate in community

athletics, 4-H, Church groups,Girl/Boy Scouts, and

dance and music classes.Students are chosen to

participate in a county Local School Improvement

Council presentation yearly. Students are

encouraged to participate on the Math Field Day,

Battle of the Books, Spelling Bees. Upper grade

level students are readers for younger students.4th/

5th grade do community caroling. 5th grade

organizes Veterans Day program






STANDARDS AND





ACCOMPLISHED Our teachers create and manage an inviting

classroom environment by displaying student

achievement and accomplishments, providing




6


differentiated instruction, flexible intervention

programs, and providing enrichment activities.

Teachers actively participate in book studies

regarding social development and poverty and

Professional Learning Communities to better serve

and assist our students. Data is analyzed based on

common, formative, and summative assessments.

Teachers work together to identify essential skills

needed for grade level progression. Teachers and

the school counselor reward students through

BARK program. The counselor provides

individual counseling services as well as

classroom guidance. Student-centered achievement

is showcased in the community.Teachers are also

involved in extracurricular activities via PTO.

Student learning is supported by safe school

initiatives including the implementation of the

Handle With Care initiative this year.



classrooms were inviting and student-centered;

however, the evidence did not support student

reflection, intellectual inquiry, and self-direction

at a pervasive level. The Team observed

traditional, teacher-led instruction in the majority

of classrooms.

Recommendation: The OEPA Team recommended additional support to develop and implement activities promoting student reflection, inquiry, and self-direction.



ACCOMPLISHED Teachers implement a standards-focused

curriculum by creating and following grade level

progression documents, attending Professional

Learning Communities for essential skills and

goals and following Common Core

Standards.Teachers also track these standards in

daily lesson plans.Teachers enhance their reading

instruction by using cross-curriculum reading and

a variety of genres to peak students’ interest in

reading.Technology is promoted through Tech

Steps as well as supplemental technology

programs that enhance student engagement.

Standards are met through grants that provide

educational experiences such as the Nickell

Foundation Grant with West Virginia History,

Carnegie Hall programs, Nutrition programs, and

multicultural curricular activities.Standards-





Rationale: The OEPA Team did not observe the

available technology tools in use and aligned with

the Next Generation Standards and Objectives.

Classrooms had presentation stations; however,

the Team did not see these in use. The

technology specialist was observed using

technology with students, but this was not

observed throughout the school.

Recommendation: The OEPA Team recommended support in technology integration utilizing the available digital tools.

7

focused curriculum is not only focused on during

the school day with activities such as Dr. Seuss

celebrations but also in after-school activities such

as literacy and math nights, and the physical

activities through HOSA.



EMERGING Teachers create Common Core lesson plans that

meet OEPA goals. Administration monitors these

via walkthroughs. Teachers design lesson plans by

using data from DIBELS, WV Summative

Assessment, practice performance tasks,

formative, interim, and summative assessments, as

well as the Scholastic Math and Reading

Inventories. Teachers use essential skills and

common assessments to determine small group

instruction. Title I teachers use DIBELS scores to

identify students that need IPAP and small group

instruction. Teachers also generate ideas by

attending trainings.. Teachers differentiate to

address various learning styles, and meet the needs

of special education students and ESL students.

Title I and special education teachers are used for

inclusion in the classroom. Teachers also have the

tools of Accelerated Reader, Words Their

Way,project based learning, and communities in

schools program. Student input is included via

interest surveys/interviews.





Teachers facilitate engaging instructional experiences that enhance individual student

ACCOMPLISHED Teachers engage students by using graphic

organizers, brain teasers, KWL’s, Number Talks,

pre-reading activities, project-based learning,

retelling/reflection activities, and exit slips.

Teachers post essential skills and objectives to

make students are aware of daily learning goals.

Some teachers use whole brain teaching methods

while others activate prior knowledge by





Rationale: While the school’s evidence identified

numerous strategies, the OEPA Team did not

observe teachers using multiple strategies and

8

progress in mastery of the curriculum using multiple strategies, appropriate assessments, learning resources, digital tools, and processes aligned with instructional targets.

cooperative learning techniques such as think-pair-

share, think alouds, and mind movies/pictures.

Teacher modeling and instructional coach

modeling are used to further engage instructional

experiences. Technology tools are used frequently

to promote student engagement. The use of

smartboards, smartboard document cameras,

various web based learning sites, smart tables,

Skype, etc are used regularly to encourage active

student learning.

digital tools to deliver instruction.

Recommendation: The OEPA Team recommended that instructional staff be given opportunities to further develop varied instructional strategies, increasing student engagement, including, digital tools to help students master the curriculum.



STANDARDS AND






ACCOMPLISHED Our school has many programs in place that

promote positive relations between the school

staff, students, families, and community. We have

monthly PTO meetings offering educational

opportunities for students and parents. We have

open two way communication through newsletters,

Edline, student planners/folders, emails, calendars,

Synervoice, and classroom newsletters. Families

can contribute ideas and energies and also

participate in decision making processes through

LSIC, PTO, Title I, snack packs, and community

programs in the school. The school provides

recognition of the community with our annual

Veteran’s Day Program and Volunteer reception.

We promote positive relationships with our

families with Pre-K and Kindergarten home visits,

Kindergarten Orientation, Open House, Parent-

Teacher conferences, and various parent

involvement activities.




Function B: EMERGING Our school plans and delivers a comprehensive EMERGING The evidence provided by the school and the

9

Student Personal Development.


standards based guidance program to all

students.This includes:character education,drug

awareness,college and career awareness, fire

prevention,ATV safety,bus safety,stranger

danger,kindness,good touch/bad touch, etc. The

community in schools program provides social and

emotional services for students. SATteams plan

interventions and support. Positive Behavior

Support plans developed to promote

social/emotional well being. The nurse provides

services to students and coordinates the Swish

program, hygiene presentations, and puberty

lessons for 5th graders. Wellness is promoted and

we have a Nutrition program through the WVU

extension office. Smooth transitions provided for

students between schools and/or grade levels using

pre-k/k home visits, pre-k transition meetings,

profile sheets, records, and middle school

transition plan. ESL services are provided to our

students.The Safe Schools Policy ensures the

safety of students and staff




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

EMERGING We provide lots of opportunities for students

through partnerships including: the West Virginia

Tobacco Coalition, Arch Coal Presentation, Read

Aloud West Virginia, Early Childhood

Development co-op, Local College programs,

Community in Schools, Greenbrier Valley Medial

Center, WV School of Osteopathic Medicine,

Trinity Methodist Church Snacks in Packs,

Volunteer Fire and EMS, Various Theater Art and

Music programs with Carnegie Hall. We are

working to connect families with these programs.

Our current family programs include community

caroling, classroom volunteers, PTO reading and

math events, lunch bunch, Santa’s workshop,





Rationale: The OEPA Team determined that the

school’s evidence supported an accomplished

rating.

10

parent workshops, and field day activities. We are

always striving to strengthen our relationships with

businesses and community agencies to provide

more services for students and families.



STANDARDS AND






ACCOMPLISHED Our teachers have engaged in various book

studies, PLC and leadership trainings. Teachers

participated in Project Stem, a three year training

program for math instruction.Our instructional

coach assists in continuous learning opportunities

for embedded professional growth designed to

improve school and classroom practice. Our

teachers attend conferences and many have

advanced degrees and extensive experience in the

educational field.Teachers attend professional

learning provided by the BOE including, Summer

Academy for additional training and introduction

to new programs and curriculum, new teacher,

andLeadership team training, and Preparing

Greenbrier Achievers (PGA) trainings.Teachers

participate in weekly collaborative planning

meetings and a grade level representative serves

the school leadership team-striving to increase

student achievement.Teachers are recognized and

shown appreciation throughout the year. Students

have ceremonies every 9 weeks for their

accomplishments.





The teachers participate in high

EMERGING Upper grade level teachers incorporate data

dissemination from the results of annual state

testing in order to analyze and reflect on results as

they pertain to individual student learning. Data




11

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.

collection drives the improvement of instruction

and effective instructional practices. K-2 teachers

rely on Dynamic Indicators of Basic Early

Literacy Skills (DIBELS) testing and the Words

Their Way program in order to provide targeted

instruction for optimum learning in reading.

Grades 2-5 uses the Scholastic Reading Inventory

(SRI) and the Scholastic Math Inventory (SMI)

throughout the year to evaluate student

achievement and identify areas of weakness.

Teachers collaborate weekly via PLC's where they

determine what students know from data and what

they want students to know as well as strategies to

determine how they know students have mastered

skills. Leadership teams meet at regular intervals

in order to interdependently identify ways to attain

common student achievement goals.

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 Administration engages in walkthroughs,

observations, and lesson plan checks throughout

the year. Staff participates in climate surveys,

professional development surveys, and Faculty

Senate meetings as opportunities to make

decisions that enhance school culture. The WVEIS

Evaluation System allows teachers to be reflective

in the practice of education stimulating

professional growth. The Mentoring program

allows younger teachers to gain knowledge from

more experienced teachers. School leaders identify

technology-based opportunities for professional

development through Professional Learning

Communities (PLC) trainings. These trainings

encourage the use of technology in the classroom

in order to promote student lifelong learning. The

PLC process also promotes reflection for each

grade level team as they analyze student learning




12

and determine what instructional changes need to

be made to increase student achievement.



STANDARDS AND






ACCOMPLISHED The school environment is safe and secure. This

area evidence includes: security guard at drop off,

ID badges are scanned by employees to access and

exit the building. We have an emergency plan and

procedures that include: lock down, fire drills, safe

school system, classroom phones, and video

surveillance. Our volunteers are trained and use

visitor badges. We have a camera system

throughout the building as well as around the

outdoor facility. For meeting student needs, we

have two computer labs, 4 mobile computer labs,

and a tablet lab, we have a full school library,

music room, art room, and multipurpose room. We

also have a brand new full size gym to assist in

meeting out physical education goals. After

reviewing the student school climate survey it was

determined that more detail needed to be paid to

cleanliness in the public areas.




Comment: The OEPA Team observed an outside

door that did not securely latch. This issue had

been reported to the county office. The HVAC

system creates a vacuum that does not allow the

outside door magnet to make contact, or the

vacuum pulls the contact apart when another

inside door is opened.



ACCOMPLISHED The school ensures that efficient accounting

systems and procedures are in place and followed

by all school personnel. According to the yearly

county audit it is evident that staff uses online

requisitions, and cash summary sheets. The school

uses an efficient lunch accounting system. The

faculty senate budget is approved by teacher vote.

The school is proactive in securing resources

through local, state and federal processes.

Examples include Title 1, Levy, and Step 7




13

budgets. Local funds are procured from our

partners in education, classroom/school wide

fundraisers, and PTO fundraisers.Many of the

funds are used for professional developments and

classroom materials to improve instruction. Our

Community in Schools program Is a grant funded

program.

Function C: Personnel.

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

ACCOMPLISHED The principal with support from the central office

ensures that personnel are appropriately licensed.

The principal and assistant principals ensures

evaluation policies are implemented according to

the WV code and Policy 5100. The principal

ensure that all personnel are assigned efficiently

and effectively based on WV Code and WVBE

policy. The principal uses communication tools

and methods to recruit and retain talented and

qualified personnel. The principal ensures that all

pre-service candidates are engaged in larger

learning communities and are provided

opportunities for growth and development at the

school. Our county provides mentors to beginning

teachers. The school has high expectations for all

beginning educators and those assigned mentors.





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

ACCOMPLISHED Principal ensures that the statewide information

system (WVEIS) is utilized to constantly update

various student and personnel data. The principal

elicits support from the central office to ensure

current technology resources are provided and the

infrastructure is in place for teaching and learning.

Teachers use digital technology and software to

enrich instruction and promote technology literacy.

Teachers are all provided with a teacher computer,

Smartboard, Smartdoc Camera, and 4 student

computers. We also have 2 computer labs, 4




14

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

mobile labs, a tablet lab, and student responders.

Teachers provide opportunities for students to

make strategic decisions about the use of

technology tools and other resources to gain and

demonstrate understanding. Teachers promote

digital citizenship through the safe and healthy use

of technology resources. This is evident through

our county required Internet Safety Training and

internet User Contract.



STANDARDS AND




Function A: Focused and Coherent Plan. The staff

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

EMERGING The leadership team has implemented a focused

and coherent plan using parents,

teachers,community members,and students input

through: surveys,

parent/student/teachercompacts,partnerships,LSIC

meetings, leadership team meetings on a consistent

basis. The mission is conveyed to the parents and

staff through student folders, student planners, as

well as the school web site. Communication is

delivered via Synervoice updates and newsletters.

Our core beliefs: children will improve their

performance at school if the environment is

positive and safe. To achieve this we encourage

community and parental support through

partnerships, parent coordinator, parent volunteer

program, lunch bunch, family reading nights, math

nights, music performances at PTO meetings and

at community concerts, Veterans Day Assembly,

canned food drive, donations of snacks, coats, and

school supplies, and community in

schools.Teachers encourage students to review and




15

track their progress and set goal

Function B: Processes and Structures.

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

EMERGING The staff participates in weekly PLC’s during the

double planning period. All instructional staff are

included in committees that support positive

professional relationships that assist students.

Leadership team meets to increase student

achievement school wide and address needs to

support all staff. The leadership team meets

monthly. The team utilizes data from self

reflections as well as surveys to plan professional

development opportunities. These results allow the

TAC to plan embedded professional learning

opportunities for the staff. Committees report at

Faculty Senate meetings and meet as needed to

address concerns and actions to accomplish

goals.Teachers use two hour early dismissals for

team collaboration and continuing education

studies and activities. Administration, teachers,

and staff support continuing education by

supporting and participating in professional

development opportunities.




Function C: Monitoring for Results. The

staff monitors changes in practice and implements adjustments, evaluates the results of student learning, and communicates the progress to all stakeholders.

EMERGING The staff monitors the delivery of differentiated

instruction provided in the classroom. Each grade

level team through PLC's identifies essential skills,

creates common assessments, determines

intervention plans, and shares ideas to change

instruction based on the results. Teacher created

common core assessments are based on essential

skills. The data analyzed in reflected in the manner

that students are grouped for interventions and

staff adjusts instruction based on results of

common assessments. The same process of

analysis is used when reviewing DIBELS, SRI,

SMI, WV Summative Assessments, and other




16

benchmark data.




No needs identified.


Specific professional development for dealing with students

with specific behavior disorders, emotional disorders,

autism, hearing impairment, etc.



professional development and/or other capacity building

needs.



BARK Program- Collaboratively developed by our school

discipline committee and our school counselor. It is a

positive behavior program designed based on our student

needs to promote appropriate behaviors in every area of our

building. BARK is an acronym used to describe appropriate

behaviors in our classrooms, hallways, cafeteria, gym,

playground, bathrooms, etc. Students are rewarded via

BARK slips and Kindess Coins.

The OEPA Team commended this practice:

BARK Program







POLICY and CODE







17

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

















Implementation





18





















19



















20












Utilizes Standards-Focused Curriculum Provides opportunities for world languages Provides the 18 specified graduation requirements Provides access to career technical education (CTE)

21

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





(S6,FD)


Technology Team Local School Improvement Council (LSIC) Faculty Senate

School Curriculum Team Student Assistance Team (SAT) Leadership Team

22





















23





RESOURCE DOCUMENT


















24



RESOURCE DOCUMENT

















YES Findings were addressed

and corrections were noted.

YES



compliances listed.

YES



compliances listed.

YES

25



compliances listed.

YES


NOT APPLICABLE

Ronceverte Elementary is

not a School Building

Authority School

NA


YES

We currently have one

teacher that does not meet

Highly Qualified. He is a

Special Education Teacher.

He has Elementary

Education Certification and

is taking the required

graduate classes.

YES


See Standard 6, Function A: repair needed to outside door locking mechanism. (May adversely impact students’ health and safety.)






Team Member – Kim Dennison, Director of Reading, Curriculum, and Title I, Braxton County Schools


SCHOOL PROFILE

26-208 WHITE SULPHUR ELEMENTARY SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 356 357 332 333


Attendance Rate 98.76 98.81 98.32 97.32





not available 99.42 99.30 97.90

1


WHITE SULPHUR ELEMENTARY in GREENBRIER COUNTY SCHOOLS

















ACCOMPLISHED All stakeholders work together through Local

School Improvement Council, PTO, Faculty

Senate, Weekly Professional Collaborative

Meetings, 2 hour early dismissal

Collaborations, and Monthly Team Leader

Collaborations to shape the school's climate and

culture through shared beliefs and values.

Surveys are completed each year by staff,

students, and parents. This Collaboration allows

us to make decisions based on input from all

stakeholders. Information is shared through:

student handbook, staff handbook, newsletters,

Title 1 Brochure, Monthly Principal's message,

daily planners, progress reports, posters in the

hallway, report cards, Engrade, Call out system,

Benchmark results, WV Early Learning System

Evaulation Reports sent home, The school has

implemented several characteristics of the



substantiated the school’s self-rating for this

function.

2

"Leader In Me" Program. This year the school

will start teaching the seven habits to the

students through the counselor. To the teachers

with book study, and to the parents with

workshops.



ACCOMPLISHED Self Reflections and goals are completed by

staff and students. Rules are posted. Principal

meets with every grade level at the beginning of

the year, October and throughout year for

student input. Counselor addresses behaviors in

her lesson plans. Teachers review all rules and

procedures during the first week of school. All

info is sent home to parents in handbook and

reviewed at all stakeholder meetings throughout

the year. High Expectations are shared with

parents at Open House and in weekly

newsletters. Enrichment program is set up to

reward mastery of high expectations and a

"ZAP" (Zeros are preventable) program is set

up each week for those who have not mastered.

9 week and end of the year awards assemblies

are held. High expectations are discussed and

monitored at PLC's. Responsible Student

Program where gold slips are awarded for good

behavior , hard work, completing 7 habit.

Policy 4373 is followed school-wide. Walk-

throughs, observations, and conferencing




function.


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

ACCOMPLISHED Several committees and procedures are in place

to assure a safe learning and working

environment. These include safety and crisis

plans and teams, visitor sign-in, security buzz in

system on only entrance, practices of

procedures, practice drills, and Safe School's

Month Activities. The physical building has




function.

3

engaging and inclusive atmosphere for learning.

interior and exterior cameras. Data drives

referrals to SAT or MDT. Referrals to the

school counselor and office staff are made for

issues with behavior, motivation, basic needs of

food and clothing and shelter. All plans are

reviewed annually and shared with all

stakeholders. Local School Improvement

Council meets to discuss the Safe School's Plan.

Policy 4373 is reviewed and followed. Report is

completed by the LSIC and sent to

superintendent. There are on-line maintenance

forms that staff can fill out. Custodians have

check off sheets of duties. Grade levels are

assigned a month during the school to assist

with school clean-up. PLC's are utilized to

discuss and solve issues.








DISTINGUISHED Works as part of the team. Models and

Monitors. Attends all committees, councils,

PTO etc... Shares information from county and

state meetings. Principal is very positive, very

open for discussion, and very knowledgable.

Principal keeps up to date and provides staff

development to staff on new initiatives and

reviews with assistance from staff the past staff

development and continued incorporation of

strategies into the school day. Staff feel

comfortable sharing thier strategies. Principal is

very proactive and we like to say we do things

before they become cool. The staff is constantly

researching and trying out new strategies and

materials. The principal reviews Lesson plans,




function.

Commendation: The OEPA Team commended the administrator for providing consistent and fair monitoring and feedback to staff in all areas, especially staff development.

4

does walk throughs and follows Evaluation

policy. Weekly news and praise is sent through

email and written. She keeps all stakeholders

informed through written messages, emails, and

phone messages. Works with the National

Honor Society, eats lunch with students, and

visits class rooms to get inpu



DISTINGUISHED The principal ensures all school teams are

active and based on the Strategic Plan and

school vision. Principal attends all meetings.

The Local School Improvement Council (LSIC)

Meetings allows parents and community

partners as well as staff to meet and have input

into decision making at the school. This

committee also serves as the Safe School's

Committee and Discipline Committee. Staff

have Weekly PLC's, Monthly Team Leader

(Technology Committee), 2 hour Early

Dismissal Collaboration, Hiring Committee,

County Leadership, Faculty Senate (Serves as

Curriculum Committee), and SAT Meetings.

All team discussions center around student

achievement. There are multiple opportunities

to serve on committees. The teams function

effectively to create and achieve goals through

leadership, planning, and problem-solving.

Teachers are given opportunities to lead staff

development and share best practices at all

meetings. Students give input through class

discussions, NHS, meetings with principal.




function.


Teachers assume responsibility for school and

ACCOMPLISHED Staff are given space to employ their expertise

with state standards. Instructional Coach offers

support for all staff. Monetary funds are

provided to improve classroom instruction.




function.

5

classroom improvement and are provided authentic opportunities and resources to lead and influence professional practice.

County schedules Summer Academies,

Technology Workshops, Monthly PGA's, and

Training for new initiatives. School Staff

development is based on data analysis. Great

ideas and suggestions are shared between all

staff. Teachers analyze data in order to improve

thier classroom and share ideas in order to

improve the whole school. Teachers are given

an opportunity to lead staff development

sessions. Have in place Grade level team

collaborations, Team leader collaborations and

whole staff collaborations.



ACCOMPLISHED Students are given duties as well as

opportunities to be active in the school and

community. The school has in place a National

E Honor Society and Safety Patrol. Students are

given an opportunity to present morning

messages and pledge. Each student has a data

notebook. Students are given choices in their

edc. development. Open Ended Questions are

used. Students write their own goals for the

year. Each classroom teacher has some of the

following: leader of the day, job charts, students

apply for jobs, developing class room rules and

constitutions, voting on next unit of study, and

choice time, Members of the NHS serve as

volunteers in our after-school enrichment

program "Blast" and are working as peer tutors

for 1st grade. Beginning implementation of

Leader In me. Food Drives, Humane Society

Drive, Veteran's Day Program, Thank -You

Month and other classroom community service

projects. Students give input through class

discussions, NHS, ideas given to principal.




function.

6








ACCOMPLISHED Students are given opportunities to self reflect

on assignments and benchmarks. Other

activities include: peer collaboration, real-life

applications, technology integration, self-

reflections, using content vocabulary as the

vocabulary list for each week, Teachers spend

time getting to know the students at our school,

not only their weaknesses and strengths, but

thier interests and motivations. All staff are

concerned with the whole child, thier

academics, physical and emotional needs.

Teachers participate in weekly PLC's and focus

on student data and achievement. Collaboration

Forms are filled out and include: What do we

want them to know? , How do we know they

have learned?, What are we doing if they do not

get it? Enrichment activities, Integrated Writing

activities, Multicultural activities, suggestions

or concerns for administration, Support for

Personalized learning: Students discussed.




function.


Teachers implement a standards-focused curriculum aligned with the Next Generation Standards and Objectives for West Virginia Schools and the Next Generation

ACCOMPLISHED All teachers implement a standards-focused

curriculum as evidenced through lesson plans,

The standards are assessed by common

assessments and nine week benchmarks. Pacing

guides, observations, walkthroughs,

evaluations, self-reflections, and Instructional

Practice Inventory. All teachers participate in

ongoing staff development of the standards

during Team meetings and school wide

meetings. Strategies are also shared at all

meetings, what is working, what is not working




function.

Comment: The OEPA Team noted the planning

system was clearly based on standards.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the faculty continue to build upon the standards-tracking

7

Learning Skills and Technology Tools.

etc.. At school wide meetings, ideas and

suggestions are shared across disciplines and

grade levels. TAC's and Principal help facilitate

and lead staff developments.

documentation.



ACCOMPLISHED Pacing guides are utilized. Teachers develop

student learning goals as part of their

evaluation. Weekly plans are based on

assessments and data. Weekly plans include:

standards, assessments, methods, material, and

accommodations. Lesson plans and the focus

skills for reading and math are discussed at

weekly PLC's. Re-teaching of standards is

provided by daily ELA and Math Interventions.

More comprehensive long term planning is

done through ELA, Social Studies, Science,

Math incorporated units. More Intensive

students are pulled out during Intervention and

work in smaller groups. Title 1 and Special

Education Teachers work with smaller groups

while classroom teachers work as a team to

provide intervention for the remaining students.

Achievement forms are filled out for all

students in grades K-5 and passed on each year.

Principal keeps track of all data and shares

copies with Resource staff. Students are given

voice in planning units and in the reflections

after assessments




function.


Teachers facilitate engaging instructional experiences that enhance individual student progress in mastery of the

ACCOMPLISHED All teachers collaborate about and use a variety

of strategies to develop lesson plans that teach

the standards, some examples: Close Reads,

formative and summative assessments, common

assessments, self reflections, See Think

Wonder, Think Pair Share, Phonemic

Awareness Program, IPAP, Read Well,




function.

Comment: During classroom observations, the OEPA Team observed individualized instructional delivery utilizing multiple

8

curriculum using multiple strategies, appropriate assessments, learning resources, digital tools, and processes aligned with instructional targets.

Thumbs-Up and Thumbs Down, Quick Draw,

Student demonstrations and projects, Number

Talks, Tech Steps, Journals, Interactive

Journals, K-W-L, Organizers, study guides,

Roundtable discussions, smart pals, spelling

city, white boards, words their way, Starfall,

cool math.com, use multi-media tools to create

a presentation/product, Music Blog, ON-Line

research, use Smart Board and Smart Tables to

model skills and strategies, project based

learning, Exit tickets, teacher guides students to

think and communicate about thier learning

"what worked/ did not work? Why? What could

I do differently?

strategies. Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the Title I teacher(s) teach collaboratively in classrooms, during targeted intervention time.








ACCOMPLISHED Communication and Teamwork are the

philosophy at our school. We have many

activities during the year that provide

opportunities to build relationships. These

include: Career Day, Honor's Dinner, Open

House, PTO Grade Level Presentations, LSIC,

Parent Involvement Day, Veteran's Day

Program, Halloween Carnival, Read Aloud,

Creative Classrooms, Business Partners, Field

Trips, Speakers / visitors, Fire Prevention

Week, Bus Safety, Parent Volunteers,

Grandparents day, parent workshops, surveys,

Info through newsletter, planners, call out

messages, and parent volunteer calendar. PE

teacher utilizes Osteopathic School of Medicine

personnel to come in and present health, child

nutrition, and physical wellness. LSIC presents




function.

9

to the Greenbrier County Board of Education

once a year. Snacks and Packs program is

offered to provide nutrition over the weekend.

Communication through phone messages,

email, planners, weekly newletters, monthly

principal newsletters, agendas for meetings.



ACCOMPLISHED Activities include: Community in Schools

(CIS), BLAST (After- School Program) Snack

N Packs, Clothing and other necessary school

supplies as needed, provide for children and

families during Holidays, food drives, fitness

gram, Swish, breakfast with your child,

guidance and counseling scheduled, school

nurse, character education, special education

scheduled, services provided for English as

Second Language students, SATs, IEPs, 504s,

C PE teacher utilizes Osteopathic School of

Medicine personnel to come in and present

health, child nutrition, and physical wellness.

Beginning "The Leader In Me" this school year.

CIS, counselor, principal, staff offer mentoring

and advising.




function.



ACCOMPLISHED WSSE has in place many community partners.

Our partners help by providing school supplies,

Christmas for children, participating as

members of Local School Improvement

Council, assisting with Awards Programs,

Volunteering at our after-school program

"Blast" and Career Day Speakers, The school is

involved with the community through:

Veteran's Day Program, Career Day, Rolling

Thunder Motorcycle Trip, Students visit city

council, and community service projects.

Through the Local School Improvement




function.

Commendation: The OEPA Team commended each class or each grade level for having a community partner.

10

Council and PTO, stakeholders are given the

opportunity to be involved in decision making

and evaluation of the school's programs.








ACCOMPLISHED County: Principal's meetings, Lead for

Tomorrow Team, Summer Math and Reading

Academies, Technology Summer Workshop,

Kindergarten ELS training, Monthly PGA's,

School: Book Study "Bringing the Common

Core to Life" and "Engaging students with

Poverty in Mind" Others: Close Read, Smarter

Balanced Performance Tasks, Kindergarten

ELS , Self-Reflections, Goals, Roster

Verification Training, Smarter Balanced

Testing Training, Weekly PLC's concentrate on

analyzing data and deciding on focus skills and

common assessments. When gaps are identified,

instruction is provided through intervention.

Staff development is job embedded, continuous,

at each collaboration meeting. Principal, TAC,

RESA IV, County and Teacher lead. Staff

development is differentiated depending on

staff need. Not all staff are required to attend all

meetings. Principal attends all. Staff dev. plan is

included in the Strategic Plan and is reviewed

and changed throughout the year.

Accomplishments of all are recognized




function.


The teachers participate in high functioning professional

DISTINGUISHED Weekly grade level collaboration, 2 hour early

dismissal staff development and collaboration,

monthly team leader collaboration. Agenda's

and minutes from each collaboration are used

and a copy given to the principal. Create




function.

11

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.

common assessments, reflect on data, plan

according to data, review student work, and

work ded collaboratively to improve student

achievement for all students



ACCOMPLISHED All staff participate in the Self Reflections, goal

setting, and the principal completes

observations, walkthroughs, and evaluations.

The staff review the self reflection charts to

help determine staff development needs for the

school as a whole. Principal and each staff

member review their individual goals based on

their self-reflections and other data. On-line

surveys are complete at least twice a year.

Results are analyzed and goals written.

Instructional Practices Inventories are

completed at least twice a year. Results are

reviewed and discussions held to make

improvements. All school activities match the

Strategic Plan. and include Technology based

opportunities.




function.

Comment: The OEPA Team observed evidence

of the school using the West Virginia

Department of Education’s School Climate

Survey as an authentic tool to evaluate program

effectiveness. Parents, students, and staff

complete this survey.







Facilities are clean, well maintained, safe and secure,

ACCOMPLISHED All stakeholders work as a team to ensure that

the school is clean, well maintained, safe and

secure, aesthetically pleasing, and configured to

meet the learning needs of students. Members




function.

12

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

of the Local School Improvement Council

discuss all the above topics. The topics are also

discussed at PTO, Faculty Senate, and Team

Leader meetings. Custodial staff and county

maintenance departments work to paint, repair,

replace and clean all areas of the school and

grounds. An abundance of student work is

displayed and bulletin boards are prepared and

changed regularly. Visitors are instructed to

sign in and receive a visitors badge. Crisis and

Safe Schools training is provided at the county

and school level. All safe schools procedures

are practiced throughout the year.

Comment: The OEPA Team observed evidence

of a clean, secure building and engaging

hallways contribute to meeting student learning

needs.



ACCOMPLISHED The school receives Step 7, Levy, and Staff

Development funds from the county. These

funds, Title 1 and school funds are utilized to

complete the strategic plan. All allocations are

used to improve the achievement of the

students, to raise the moral of all stakeholders,

and to maintain the school facility. All staff are

given opportunities to share ideas and material

needs to the principal. Basic supplies such as

paper, pencils, etc... are bought in bulk and

stored in the copier room. When supplies run

low, more are ordered. Purchases dealing with

school-wide intervention, instructional practices

etc... are discussed and decided during total

school meetings.

ACCOMPLLISHED The evidence provided by the school and the



function.


quality personnel are selected according to West Virginia Code and are purposefully assigned and retained to

ACCOMPLISHED Principal works with the hiring committee to

select and retain high quality personnel in

accordance with the WV Code. Principal works

with all staff to ensure that they have the

necessary information and materials needed to

achieve success. Team leaders work with all




function.

13

effectively meet the identified needs of students.

new staff at their grade level or mentors are

assigned by the county. 100% of staff are highly

qualified.



ACCOMPLISHED WSSE through county support offers a variety

of technology services. Large bandwidth and

wireless access points are available. The school

has two computer labs and one portable netbook

lab. Every k-5 classroom is equipped with an

interactive whiteboard, projector, teacher

computer, and five student computers. Second

Grade has 3 Smart Tables. All teachers in

grades 1-5 have Document cameras. Each Pre-

K room has a Smart Board, projector, teacher

computer and at least two student computers.

Principal maintains the WVEIS system.

Supervises the entry of data into the various

systems DIBELS, AR, SMI, Keyboarding,

etc.... Works with the staff at the school and

county to ensure that all technology tools are

present to support the management,

instructional delivery, and assist with student

learning. Many technology sites are utilized by

teachers. Info resources: Brightbytes,

WVZoom, Engrade, WVDE Website, Webtop,

WOW utilized. Acceptable use policy, cyber-

bullying training is completed.




function.







The staff establishes a coherent approach for improving the

ACCOMPLISHED All stakeholders are involved in the

development of the strategic plan each year.

This year, the staff began with the Highly

Qualified Standards. Each staff member filled

out the forms and then they were compiled into




function.

14

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

one. This information was then entered on-line.

Next the staff reviewed the Monitoring

Document and added information or made

changes as needed. Then all staff begin to work

on the strategic plan. Last year's plan was

revised and edited as needed. Plans were then

shared with the community and parent members

at the Local School Improvement council

meeting. Input was the recieved during all

meetings. Members attending the meetings

revidewed the complete plans and were given

copies. All Parents were notified that the

complete documentation was available at the

school office. At the end of each year the

strategic plan and staff development section is

evaluated. A lot of discussion is centered

around what worked and why? what did not

work and why?



ACCOMPLISHED Activiites include: Career Day, Honor's Dinner,

Open House, PTO Grade Level Presentations,

LSIC, Parent Involvement Day, Veteran's Day

Program, Halloween Carnival, Read Aloud,

SAT team meetings, Creative Classrooms,

Business Partners, Field Trips, Speakers /

visitors, Fire Prevention Week, Bus Safety,

Parent Volunteers, Grandparents day, parent

workshops, surveys, Info through newsletter,

planners, call out messages, and after-school

program "Blast" PE teacher utilizes Osteopathic

School of Medicine personnel to come in and

present health, child nutrition, and physical

wellness. All activities are job embedded,

centered around student achievment and the

strategic plan is followed. Weekly and monthly

collaborations help sustain and improve staff




function.

15

relationships.



ACCOMPLISHED Data Analysis is a constant and continuous

aspect of every staff member's day.Each teacher

has an achievement form for every child that is

updated after any assessments or meetings. The

principal keeps an achievement form for every

class. The principal's form is shared with

resource teachers and SAT coordinators.

Smarter Balance Testing, DIBELS, and

Benchmark results are shared with all

stakeholders. Progress reports, mid-term, and

nine week reports are sent. Parent-Teacher

conferences may happen at Parent Involvement

meetings or throughout the year during

planning or after-school meetings. The strategic

plan is followed, reviewed, changed as needed.

It is a working document that keeps all staff

focused on goals.




function.




Textbooks are needed to match the Next Gen Standards for

Math..




Teachers utilized other resources to deliver the curriculum.


We are in our second year of staff development on two

books: "Bringing the Common Core to Life in K-8

Classrooms" by Eric Jensen and LeAnn Nickelsen. Also

"Engaging Students with Poverty in Mind" by Eric Jensen.

The Instructional Coach is focused on Modeling Close

Reads , Number Talks, and helping with Smarter Balanced

examples. The principal and coach are working with all

grade level PLC's to develop more understanding Smarter

No needs were identified; however, the OEPA Team

determined the current professional learning community

work should be continued.

16

Balance and Common Core



WSSE does an excellent job with data analysis and

collaboration. The entire staff has a shared belief that

excellence is obtainable. The entire staff works together to

ensure that all students are improving and have the

opportunity for excellence. Handle with Care Program will

be started this year and also "The Leader in Me"

The OEPA Team commended these practices:

Data Analysis

Collaboration

Student data notebooks

Long term planning

Reading Buddies

Clubs

However, the 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











17













Implementation











18



















19




















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

20

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





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

21

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





(S6,FD)








22




















23

RESOURCE DOCUMENT




















RESOURCE DOCUMENT




24














YES YES


YES

Teacher was keeping

special education students

longer than the allotted

time. This has been

corrected.

YES


YES

Maintain 3 feet clearance in

front of electrical panels has

been taken care of

Extension cords have been

removed

YES


YES

Hot water heater has been

worked on by the county to

ensure hot water in all

YES

25

restrooms.


YES

All items were to be taken

care of at the county level *

There are no mechanical ID

labels on the HVAC units

YES



compliance

YES


2. School Building





A. Physical fitness facilities (gymnasiums/multi-purpose rooms) were not available that met the following minimum space requirements:

A-1. Elementary Schools - 65 ft.²/student. (May adversely impact program delivery and student performance.)

B. All physical fitness facilities did not have a ceiling height of at least 20 ft. (May adversely impact program delivery and student performance.)



C-1. Restroom that includes toilet and sink with hot and cold water. (May adversely impact program delivery and student performance.) (May





Team Member – Deborah Fincham, Federal Programs Director, Randolph County Schools

Team Member – Dr. Ernie Adkins, Principal, Princeton Primary School, Mercer County Schools


SCHOOL PROFILE

26-406 EASTERN GREENBRIER MIDDLE SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 865 881 881 905


Attendance Rate 97.81 97.95 97.44 96.70

Dropout Rate 0.0 0.0 0.0 0.0





not available 99.66 98.99 98.91

1


EASTERN GREENBRIER MIDDLE SCHOOL in GREENBRIER COUNTY SCHOOLS

















ACCOMPLISHED Administrative staff and designated others

developed the core beliefs and values that drive

the work of instructional staff; the mission and

goals are beginning to permeate the daily work

of the school through collaboration and are

available to all via different media, i.e. planner,

calendar, website, bulletin boards, etc.; core

beliefs and values are used to set expectations

for both adults and students; the school works

with stakeholders in various ways such as

PLCs, team, grade and school meetings, and

leadership team to ensure practices, policies and

processes are consistent with core beliefs and

values.



did not substantiate the school’s self-rating; the

Team determined a lower rating for this function.

Rationale: Through interviews and review of

documentation, the OEPA Team determined that

although the identified core beliefs shared many

important aspects of education, they were more

procedural action steps than a visionary

statement of beliefs.

Recommendation: The OEPA Team recommended the staff revise and refine the mission statement to be less procedural and more visionary. School goal and mission statements should be displayed throughout the school and shared with all stakeholders.

2



ACCOMPLISHED The school shares its written mission with

stakeholders via various media to encourage

adults and students to set high expectations in

daily work and in the school’s strategic goals;

rituals, ceremonies, traditions and symbols such

as Students of the Month, team and grade award

ceremonies, grade and attendance recognition

ceremonies, and school-based currency are

developed and used to celebrate core values,

norms, expectations and vision; school culture

fosters students in some leadership roles such as

SGA or FCA and gives them opportunities to

have input in decision making processes;

diversity is valued and protected and all

stakeholders are treated with dignity via

recognition of a variety of literatures and

cultures as well as celebration of events such as

the Civil Rights Movement; various techniques

such as observation, student/adult discussion,

and assessment scores monitor school culture

and use information to modify behaviors,

policies and practices when needed.





Rationale: The OEPA Team determined that

most of the school’s evidence provided did not

match the function. Evidence was discussed or

observed regarding expectations for attendance

and behavior. For example, the strategic plan

addressed attendance as a goal, but attendance

was not addressed in the School Monitoring

Report. In addition, the Team observed lessons

to be teacher-directed with passive student

engagement.

Recommendation: The OEPA Team recommended that high expectations be written and clearly communicated and demonstrated through increased rigor in the classroom.



ACCOMPLISHED The school is an inclusive, welcoming and safe

environment for students and adults, creating a

learner-centered atmosphere providing optimal

conditions for teaching and learning meaning

that the school is orderly and engaging with

established procedures, a PRO officer, a strong

and knowledgeable Safety Committee, security

guards, secured entrances, regular drills, and

human and technological monitoring of

students; staff members accept mutual

accountability across grades, subjects and teams

to ensure academic successes for all students,

using opportunities like ISE days, team




function.

3

meetings and PLCs to collaborate and plan;

daily practices and procedures are guided by

high expectations set by school beliefs, values

and norms; data supports decisions on teaching,

learning, discipline, intervention and school

policies.








EMERGING The principal works to create unity in purpose

and a team-like sensibility by using various

collaborative efforts such as celebrations and

leadership committees at team, grade, subject

and school levels; trust and respect is being

forged through the constant work of

interpersonal skills, professional knowledge and

ethical behaviors; conflicts are resolved in an

efficient manner; a variety of strategies such as

various technological methods and one-on-one

interaction are used to communicate with staff

and share information in a timely fashion;

school effectiveness is achieved through the

ability to plan, organize and manage tasks with

input from staff; student success is recognized

through various structures and processes such as

Students of the Month and award ceremonies;

student learning is supported by visible efforts

made by the principal, i.e. schedules, agendas,

and plans guide teachers and students.




function.


school teams and councils function effectively to advance the

ACCOMPLISHED School teams and councils such as PLCs,

NNPS, LSIC, SGA, PTO, Safety Committee,

Faculty Senate, SALT, Team Leader, Literacy

Team and Math Team are purposely guided,

supported and monitored by the knowledge of




function.

4

mission and goals of the school through leadership, planning, and problem-solving.

the principal; collaboration with staff and

stakeholders unify activities of various teams

and councils into a coherent approach for

meeting the mission and goals of the strategic

plan via regular meetings, communications and

plans.



ACCOMPLISHED .A professional atmosphere encourages and

values staff opinions, empowering teachers to

engage in leadership opportunities, i.e., PLCs,

committee membership, Faculty Senate; the

central office staff works with the principal to

create authentic teacher leadership roles,

positions and structures; structured support is

provided by the principal which guides teacher

leadership success; teachers seek professional

growth opportunities such as summer

academies, monthly professional development,

and weekly PLCs and team meetings which

develop leadership skills and dispositions

needed to influence practices; teachers accept

leadership roles and support colleagues in

leadership roles in order to improve overall

school effectiveness.




function.



ACCOMPLISHED Students are provided with age appropriate

leadership roles such as SGA and FCA; students

are involved in decision making processes in

NNPS, LSIC, school surveys and textbook

adoption; students are encouraged to assume

leadership roles in sports, clubs, councils,

grades, arts and academics; student leadership

opportunities encourage student growth in

communication, managerial abilities, self-

awareness, critical thinking and collaborative

skills through such roles as library assistants,




function.

Commendation: The OEPA Team commended

the school for the involvement of student

leaders in various aspects throughout the

school.

5

LSIC presenters, or members of theater, sports,

music or academic groups; some opportunities

such as school surveys, suggestion boxes and

class discussions allow students to voice

concerns and suggestions for positive change at

the school and community level; student

leadership reflects diversity in the student body.








ACCOMPLISHED Classrooms and virtual learning environments

value student individuality and enhance student

talent and ability while respectfully supporting

all students by clearly stating objectives and

goals, posting student work, celebrating

achievements, encouraging awareness, and

engaging attention; teachers employ

professional knowledge to collaboratively

create physically and emotionally safe and

supportive learning environments; school

culture reflects the shared responsibility for

student success and social development through

positive relationships between students and

between students and teachers; learning is

collaboratively monitored by daily team

meetings and weekly grade level meetings,

providing feedback and support for all students’

learning goals; teacher/student connections

personalize the learning environment to

capitalize on learning strengths and meet

individual needs by creating classroom

communities.





Rationale: Based on observations, the OEPA

Team determined the majority of the classrooms

were teacher-led, not student-centered, and

involved little student reflection and inquiry.

Recommendation: The OEPA Team recommended that teachers create student-centered lessons that foster student reflection, intellectual inquiry, and self-direction.

Function B: Standards-Focused

ACCOMPLISHED Instruction and assessment are aligned to the

Next Generation Standards and Objectives for



6

Curriculum.


content, learning skills and technology tools

through collaboratively created learning

strategies; global awareness, economic and

business literacy, and civic and health literacy

are integrated into classes to tie learning to

reality via Project Based Learning, authentic

instruction, and teacher creativity; policies,

curriculum, instruction and assessment are

collaboratively discussed at many levels from

team to school; major concepts, assumptions,

processes of inquiry and ways of knowing

central to subjects taught are known by teachers

and shared within and across disciplines, i.e.

subject, team, grade and school collaborations.


function.



ACCOMPLISHED Differentiation individualizes instruction based

on formative and summative performance;

knowledge of student background, interest,

assessment and developmental learning needs

guides the design and delivery of instruction;

collaboration in subject, team, grade and school

ensures the design and implementation of

problem-solving and critical thinking skills

based on assessment and individual

developmental needs.





Rationale: Through observations and lesson

plan reviews, the OEPA Team verified most

FLEX classes did not have lesson plans. In

addition, some related arts lesson plans were

last year’s lesson plans with the date changed.

Only some teachers provided documentation

suggesting long-term planning.

Recommendation: The OEPA Team recommended all teachers develop current lesson plans for all instructional periods and document long-term planning to ensure all standards are taught and students have the opportunity for mastery.


facilitate engaging

ACCOMPLISHED Understanding is supported by building

background, stimulating interest in the content,

and connecting content to life experiences




7

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.

through creative and engaging strategies; topic,

theme and objectives of each lesson are clearly

communicated to students and posted in the

classroom; multiple strategies from modeling

and demonstrating to graphic organizers are

used to promote understanding while re-

teaching is used to meet students on alternative

pathways; appropriate and correct verbal and

nonverbal communication skills enhance

effective, purposeful questioning strategies to

promote thinking and learning; study skills and

strategies such as paraphrasing, summarizing

and content relation to self or others are

deliberatively used to support student success

and increase learning; student reflection and

self-appraisal is encouraged and positively

reinforced to motivate student effort.


Rationale: The OEPA Team did not observe a

variety of instructional strategies; most

instruction was teacher-directed. The Team

also observed minimal use of technology

integration. Most technology, when used, was

for presentation purposes. While many

classrooms had two teachers, the co-teaching

model demonstrated was strictly “one teach,

one support.”

Recommendations: The OEPA Team recommended teachers use a variety of instructional strategies to shift from a teacher-led classroom and become more student-centered. In addition, the Team recommended that teachers integrate technology beyond the use of presentation equipment.








ACCOMPLISHED Mechanisms and structures such as Moms and

More, Breakfast Buddies, athletic events, art,

theater and musical events, Communities in

Schools, NNPS. PTO, tailgate activities, Open

House, Veterans Day Assembly, and Math and

Literacy Nights build positive relationships

between families, community and school;

multiple communication structures such as

Engrade, email, telephone, and message service

ensure regular two-way communication; NNPS,

PTO, and LSIC provide opportunities for

parents/guardians and the community to be

involved in school decisions and planning; a

large pool of parent/guardian volunteers




function.

8

contribute to the classrooms and school.


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 Practices, programs and policies such as CIS,

cyber awareness and bullying programs,

community service drives, intervention and

remediation processes, clubs, and parent

meetings address physical, social, emotional

and academic needs of students; designated

advisor/advisee times provide WV School

Counseling Standards to be met; a full-time

school nurse, volunteers from WVSOM,

Communities in Schools and Rainelle Medical

Services ensure that a significant adult can

deliver student support based on needs; Student

Assistance Teams, i.e. grade level teams,

collaboratively ensure each student receives

appropriate support; counselors progress along

with students to higher grade levels, teachers

collaborate across grade levels and Open House

provides opportunities the school community to

meet to facilitate smooth and successful

transitions; ELL students receive academic and

personal/social support through education of

administration and staff.




function.



ACCOMPLISHED The school has developed partnerships with

community agencies, organizations and

businesses to provide students with services and

resources, i.e. NNPS, Communities in Schools

and Lewisburg Farmers Market; school

programs have been enhanced and student skills

developed with community/business programs

like the Greenbrier County Watershed Program

in seventh grade, the Choices grant, and project

fairs.




function.

9








ACCOMPLISHED The staff continually works to elevate the

teaching profession by supporting professional

development by attending workshops, trainings,

and summer academies; structured professional

development is practiced weekly in PLCs and

ISE days; structures such as leadership roles and

facilitation opportunities enhance job-embedded

professional development to support instruction;

celebrations and awards recognize

achievements of the school, staff, and students.




function.

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 Teachers collaborate during scheduled team

meetings, grade level meetings, grade level

PLCs, and subject meetings; essential questions

about student achievement provide structure to

collaborative meeting agendas; data,

assessments and targets guide essential

questions during collaborative meetings.




function.


participates in processes of evaluation that facilitate self-

ACCOMPLISHED School leaders observe instruction and provide

feedback to support teachers via the Employee

Evaluation System, lesson plan evaluation, and

regular classroom observations; supportive

feedback maintains a positive school climate

and high teaching quality; county TIS work




function.

10

reflection and informs the process of professional growth.

with school leaders to identify and engage

technological opportunities for professional

learning.






Function A: Facilities. Facilities

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

ACCOMPLISHED The school provides an environment that is safe

and secure, i.e., PRO officer and security

guards, secured entrances, established safety

procedures and drills, Safety Committee, and

monitored traffic guidelines; regular

communication with the central office ensures

that the school is effectively operated, clean,

well-maintained and meets with regulatory

requirements in order to enhance teaching and

learning.





Rationale: The OEPA Team observed the

following facilities issues:

Two significant water leaks: one beside

room 319 and the second in the media

center;

Cracks on the exterior corners of the

building in the 7th grade wing and the

media wing;

Faulty HVAC system was aging and

needed regular maintenance;

Room 317 had two missing ceiling tiles;

Exterior door 13 did not latch correctly;

and

Room 319 did not meet Policy 2419 with

regard to location near age appropriate

non-exceptional peers.

Some issues had been noted in previous

monitoring reports from other agencies, as well

as, a previous OEPA report.

11

Recommendation: The OEPA Team recommended the county evaluate and prioritize the maintenance issues in the building.



ACCOMPLISHED Efficient and effective accounting systems and

procedures such as online levy forms and cash

receipt procedures are in place and followed by

all; funds are proactively secured through many

sources such as the Choices grant to support

teaching and learning; resources are blended to

accomplish school mission and the strategic

plan; communication with the central office

ensures materials and professional development

opportunities.




function.



ACCOMPLISHED The principal and the central office ensure

personnel are appropriately licensed; the

principal and assistant principals follow and

implement the WV Code and WVBE policies

on evaluation; the principal ensures personnel

are efficiently and effectively assigned

according to WV Code and WVBE policy;

communication tools and methods such as

Policy 5000 recruit and retain qualified

personnel; beginning educators and mentors are

set high expectations by the principal and staff;

orientation structures and processes such as the

team concept support the success of new staff.





Rationale: During FLEX time, the OEPA Team

observed several teachers sitting in the

gymnasium with the students while the physical

education teacher instructed the students

during intramurals. While this period may be

used to meet the needed physical education

time, these teachers did not appear to have an

instructional purpose. In addition, only half the

students participated in the activities at any

given time.

Recommendation: The OEPA Team recommended reviewing and revising FLEX time to make better use of teachers for instructional purposes and engaging all students in learning or activity.

Function D: Data, Information

ACCOMPLISHED The principal ensures WVEIS is used to

constantly update personnel and student data;



12

Systems, Technology Tools, and Infrastructure.


current technological resources such as Moby

Max, SMI, Office365, SRI, Engrade, and the

Smarter Balanced Digital Library are provided

and supported by the principal, the central

office and TIS; teachers employ current

technological resources to enrich instruction and

promote technical literacy; teachers provide

students with opportunities to make strategic

decisions about the use of technology tools to

gain and demonstrate understanding via projects

and presentations; TIS helps teachers locate and

use many different technology-based learning

resources and materials to engage students; safe

digital citizenship is promoted through close

supervision, Web Warden, and a cyber-safety

awareness program.



Rationale: Based on observations and

interviews, the OEPA Team verified that

technology was not being used because the

Acceptable Use Policies had not been returned

by all students.

Recommendations: Revisit the county policy regarding the Acceptable Use Policy in order to expedite student access and use of technology or provide an alternate assignment for those without permission to access the Internet.








ACCOMPLISHED The principal and the school leadership team,

assistant principals and team leaders, create a

shared vision of excellence using input from the

entire school community while research ensures

the vision is based on best practices and is

communicated via technology, calendars,

planners and posters; the principal and

leadership team meet regularly to collect,

organize and study data on the current of the

school in order to make decisions about

teaching and learning; SMART goals are

collaboratively designed at the grade level and

subject level to increase achievement and

improve school quality; the principal and school

leadership team meets with representatives of




function.

13

the school community, gathering input to

develop support for decisions and plans.



ACCOMPLISHED The principal and leadership team work to

develop staff and stakeholder leadership;

support from stakeholders is generated via

communication and collaborative discussions

about data during team, grade, subject and

school meetings in order to achieve a

consensus; schedules include time for

collaborative planning and decision-making

guided by agendas, important questions, and

strict attendance; school processes are

constantly monitored and revised during regular

meetings; various methods engage teachers in

purposeful professional development during

weekly PLCs while team-based learning

promotes effective instruction during daily team

meeting and weekly grade meeting.




function.



ACCOMPLISHED The principal, leadership team and most staff

members can identify school goals and the steps

needed to reach those goals; school leaders

collaborate to collect, organized and study date

to make collective decisions about teaching and

learning; regular meetings provide opportunities

to revise and adjusts decisions as needed;

SMART goals monitor improvement plan

success as set by the leadership teams and are

discussed and adjusted as need.





Rationale: Through observations, the OEPA

Team did not observe interventions in place.

Further, data and formative assessments were

not used to alter instruction to meet individual

student’s needs.

Recommendation: The OEPA Team recommended investigating and developing a plan for Support for Personalized Learning to address interventions at the beginning of the school year.

14




Continued work with effective PLCs More collaboration and

communication between grade levels and between students,

staff and administration



resource and/or facility needs.

In addition, see Standard 6, Function A for facility needs.


Professional Development in effectively working together as

subject areas between grade levels




needs.

The Team recommended further support to develop

effective Support for Personalized Learning and co-teaching

models.



No best practices identified.




POLICY and CODE







15












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

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

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






Implementation





16




















17












FULL COMPLIANCE

PARTIAL COMPLIANCE Based on the bell schedule provided, the instructional time available was 384 minutes; subtract 21 minutes for travel (3 min x 7 class changes) and 42 minutes with no lesson plans for FLEX classes. Total instructional minutes=321





18














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

19

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





(S6,FD)

20



















21








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.

EGMS has an alternate plan

for PE that was approved

22




September 29, 2014.




RESOURCE DOCUMENT














23




YES

The non-compliance issue

recently identified has been

addressed.

YES


YES

A letter from ADA dated

May 30, 2014 indicated that

all SPP/APR compliance

indicators had been

corrected.

YES


YES

Please see letter to the

Director of Maintenance

March 30, 2015.

NO The Fire Marshal found three violations on 04-30-2014. Two of these had not been corrected and were noted to be beyond the resources of the school. The principal had put in a request for correction from the central office.


YES

Items listed in most recent

report (3/9/15) have been

addressed.

YES


YES

Please see letter to the

Director of Maintenance

March 30, 2015.

NO


NOT APPLICABLE YES

Findings:

Fire Marshal: Greenbrier County BOE needs to review and prioritize the facilities needs to address the findings in the Fire Safety

Inspection Report.


2. School Building


24

B-2. Preventive maintenance plan was not in place and fully operational. (May adversely impact students’ health and safety.)





safety.)






E-1. Adequate ventilation equipment running that prevents a stale odor from physical activities. (May adversely impact program delivery and

student performance.) (May adversely impact students’ health and safety.)

13. General Classrooms

A. Most classrooms, with the exception of science classrooms, were 638 ft.²/student which were not of adequate size to accommodate more

than 22 students at the required space (28-30 ft.²/student). (May adversely impact program delivery and student performance.)

17. Science Laboratories and Facilities

A. Science facilities were not adequate in size (45-60 ft.²/student). (May adversely impact program delivery and student performance.)

B. Science facilities were not located with easy access to outdoor activities and were not isolated to keep odors from remainder of building.

(May adversely impact program delivery and student performance.)

C. Science equipment and materials were not adequate and did not include at least the following:

C-1. Laboratory work surfaces at 2.5 linear ft./student with sink, water, gas and electricity. (May adversely impact program delivery and student

performance.)

25



Team Leader – Marsha Bailes, OEPA Consultant

Team Member – Doug Cross, Assistant Superintendent, Putnam County Schools

Team Member – Allen Sexton, Special Education Director, Raleigh County Schools

Team Member – Linda Palenchar, Special Education Director, Fayette County Schools

Team Member – Stacey Lusk-Butcher, Principal, Baileysville Elementary and Middle School, Wyoming County Schools

Team Member – Jerry Bawgus, Principal, Trap Hill Middle School, Raleigh County Schools

Team Member – Cathryn Carena, Assistant Principal, John Adams Middle School, Kanawha County Schools

Team Member – Carl Caldwell, Principal, Hurricane Middle School, Putnam County Schools


SCHOOL PROFILE

26-407 WESTERN GREENBRIER MIDDLE SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 319 319 312 325


Attendance Rate 97.79 97.46 97.33 96.20

Dropout Rate 0.0 0.0 0.0 0.0





not available 98.43 98.03 99.08

1


WESTERN GREENBRIER MIDDLE SCHOOL in GREENBRIER COUNTY SCHOOLS

















EMERGING WGMS has shared beliefs and values for our

school but we are still in a growing process of

changing our climate and culture. We are having

leadership team meetings that are helping us to

change our culture. We will be performing our

climate and culture survey to get feedback from

faculty as well as having positive activities

during faculty senate meetings. At the opening

of the 2015-16 school year, we will be doing

activities that will help us create and develop our

school's mission and vision. Everyone wants

what is best for students, but currently we do not

have a well developed mission and vision that

meets our needs.




function.

Comment: Based on observations and

interviews, the OEPA Team determined

additional support was needed to develop a

cohesive staff.


establishes high expectations for self

EMERGING WGMS sets high expectations for staff and

students that are well communicated to

everyone. WGMS needs to grow in giving




2

and student that are written, clearly communicated and readily observed in educational practice and personal behavior.

students a voice in things that happen in school

as well as ensuring that all stakeholders have

input and are treated well. WGMS is growing

with getting the NNPS more involved in being

more welcoming to all stakeholders with

afterschool activities (ex. tailgate). WGMS has a

goal for a student club that will give students

more of a voice for school activities. Special

education students schedules were changed in

order to maximize their learning by providing

exposure to the general education curriculum on

grade level.

function.



the function, the Team recommended staff

continue to develop co-teaching beyond “one

teach-one support” model.



ACCOMPLISHED WGMS has a safe and orderly environment. We

pride ourselves on the cleanliness of the school.

Custodians work diligently in order to ensure a

safe and clean environment. Everyone that

comes to WGMS comments on how clean and

well maintained our building looks.

Expectations are clear with students and they

also work hard to ensure that the school is well

maintained. Staff monitors the hallways during

transitions and students are aware of

expectations. Teachers collaborate on projects

with each other to promote an engaging culture.

The counselor works with teachers and students

to provide activities that promote life skills.

When you walk down the halls and look in

classrooms, students can be seen in collaborative

groups, using the SMART BOARD, peer

tutoring, and many other engaging activities.





Rationale:

During a transition time, an OEPA Team

member witnessed a student fight. Staff

could not get to the students due to

hallway congestion.

Based on observations, the OEPA Team

found that an atmosphere of tolerance for

disrespect among students existed.

The OEPA Team observed a high level of

student engagement in few classrooms.

Recommendations: The OEPA Team recommended:

the safety committee reevaluate transition times to avoid congestion;

teachers explicitly teach behavioral expectations relating to peer

3

interactions; and

teachers implement engaging lessons based on research-based instructional strategies.








EMERGING WGMS has new leadership with a new principal

and new assistant principal who are working

together as well as collaborating with the staff,

leadership team, and other stake holders in order

to promote and foster a more cohesive culture.

Norms were established for PLC's and time is

allotted to have meaningful discussion about

student learning. A culture typology was

completed in order to begin the process of

building a cohesive culture. Team building

activities were completed throughout the year in

order to foster this process. This year, we are

changing our schedule in order to accommodate

interventions that are specific and targeted as

well as including an advisor/advisee time as well

that will encompass life skills and study skills.

The leadership team as well as the

administrators provide written communications

through a weekly update for all staff.




function.

Rationale: Based on interviews, the OEPA Team

determined in the brief time the principal had

led this school, she had shown professional

knowledge, skills, and dispositions that reflect

strong leadership. However, the principal

needed further development of secondary level

management skills.

Recommendation: The OEPA Team recommended the principal be assigned a mentor to help with school management issues, such as scheduling.


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

EMERGING This year we plan to implement a schedule that

allows all teachers to have a common planning

period for the use of discussions based on

student learning. Currently committee meetings

have to meet after school which is difficult to get

all members to attend. ISS will be done

differently this year as well to ensure all teachers

can be present at team meetings.




function.

Comment: Based on interviews, the OEPA Team

determined the required teams were in place

and operating; however, at this time the staff

4

problem-solving. had no evidence of positive change as a result

of team work.



EMERGING The administration is working on improving the

leadership roles of staff and students. One of our

goals this year was to increase and build student

and teacher leadership, with the support of

RESA and central office. One of our teachers

took the initiative with starting the first

Greenbrier County Showcase of the Arts. This

year we began "Minding our Business"

afterschool program with the WV Dept. of

Education Innovation Zone grant. This provided

students an opportunity to receive tutoring as

well as learn how to operate a business. We

hope to expand this program next year to more

students.




function.

Comments: Based on interviews, the OEPA

Team determined the principal was working on

distributive leadership by requiring teachers to

participate in at least two school committees.

In addition, teachers attended professional

development outside the school and brought

the knowledge and skills back to share with

colleagues.



EMERGING WGMS has a very active student government

which organizes events for all students to

participate. We have a program for students to

be office aides, monthly clubs for student

interests, and we started an FCA club which is

fully run by student leaders. We also have Wyld

Life which encourages student leadership as

well. We have included activities and programs

to ensure students are successful in life, such as

the "Get a Life Program" which teaches students

how to budget.




function.

Comment: Based on student interviews, the

OEPA Team found that opportunities for student

leadership were only for a select few students.



the function, the Team recommended expanding

opportunities for student leadership to be more

inclusive.






Function A: Classroom

EMERGING Currently teachers have their own classroom EMERGING The evidence provided by the school and the

5

Learning Environment.


management system in place. As a school, we

are researching discipline processes that will be

consistent school-wide. We have implemented

positive programs for students. There are good

processes in place, but they are not consistent

school-wide. Positive behavior programs have

been implemented this year such as the wolf

awards for positive behavior, Give me $5 for

positive behavior, and student of the month.Our

school counselor works with teams to ensure

academic and behavior success. She serves as

the SAT chair and sets meetings for parents to

come in and talk about student behavior and

achievement. She also coordinates programs that

promote positive behavior and life skills for

students.



function.

Comment: While OEPA Team members found

the classroom appearance inviting, based on

observations most instruction was teacher-led.



EMERGING As a focus school, RESA has provided

professional development to core teachers on

teaching strategies. RESA worked with the new

administration to narrow the focus of their

support to the most intensive needs so that the

focus was aligned to the needs of our school.

FLEX time was changed in order to provide

more intensive intervention to students in the

lowest 25%. This year, FLEX will be even more

intensive utilizing all teachers working with

students. Teachers work together to ensure

consistency in NxG standards. PLC's will be

restructured this year in order to be more data

driven.




function.

Comments: Based on observations, the OEPA

Team determined some teachers were still using

the old Content Standards and Objectives

(CSOs) as lesson objectives. It was not clear

whether the instruction was based on the CSO

or on a related Next Generation Standard. In

addition, the Team did not see students using

technology. Most teachers used technology at a

low level for presenting information.


Teachers design long and short term instructional plans

EMERGING Teachers at WGMS are working on creating

assignments based on student interests and

assignments that require student collaboration.

WGMS has a variety of clubs that are taught by




function.

6

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

teachers in school to get to know the interests of

students. Some teachers attended a John Strebe

training in June of 2014 and brought back

practices they learned for their classrooms and

have shared what they have learned with other

teachers in the school and at the county level as

well. FLEX time was narrowed down to focus

on more intensive intervention for students.

Comments: During observations, the OEPA

Team found no evidence of long-term planning

by teachers. Some teachers did not have a

lesson plan for FLEX or Reteach classes. In

order for these classes to be considered

instructional time, a lesson plan must be

developed to demonstrate the skills taught. A

few teachers had Xeroxed lesson plans, which

appeared to be from a previous year. Some were

dated June and December and made reference

to NO SCHOOL-SNOW DAY. Reteach classes

did not appear to have goals and objectives or

have a basis in data. Support from teachers

appeared to be homework help.

Recommendations: The OEPA Team

recommended revisiting the master schedule to

examine ways to increase reading and math

instructional time rather than offering a reteach

period.

The Team further recommended staff review the

tenants of Support for Personalized Learning

(SPL) to assure that instruction during FLEX

meets the recommended guidelines. FLEX

should be data-based, targeted skill instruction.


facilitate engaging instructional experiences that enhance individual student progress in mastery of the curriculum using

EMERGING Teachers have been working with RESA with

building objectives, writing them down in the

classroom and creating clear communication of

the goals and themes of each objective. Teachers

are still working on judging mastery using

multiple measures (ex. exit slips, questioning

and projects). This year teachers will be working

in subject groups to map out the curriculum and




function.

Comments: Based on classroom observations,

the Team found the majority of instruction was

teacher-led. Technology was used at low levels

7

multiple strategies, appropriate assessments, learning resources, digital tools, and processes aligned with instructional targets.

using common, formative and summative

assessments in order to increase student

achievement.

and not integrated into lessons or used as a tool

by students. Students did not have access to

technology devices beyond a computer, most

often in a lab setting.

Recommendation: The OEPA Team recommended teachers access the skills and knowledge of the technology support staff to increase technology integration.








EMERGING WGMS continues to work on building positive

relationships with the school community.

WGMS has several community nights such as a

tailgate, literacy night, pi night, open house and

several concerts. WGMS uses synervoice and

engrade to communicate important information

to parents. Our NNPS committee will be

changed this year to include more parental

involvement and add more activities involving

parents. Parents are encouraged and invited to

events held at the school. Communities in

Schools works with our leadership team and

staff to develop programs that involve the

community. Communities in Schools work with

students through a mentoring program to

develop life skills.




function.


school staff attends to student physical, social-emotional and academic well-being through coordinated student

EMERGING WGMS has a comprehensive plan that addresses

career, academic, social, global citizenship.

WGMS participates in test talks, ACT explore,

college week and various NNPS activities.

Special education students' schedules were

changed in order to provide maximum exposure

to grade level curriculum. We have a school




function.

8

support services for health, child nutrition, character education, guidance and counseling, special education, and English as a Second Language.

based health clinic that is available for students

and staff two days a week as well as mental

health counselor. Programs are in place through

the health class which provide education on

drugs, alcohol, preventing teen pregnancy,

inappropriate sexual misconduct, bullying and

violence prevention and other activities.

Nutrition activities are also done through health

and Communities in Schools. We also provide

hot dinner to every student on campus two days

a week in the afterschool program. Student

transitions from 8th to 9th grade are made

smoother by working with the counselors at the

feeder high school. The counselor visits all

elementary feeder schools to talk with students.



EMERGING WGMS is working on forming more

partnerships with community organizations and

expanding functions with NNPS. WGMS does

have Rainelle Medical Center in the school with

a counselor all week and nurses two days a

week. WGMS has a partnership with

Community in Schools which provides

mentoring and various other events in the school

such as the choice bus activity. We have a full

time PRO Officer through the Greenbrier

County Sheriff Department.




function.







staff engages in continuous learning opportunities for professional growth

EMERGING Schedule is going to be restructured this year in

order to create time for meaningful PLC's which

will include professional development on how to

effectively have a PLC meeting. Team meetings

will be structured to include related arts teachers




function.

9

designed to improve school and classroom practice.

as well. Our onsite instructional technology

specialist provides embedded PD based on our

school needs as well as district and state

mandates. She works with students and teachers

and models activities and provides strategies for

success. Accomplishments are recognized

quarterly for both students and teachers through

assemblies as well as recognizing a teacher of

the month.



the function, the Team recommended the school

continue to develop team responsibilities and

functions to support continuous improvement

and student learning.



EMERGING Teachers meet informally to discuss student

achievement, but a more structured PLC will be

implemented this year. Teachers are willing to

collaborate and are eager to build a more highly

functional PLC model. RESA provided

information on test data identifying weaknesses.

RESA came once a week to work with teachers.




function.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the school receive support in the use of data and formative assessments to improve instructional practice.



EMERGING WGMS administrators do official and unofficial

walkthroughs and observations of the staff

members with follow up communication.

WGMS has participated in a diagnostic visit

from RESA and follow up discussion. WGMS

has performed IPI walkthroughs with feedback.

Peer walk throughs will be implemented this

year.Technology is utilized to deliver PD to all

staff. The administration provides meaningful

PD based on using the WV Summative




function.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended teachers continue collecting student engagement data using the Instructional Practices Inventory (IPI) to inform goal setting for professional growth.

10

Assessment as well as other web related

resources, such as Engage NY to engage

students and enhance the curriculum.








ACCOMPLISHED Everyone that comes to WGMS comments on

how clean and well maintained our building

looks. Roof leaks were repaired last year, the

landscaping is well-maintained, and the

environment is conducive to student learning.

There is a full-time PRO officer stationed in the

school. This year, due to extreme weather, we

had additional roof leaks that damaged some

classrooms that still need repaired. Our

custodians worked hard on their days off to

contain the leaks so minimal damage was done.

Heating and cooling issues have been discussed

and turned into maintenance. Staff work together

to accommodate when things go wrong.




function.


substantiated the school’s rating, to improve

this function, the Team recommended the

exterior band room door be repaired (broken

latch and closer, and improper alignment).

The medication cabinets in both the nurse’s

office and the clinic must be locked.

Continue the replacement of ceiling tile that has been damaged due to roof leaks.



ACCOMPLISHED WGMS has a full-time financial secretary, all

school funds are run through school accounts,

and staff members follow procedures for online

forms which are reviewed by the financial

secretary, the principal, and the business office.

Ticket-takers and concession stand workers are

rotated regularly and sign proper

paperwork.Each year our school is provide Levy

funds, STEP 7 funds, and support and funding

for PD through the BOE. These funds are

divided equally among staff to purchase

resources and attend meaningful PD throughout

the year. Funds are also allocated based on our




function.

11

school's needs so we obtain resources necessary

for learning.



ACCOMPLISHED All teachers in the school are appropriately

certified and placed. We have 100% Highly

Qualified Staff. We currently have one NBCT in

our building and others wanting to pursue it.

Teachers are interviewed and selected according

to policy 5000. We pride ourselves in our small,

close knit family centered school and strive to

recruit and maintain highly qualified staff.

Support is provided for new staff in order to help

them grow as leaders.




function.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended the school consider the best utilization of staff when creating the schedule, especially reconsider the reteach period and restructure FLEX classes.



EMERGING WGMS is a technology-rich environment--the

infrastructure is strong, but we need to work on

guiding teachers to give students the

opportunities to make technology choices. We

also have the after school program that will

provide opportunities for students to sell items

online. Our technology and curriculum specialist

works with teachers to provide support and

professional development. All staff have access

to a computer lab at least once a week and we

have 5 computer labs for use. WVEIS as well as

ENGRADE is used. WVEIS is used to update

our strategic plan which serves as a working

document all year. Attendance is updates and

monitored for accuracy as well as updating and

ensuring IEP's and 504's are up to date and

accurate.




function.

Comment: Based on observations and

interviews, the OEPA Team determined

infrastructure was in place but staff needs to

improve technology integration throughout the

curriculum.






Function A: Focused and

EMERGING Last year the RESA staff helped WGMS EMERGING The evidence provided by the school and the

12

Coherent Plan.


develop a School Leadership team, and provided

guidance for this team through the year. This

year the team is working to build upon this

foundation in order to help the whole staff work

together to improve student performance.



function.



ACCOMPLISHED At WGMS the grade-level teams collaborate to

improve individual student success. During

these times they also may meet with student

families, collaborate with the technology

integration specialist and/or the school

improvement team from RESA. We have a

student assistance team that is chaired by our

school counselor to facilitate teacher and

parental concerns as soon as there is a problem

with a student. After school activities are also

held where parents and community members are

invited to visit, engage in activities, and watch

our students perform academically, athletically,

and performing arts. This year our schedule

allows for a FLEX period which is targeted, and

intensive intervention that is skill based. We also

have a reteach period which will allow for

collaborative learning to take place as well.




function.


monitors changes in practice and implements adjustments, evaluates the results of student learning, and communicates the progress to all

EMERGING Teachers at WGMS use Engrade both to monitor

student achievement and to communicate with

families. They use SRI, SMI, formative

assessments, student demonstrations, and

technology-based projects to monitor student

progress. Students will be doing benchmark

testing with the General Summative Assessment.

Teachers use informal assessments daily.




function.

13

stakeholders.




Teachers will receive more instruction on how to effectively

run a PLC; materials will be needed and strategies to use

with FLEX since the structure will be changed this year to

accommodate specific skill deficits and all teachers will be

working with a FLEX group.

Based upon observations, interviews and general review of



The OEPA Team did not confirm the need for

additional materials for FLEX time.

PLCs are addressed in the professional

development section below.


The staff needs professional development opportunities

which will help them guide students in performance task

completion. There is also a need for more professional

development that will help teachers create higher-order

thinking questions and provide students with more choice in

technology use. Ideas for utilizing the FLEX time provided

in the schedule will be examined to look at ways to increase

student achievement and maximize student learning times.

Based upon observations, interviews and general review of



needs.

Based on observations, the Team indicated

technology was used at a low level in many

classrooms. Technology support staff were available

to provide embedded professional development for

teachers as well as to support implementation of

technology integration. The principal expressed an

interest in having staff from the West Virginia

Department of Education (WVDE) deliver a

technology session at the school. Both options could

be provided at no charge.

The principal discussed the need to continue

developing PLCs. This practice may need more

outside facilitation, or perhaps, could be developed

by more study within PLC groups.

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

14

building needs below.

Performance task completion: The principal shared that a man from Solution Tree had provided professional development this year on this topic. The team suggests that, in lieu of more professional development, teachers work together in PLCs on strategies for implementation.

Strategies for FLEX: The principal reported that the teachers had already completed professional development on this topic at the beginning of the year.

Further support and monitoring may be needed to ensure implementation of new skills acquired.



Pump it Up-activities to motivate students to come to school,

perform their best, have good behavior. Academic Pep

Rallies are held with students to pump them up. Staff v.

Student Basketball game Jazz Band-incentive class Show

Choir-incentive class Youth Art Month Activities Get a Life

Communities in School School Based Health Center

FCA/Wyld Life College Week Office Aides Minding our

Business After School Program Art Club Advanced PE

courses Photography class

The Team did not verify, through data, a positive impact on

student performance and well-being required for

consideration as best practices.




POLICY and CODE





DIRECTIONS: To be considered fully compliant with Policy 2320, your school must adhere to the core areas outlined in Policy 2320. Before you begin

15

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












· 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








Implementation


16






















17













FULL COMPLIANCE

PARTIAL COMPLIANCE Given that many teachers did not have lesson plans for FLEX time and few teachers had lesson plans for Reteach class, these minutes could not be included in the total instructional minutes. Total instructional minutes = 263.




18














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

19

Offers visual arts, choral, and instrumental music courses Implements a standards-focused advisory program utilizing evidence-based practices during the instructional day





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)


20



















21








RESOURCE DOCUMENT













than three days a week.

22







RESOURCE DOCUMENT















23



NOT APPLICABLE YES


NOT APPLICABLE YES


NOT APPLICABLE

NO Two Fire Safety Inspection Report findings

reported in May 2014 had not been

corrected.


YES YES


NOT APPLICABLE YES


NOT APPLICABLE YES

Findings

Fire Marshal: Immediately develop a plan to correct all findings in the Fire Safety Inspection Report.


2. School Building






A-1. Restroom with lavatory and toilet. (May adversely impact students’ health and safety.) A-4. Waiting area with seating for students. (May adversely impact students’ health and safety.)

A-8. Lockable medication box (available but was observed unlocked). (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 (available but was observed

unlocked). (May adversely impact students’ health and safety.)

24

17. Science Laboratories and Facilities

C. Science equipment and materials were not adequate and did not include at least the following:

C-1. Laboratory work surfaces at 2.5 linear ft./student with sink, water, gas and electricity. (May adversely impact program delivery and student

performance.)

C-2. Emergency main line gas shut-off conveniently located. (May adversely impact students’ health and safety.)

C-4. Ventilation fume hood and demonstration table. (May adversely impact students’ health and safety.) (May adversely impact program delivery

and student performance.)



Team Leader – Marsha Bailes, OEPA Consultant

Team Member – Allen Sexton, Special Education Director, Raleigh County Schools

Team Member – Linda Palenchar, Special Education Director, Fayette County Schools



SCHOOL PROFILE

26-501 GREENBRIER EAST HIGH SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 1129 1163 1123 1108


Attendance Rate 96.58 95.91 95.93 91.16

Graduation Rate 4 yr cohort

73.90 82.51 82.11 83.90


80.79 75.85 not available 83.71

Dropout Rate 2.4 1.1 1.6 1.9





not available 95.60 99.15 92.03

1


GREENBRIER EAST HIGH SCHOOL in GREENBRIER COUNTY SCHOOLS

















ACCOMPLISHED The core beliefs and mission statement are

written through the collaboration of the school

leadership team, administrative team and then

the entire faculty. The beliefs & mission are

posted in every room, printed in student

handbooks and on the school website. School

processes and policies come from these beliefs

and are reviewed with faculty, LSIC members,

and students annually through PLCs, student

orientations, student planners, LSIC meetings,

advisor/advisee, and NNPS meetings. Co-

curricular and curricular organizations are

asked to review the beliefs and missions to

direct their efforts. Agendas, sign-in sheets,

parent/student confirmation sheet that they

received and understand the information in the

planner.




function.

2



EMERGING The school mission statement is reviewed by

the stakeholders and placed in numerous

locations for staff, students and parents to

review. Student orientations are held during the

opening days to discuss student expectations.

The strategic plan goals are developed by the

school leadership team and reviewed with

LSIC, faculty, and NNPS for mutual

accountability in achieving the goals. Students

participate in a wide variety of leadership roles

that allow for a diverse group of students

involved in the decision-making process.

Students are leaders in curricular, co-curricular,

and extra-curricular organizations, Principal’s

Advisory Council, student government, BOE

representative, LSIC representative, Certified

Emergency Response Team, and focus groups.

They have student voice in decisions. Rituals

and ceremonies are key elements in defining

the school climate and culture like senior

awards ceremonies, graduation, Veteran's

assembly, freshman convocation, class

assemblies.




function.



EMERGING The establishment of the school leadership

team and planned PLC time provides the

structure and time to focus on a learner-

centered environment. These have been

instrumental in bringing together the concerns

of the LSIC, NNPS goals, and faculty to use

data to make decisions regarding teaching and

learning. A team of teachers is now trained to

complete IPI coding to observe student

engagement, peer observation during planning

will allow teachers to observe student

engagement techniques, and an important focus





Rationale: Through staff and student interviews,

the OEPA Team determined most students felt

safe. Observations of the environment supported

a safe, well-maintained, and orderly

environment.

3

of the high school summer academy is student

engagement to guide teaching in a learner-

centered direction. The safety committee has

prepared the school crisis response plan with

fire drills and lockdowns practiced regularly.

The school is supported by a full time PRO

officer and two additional security guards.

SPARC is for afterschool intervention and

enrichment. The positive behavior plan

involves goals and intervention for students in

ISS and the Responsible Student program








ACCOMPLISHED The principal works effectively with the

administration team, school leadership team,

parents, staff, students, and the communities

invested in GEHS. He participates in school,

community, state, and national organizations

including NNPS, LSIC, Faculty Senate, CTE

Advisory councils, School Guidance Advisory

Council, safety committee, NASSPA,

WVSSPA, and WVSSAC. Communication

with all stakeholders is through weekly

newsletters to staff, school website, Engrade,

Syrevoice, Office 365, electronic billboard

visible by the community, and town hall

meetings. The principal completes evaluations

using the Educator Evaluation system, utilizes

and updates WVEIS, completes walk-throughs,

checks lesson plans, makes staffing

assignments, monitors athletic events, and

leads PLCs. Teachers are recognized in the

newsletter, electronic billboard, county




function.

4

recognition opportunities, and during Faculty

Senate.



EMERGING The establishment of the school leadership

team has been a significant, unifying factor in

bringing the councils, teams, and parent-

support groups together consistently focusing

efforts in a mutual direction. High schools have

many clubs, co-curricular advisory councils,

and booster groups. The principals manages

these groups through agendas, minutes, and

projects to align their goals with the school

mission and beliefs. Students have a voice in

the decision-making process through student

government, LSIC, BOE representative, club

representation, and Principal’s Advisory

Council.




function.



ACCOMPLISHED GEHS is five acres under roof. This requires

teacher leadership and the principal works with

teachers to explore the many leadership

opportunities available. Teachers participate in

the school leadership team, Leaders for

Tomorrow at the county level, Professional

Staff Development Council representatives,

focus groups, PLC teams, department chairs,

LSIC, NNPS, advisory councils, professional

development presenters, and Faculty Senate

leadership roles. Teachers are given

opportunities for state and national

organization participation and presenting to the

faculty.




function.


Students are engaged in age-

ACCOMPLISHED Students have numerous ways to express

student voice and assist in the decision-making

process. The many co-curricular, extra-

curricular and curricular organizations have



5

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

student leaders. Students serve on student

government, LSIC, BOE, Principal’s Advisory

council, focus groups, Go Global, Students

Against Destructive Decisions, and participate

in the school climate survey, student

presentations in the community, student created

PSAs for local television station, honor

societies, student athlete leaders, and Tolerance

and Diversity Club. Students use critical

thinking and collaboration to lead in all the

areas open to students to serve. Students

develop heightened self-awareness as they

work together and often advance their

organization or team on to state and national

levels. Many students are making life decisions

through participation in student groups.


function.








EMERGING The 1:1 initiative in the high schools and Next

Generation Standards are instrumental in

changing classroom environments to support

student differences, talents, and choice. Full-

time, job-embedded professional development

provided by the Technology Integration

Specialist focuses on teacher needs and the

school goals throughout the year. Professional

development planned for the year will work

with teachers on enhancing student inquiry,

choice, and self-direction through student

engagement. GEHS has been selected to

participate in a grant program through the

Education Alliance that will support

professional development to move East to a




function.

6

STEM Network School. GEHS provides

Advanced Placement and dual enrollment

college courses in English and math. Rainelle

Medical Center and Communities In School

provide services to students daily. Special

education case managers and SAT teams are

used to and support students' individual needs.



EMERGING WV approved instructional materials and the

Next Generation Standards and Objectives are

used by all teachers. The TIS provides on-

going professional development and PLC time

is used to assist teachers in standards-driven

instructional planning and delivery. The PD

focus of student engagement will guide

teachers in making the shift to student-centered

instruction for all students. Resources have

been allotted to provide additional

collaboration time by subject area and across

the curriculum. The GEHS library is

transitioning to a student-centered

media/technology hub. Agendas, sign-in sheets,

walkthroughs, lesson plans reviews, and

teacher self-reflections and goals are used to

monitor that instruction is more standards-

driven.




function.


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

EMERGING Teachers develop lesson plans weekly and use

standards for long term planning. Lesson plans

are checked throughout the school year. PLC

time provided each month is used for data

analysis to adjust instructional practice. Data

will include Interim Assessments, ACT/SAT,

AP, WVGSA, and common formative

assessments. Math Reteach/Enrichment classes

have been scheduled to support differentiated




function.

7

performance levels of their students.

instruction based on student needs as part of the

strategic plan goal to improve math

performance. Teacher/student collaboration to

individualize lessons, individual and small

group PBLs, and cross-curricular PBLs are

used to promote student choice and

responsibility.


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 Consistent, meaningful professional

development to support teachers in the

transition to learner-centered instruction for all

students is the goal of the administrative team

and school leadership team. IPI coding began

this fall and PLC time is used to analyze the

results and formulate action steps. The TIS,

summer and winter academies support teachers

in the use of digital tools available. PLCs and

additional collaboration time provided allows

for teachers to use data to meet individual

student needs, develop the use of higher level

questioning, work with students on study skills

and create student-led opportunities. Teachers

facilitate and collaborate with students to create

engaging, real-life experiences through CTE

experiences, Pumpkin Drop, robotics, HOSA

competitions, Concord Business Challenge,

Advanced Placement, Marshall University

SCORES, Simulated Workplace, experiential

learning, college courses, fine arts, and

technology-based student creation projects




function.







EMERGING Ninth grade orientation and mock graduation

ceremony builds positive relationships. An



8


automated calling system is used to inform

parents of important school functions.

Communities in Schools staff works closely

with parents concerning student performance,

behavior, and attendance. Engrade allows

direct communication between students and

teachers. Town hall meetings were held to

assist families with scheduling/care decisions

for the new year. Other similar family training

sessions are being discussed. The school uses

email, Engrade, and Local School

Improvement Council meetings are used for

two-way communication. Local School

Improvement Council allows a limited number

of parents to contribute to strategic planning.

NNPS is working to establish other

mechanisms for parent engagement. The Career

Fair and individual teachers recruit community

as speakers. All seniors participate in senior

interviews with local business representatives.


rating for this function

Rationale: Based on observations and

interviews, the OEPA Team observed evidence of

the school reaching out to parents, business

partners, and the community at large and

building relationships through town hall style

meetings, inviting them to be part of the school

community.



ACCOMPLISHED Choice Bus visits for all 9th grade students.

Cyber Bullying training is provided for all

students. Guidance staff conducts academic,

personal, and career counseling and has been

trained on new counseling standards.

Advisor/Advisee is used. At-risk students are

referred to the SAT and interventions are

designed and implemented. SPARC provides

mentors. SRI, Lexile and Quantile Scores are

analyzed annually. Orientations, school visits,

Option Pathway and extensive credit recovery

programs are in place. ELL instructor provides

academic support, written modifications. CTE

provides experiential learning sites to pair

students with professionals in their field of




function.

9

interest. A new mentoring program this year

has assigned identified students to faculty

members to increase 4-year graduation rates.



ACCOMPLISHED We partner with the Department of Vocational

Rehabilitation Services for work-related

services, Rainelle Medical Center for both

physical and mental health services, and

Greenbrier Physical Therapy for rehabilitation

services for student athletes. GEHS has 11

Partners in Education. Numerous community

contributions are evident across our campus.

For example, a local contractor has donated

countless hours of excavation work for our

facilities. A local nursery has donated many

landscaping plants planted by our student body.

Community building supply companies donate

materials for building projects. Local banks and

a local resort are very generous in recognizing

student achievement on many levels. Annual

Awards events always recognize and celebrate

our local partnerships. A faculty senate

committee works to continually revitalize our

partnerships. School organizations hold

banquets to celebrate community partner

contributions. Media releases and signs are

used for recognition.






business and educational partnerships which

have been developed exemplify the value the

school places on its community and the

significant impact they will have on the students

at Greenbrier East High School.







staff engages in continuous learning opportunities for

EMERGING The school leadership team, PLC teams,

departments, and cross-curricular teams work

together to promote continuous improvement

through discussion and demonstration of new

skills and strategies shared by teachers.




function.

10

professional growth designed to improve school and classroom practice.

Professional development throughout the year

focuses on improving instructional practice.

Teachers participate in summer and winter

academies, AP trainings, district, state and

national conferences, PLCs, teacher-led PD,

coursework for certification or graduate work,

and have job-embedded professional

development through a Technology Integration

Specialist. Several of these opportunities can

lead to additional licensures. The school,

students and staff are recognized for

accomplishments by using the electronic

billboard, weekly newsletter, county updates,

Time Out for Applause during board meetings,

student performances, school website,

announcements and media releases.



EMERGING The school leadership team and PLC teams

really began working together during the 2014-

15 year. District support to train the SLT and

provide regular PLC times each month

provided the momentum to create high

functioning PLCs. Additional PD this summer

for the SLT will strengthen the PLC teams.

2015-16 will see much more focus on studying

data and problem analysis to improve

instruction. Collaboration time will be

increased through the use of funds to provide

coverage for teachers while they meet.




function.


EMERGING Teachers participate in the WV Educator

Evaluation System, lesson plan reviews,

observations, Diagnostic Review, IPI coding,



11


and peer observations. These provide

information to facilitate self-reflection.

Teachers are encouraged to participate in PD

opportunities and share new ideas with each

other. The principal shares information

concerning possible training opportunities and

eLearning classes as well as supports teachers

as they complete additional certifications and

licensures.


function.








EMERGING GEHS is working to provide an environment

that is safe and secure by installing door

scanners, monitoring access with security

cameras, security guards and law enforcement

officers. Each classroom has viewing access to

hallways and classroom doors are kept locked.

Lighting lining the school drive has also been

added. Further improvements desired are

window blinds and scanners for all doors. A

secure access is still needed for one vocational

building. Frequent fire drills are held.

Classrooms, restrooms and hallways are

cleaned nightly and throughout the day. GEHS

worked with the district to update the library to

a more student-friendly atmosphere.




function.


Policies and processes are established and applied to obtain, allocate, and efficiently manage

ACCOMPLISHED A full-time financial secretary maintains

excellent financial records. Staff maintains

receipt books and money is handed in daily.

Purchases and fundraisers require prior

approval at the school and county levels.

Partnership funding is raised annually with a

golf tournament. Funding has been obtained for




function.

12

school fiscal resources.

a Prevention Resource Officer, Communities In

Schools staff, and Innovations Grant program.

Levy funding has been approved by voters.

Faculty Senate funds, STEP 7, IDEA, Title 2,

3, and 6 funding is allocated by central office.

GEHS is very proactive in securing resources

to improve student achievement. We recently

applied for and received a grant from the

Education Alliance to transition to a STEM

Network School.



ACCOMPLISHED GEHS works well with the district personnel

office to recruit new teachers and staff.

Administrators follow the WV Evaluation

Policies and conduct classroom observations

and walkthroughs. Notification of expiring

certifications are sent to teachers from the

district level. Mentor Teachers are assigned for

new teachers through appropriate personnel

policy. New teachers are encouraged to attend

on their planning period colleagues within their

respective departments classrooms for

observation. Teachers are assigned to observe

colleague(s) classrooms if they receive an

unsatisfactory observation or if their is a

concern from the administration that a teacher

needs support through this process.




function.


The school has appropriate technology infrastructure and utilizes data

EMERGING East is part of a 1:1 initiative providing

netbook/Chromebooks for every student that

can be used in and out of school. Technology

technicians are based at the school to support

the devices and infrastructure. A TIS is in the

school full time to work with teachers to

integrate technology in their classrooms.

Online courses are available through WV




function.

13

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

Virtual School. Credit recovery, homebound,

and community-based instruction is through a

virtual program created by highly-qualified

teachers using adopted instructional materials.

The administrators utilize WVEIS programs,

make sure student information is updated, and

uses the early warning program, Bright Bytes

to identify at risk students. GEHS has four

computer labs, several cart labs, and many

classrooms have full labs for student use. All

students receive instruction each year on

acceptable use of technology and digital

citizenship prior to receiving a netbook or

using any lab device.








EMERGING The school leadership team is instrumental in

developing the strategic plan, presenting it to

the faculty, and encouraging input and

accountability for carrying out the goals in each

classroom. Positive school climate survey,

school culture survey, RESA IV Diagnostic

Review report, test data, and LSIC input will be

used to understand the current reality and make

decisions concerning improving student

learning. The school leadership team,

administrators, staff, and LSIC will be working

to improve student learning this year.




function.


staff has well-defined structures for building professional

EMERGING Additional professional development for the

school leadership team and PLC teams are

important factors in continuous improvement.

The team had PD on the continuous

improvement of PLC development and use in




function.

14

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

creating formative assessments. Resources are

allocated to provide additional collaboration

time for various teams. Data analysis and

identification of areas for improvement has

begun and will continue throughout the year.

LSIC and NNPS are working with the school

leadership team, administration, and staff to

carry out an improvement plan to improve

student learning. The Principal's Advisory

Council and other student organizations

provide student voice in how to improve

student learning.



EMERGING The principal and school leadership team

developed SMART goals for improvement

using data and stakeholder feedback. Principal

provides funding for professional development

time for the team to work and monitor progress

toward the identified goals. Consistent use of

data to guide instruction through the use of

common formative assessments is the goal of

the school leadership team and administration

this school year. The team and administration

participated in PD to begin working with PLCs

to create the assessments and evaluate the

results. Teachers are developing and analyzing

results from these assessments. Results from

the WVGSA, AP, and ACT have been

analyzed and results shared with stakeholders.




function.




No resource or facility needs identified.

Please identify professional development and other capacity

No professional development needs identified.

15

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



Town Hall meetings in six communities are held for

students and parents. Meetings focused on student academic

and career PEPS, graduation requirements, knowledge of

counseling services, post-secondary information and

financial aid opportunities. GEHS was awarded two

Innovation Zone grants to implement an after-school

program to provide tutoring, career development through

CTE enrichment activities, at-risk intervention with

Communities in Schools, and a focus on entrepreneurship.

The OEPA Team commended the practice of the Town Hall

meetings. However, the 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











16













Implementation











17



















18




















19







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

20

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





(S6,FD)








21




















22

RESOURCE DOCUMENT




















RESOURCE DOCUMENT



23















NOT APPLICABLE No findings. YES




YES

Issues with doors propped

open and clearing of any

obstructions in doorways

were addressed. Fire

suppression system

requirement in this report

has been given to the

county maintenance

director.

YES


NOT APPLICABLE YES

24








B-5. On-line periodical indexes. (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-2. Acoustical treatment capable of sufficient sound dampening. (May adversely impact program delivery and student performance.)



Team Leader – Jim Strader, OEPA Consultant

Team Member – Kelli Whytsell, Assistant Superintendent, Calhoun County Schools

Team Member – Jeff McClung, Retired Central Office Staff, Raleigh County Schools

Team Member – Dan Rinick, Principal, Winfield Middle School, Putnam County Schools

Team Member – Jeff Kelley, Principal, St. Albans High School, Kanawha County Schools

Team Member – Bob Wilmoth, Principal, Buckhannon-Upshur High School, Upshur County Schools

Team Member – Charles Hedrick, Attendance Director, Pendleton County

Team Member – Marcella Charles, CTE Director, Mingo Central High School, Mingo County Schools

Team Member – Todd Browning, Special Education Director, Mercer County Schools


SCHOOL PROFILE

26-502 GREENBRIER WEST HIGH SCHOOL – GREENBRIER COUNTY

2011 2012 2013 2014

Enrollment 430 428 403 388


Attendance Rate 97.56 96.39 97.19 94.43


73.60 79.31 86.32 93.58


70.80 77.60 not available 86.32

Dropout Rate 2.6 2.1 0.5 0.5





not available 96.67 99.04 97.00

1


GREENBRIER WEST HIGH SCHOOL in GREENBRIER COUNTY SCHOOLS

















ACCOMPLISHED Greenbrier West Mission and Vision is

developed and revised annually by the staff.

This is used to develop the annual strategic

plan, student and staff expectations to meet our

goals and remains the basis of instructional

lesson plans and student mastery of core

content. Both are shared with all stakeholders in

student planners, in school common areas,

classrooms, and on school website. Greenbrier

West provides students and community

members with and uses the statements as the

basis for open houses, faculty and community

Homecoming tailgate, community activities in

the auditorium, an annual chili cook-off, an

annual Christmas tree contest, the art and

collective and music showcase, various shows

through Greenbrier Valley Theater, and




function.

2

orientation services for new students. The

culinary, agriculture, welding, carpentry,

business, and health services education

instructors and students furthermore work with

local citizens and businesses to support the

school's Mission and Vision.



ACCOMPLISHED Greenbrier West Mission and Vision, which

espouse high expectations for every learner,

remain strongly implemented in myriad forms

throughout the school. One repeated motto,

"School is about the students", is reiterated in

staff and faculty meetings throughout the year.

In addition, Greenbrier West continually

ensures the maintenance of, and celebrates and

rewards student achievements through, the

checking of athletes' grades before every

game/meet, the requirements of CSO

connection proof in lesson plans, regular walk-

throughs by administration, the offering of blue

cards, rewards for good grades standardized test

results, and a Award Day ceremony. Students

personally support and uphold high

expectations through Student Government and

Student Voice meetings. In addition, members

of administration, staff, and faculty provide

constant communication supporting the focus

on student achievement through the school's

website, calls using Synervoice, teacher

collaboration,Engrade & Edmodo.




function.


school environment is safe, well-managed and

ACCOMPLISHED Greenbrier West maintains a highly safe and

positive learning environment through its safety

committee, school safety plan, lockdown

procedures, PRO officer on location, regular

fire drill and drug searches, school health




function.

3

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

services, clearly posted evacuation routes and

emergency code booklets, annual prom promise

accident reenactment, the relocation of prom on

school premises to reduce chances of accidents,

ALC and Alternative School, safety in

technology and bullying seminars for students

and teachers, personal radios provided for

adults in the building, and printing hidden door

key locations in lesson plans for substitutes in

case of emergency lock down. Greenbrier West

provides faculty with WVEIS dashboard

results, Smarter Balance, Compass Test, and

ACT Results. Students are involved in school

beautification programs, adding to decor of

school and engaging in upkeep and

maintenance. Annual culture survey is provided

to all stakeholders and results are shared with

staff.








ACCOMPLISHED Our school administration promotes the success

for all of our students. Administration advocates

and sustains a culture and instructional program

conducive to both professional growth in the

staff and student learning throughout the school.

We have an accountability system of teaching

and learning based upon established learning

standards. Relative to these content standards,

our staff has committed to professional

development to support our instruction from a

leadership standpoint. The administration

advocates high expectations for all staff,

students, and subgroups within our student




function.

Comment: The OEPA Team commended the

principal for modeling professional

development strategies to her staff and for

making strides in changing the school culture.

4

population. Other examples include:

*Professional Articles shared with staff

*Weekly newsletter Friday Focus *WVEIS

dashboard information shared on discipline,

attendance during faculty meetings

*Committees are provided with topics and

information to be discussed regarding school

improvement *Daily Communication

continuously with staff *Communication with

parents/community webpage/Synervoice



ACCOMPLISHED Greenbrier West has established and active

committees who meet throughout the year to

discuss and plan to advance our schools mission

and goals. The goal of every team and

committee meeting is to advance instructional

practices aligned with the school mission and

core beliefs that lead to student achievement.

Meetings are documented with signatures.

Information and documentation are kept in

binders and changed/revised throughout the

year. • Leadership Team meetings • LSIC

meetings • Professional Articles shared with

staff • Book Study with staff to promote better

teaching practices




function.


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

ACCOMPLISHED • The staff of Greenbrier West High School

assumes responsibility for our school

improvement with opportunities in Leadership

Teams, Committee Chairs, Established Faculty

Senate Meetings, PLC time,staff collaborative

time with department planning times daily.

Teacher leaders and other faculty are

encouraged and have presented information to

other staff regarding curriculum, test data, and

book studies. Teachers are also provided the




function.

Comment: The OEPA Team observed a positive

change in the school culture under the new

leadership.

5

professional practice.

following: • Committees with elected Chairs •

Acknowledgement of Teacher of the Month •

PLC meetings • Professional Development

opportunities provided such as summer

academies • Teacher mentors * Teacher written

grants Determination of professional

development opportunities are usually

determined by the central office through

surveys to staff members. At the school level

professional development opportunities are

determined by areas of concern determined by

staff.



ACCOMPLISHED •Greenbrier West provides multiple

opportunities to help our students develop into

responsible self-driven individuals through

election of student government,and

opportunities to earn college credits. Other

examples of engaging student leadership

include: • Seniors required to do portfolios and

go through interview process • Student

government with elected class officers • Student

representative to attend monthly board meetings

• Public speaking class • Dual credit courses for

college credit • CTE programs offer real-world

on the job experience • Cross-curriculum

projects between all core classes • PAYS

laboratory for special education students •

Monthly meetings with student class presidents

• After school Cavalier Arts collaborative with

school improvement projects • Veteran’s Day

program organized, led, and presented by

students • Virtual independent Advanced

Placement classes • Project based learning

opportunities with collaboration between CTE

and core classes




function.

Comment: The OEPA Team observed student

leadership opportunities available for all

students that choose to take leadership roles.

6








ACCOMPLISHED The staff of Greenbrier West develop lessons

that are inquiry based and student centered.

They do this through modeling positive

behavior, high expectations, and respect for all

parties, facility, and community. The staff

provides engaging activities in and out of the

classroom that promote student involvement

and attendance. Students are provided areas

other than the classroom where they are able to

utilize technology. Students are also provided

an area to fill out college applications,

scholarships, and job applications. This is done

to help develop and prepare our students to be

effective problem solvers, life-long learners,

and productive members of society. Greenbrier

West also provides the following: Classroom

rules posted, bell ringers, exit slips, variation of

instructional strategies. Counselors also are in

classrooms throughout the year completing

college and career exploration activities as well

as an annual college fair and career fair held at

our school.




function.


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

ACCOMPLISHED •The staff implements standards-based lesson

plans and use Nex-Gen standards to develop

lesson plans that provide students with real

world experience. * CTE programs

building/working in local businesses • Teachers

use Next-Gen standards to develop lesson plans

• 1:1 Netbook for every student, Smart Doc

Cameras, student responders, • On-site training

through CTE programs • Collaborate during




function.

7

Virginia Schools and the Next Generation Learning Skills and Technology Tools.

PLCs to understand curriculum * Common

planning times to help plan instruction to target

student deficiencies



ACCOMPLISHED The staff of Greenbrier West develop lessons

that are student centered to provide high quality

instruction for all students. Common planning

time for departments allow teachers to work

collaboratively planning lessons and instruction

based upon student needs. Data from

assessments, benchmarks, Study Island, ACT,

Compass are provided by administration to help

identify our areas of needed improvement.

School-wide lesson plan templates are utilized

and teachers are required to have differentiated

instruction daily. Lesson plans are checked

regularly providing feedback and suggestions

by administration. * Staff uses exit slips to

check for student understanding * Study Island

and Reading Mate results to guide and target

areas of weakness * ACT questions as bell

ringers * Classrooms encouraged where space

is provided to do collaborative grouping *Full

time Technology and Curriculum Coach who

meets and plans lessons with teachers

throughout the year





Rationale: The OEPA Team did not observe

evidence of long-term planning. During

interviews, teachers indicated the importance of

long-term planning; however, it is an emerging

practice.

Recommendation: The OEPA Team recommended administrators provide support and monitoring of long-term planning to ensure all standards are taught and students are provided the opportunity for mastery.


facilitate engaging instructional experiences that enhance individual student progress in mastery of the curriculum using multiple strategies, appropriate

ACCOMPLISHED The staff of Greenbrier West create lessons that

are engaging, relevant to real word experiences

and aligned with instructional goals.

Technology resources are provided such as

Smartboards, Smart Docs, Student Responders,

and digital scientific equipment are utilized in

lessons throughout the year. Students are

provided with netbooks to aid in educational

delivery and instruction. Digital resources such




function.

8

assessments, learning resources, digital tools, and processes aligned with instructional targets.

as Reading Mate,& Study Island are used by

teachers to help provide additional support.

Results and regular feedback is provided to

teacher and student. Other ways our teacher

facilitate engaging instructional experiences

are: * CTE programs use on-the-job training *

Differentiated instruction in the classroom *

Staff goal of 45 seconds to engagement *

Lesson plans must include different

instructional strategies * Netbooks for each

student to incorporate technology *

SmartBoards in each classroom * Classroom

sets of student responders

*Observations/Walkthroughs by Administration








ACCOMPLISHED At Greenbrier West positive interaction occurs

through inviting the public for performances,

tours and other events, such as Open House

sessions, Community Concerts and Art Shows,

Award Programs, Service Projects, etc.

Through the use of Engrade, emails, Synervoice

and community communication, avenues are

utilized between school, parents, students and

the community. Other examples include: *

National Parental Involvement Day inviting

parents to lunch..Seniors inviting parents to

lunch in May * Cavalier Chili Cook-off *

Community Concerts * Participate in

community projects (food pantry, penny drive,

etc.) * Communicate to parents using

Synervoice * Email to parents and students

through Engrade * Offer assistance for FAFSA




function.

9

completions * Theater performances * Red

Cross Blood Drives regularly * Student planned

and led Veteran's Day Program * JROTC

performs flag presentation at various local

events in the surrounding communities * CTE

programs building/working on projects



ACCOMPLISHED Greenbrier West addresses the whole student

offering services for physical, mental, academic

and social growth. All staff proactively address

at risk students and refer to programs within the

school. We are fortunate to have a school based

health program within our school that not only

services our students but staff as well. We also

provide in house mental health services for

students. We have a full time LPN Nurse daily

to assist students with special needs, as well as

a rotating RN nurse twice a week. We also

provide the following to our students to help

meet the needs of the whole student: Lunch and

Learn Counseling, RMC weekly lessons

conducted in Health courses, Meals provided to

athletes after school traveling, Meals provided

to students staying after school for tutoring, free

FAFSA help for parents, counselors assisting

with college and career exploration, scholarship

completions, Rehabilitation Services meetings

with Sp. Ed. students to help in job placement

and college entry.




function.


school staff forms partnerships with various community agencies and organizations to

ACCOMPLISHED Greenbrier West has established partnerships

with various community agencies to meet the

needs of all students. Administration and

counselors communicate frequently with

CASA, Juvenile Services, DHHR, and other

local agencies concerning student health and




function.

10

enhance the ability to meet the needs of all students.

well-being. * Greenbrier West Alumni & local

business scholarships for our students *

Homecoming activities for former alumni (all

school tailgate) * Local businesses supporting

athletics , yearbook, school newspaper * Radio

broadcasts of extracurricular activities *

Presentations throughout the year on various

topics (texting and driving, drunk driving) *

Local Fire Departments plan and present

annually a re-enactment of a drunk driving

accident using students as actors *HISTA

students actively work with local organizations

to develop a project annually (walking trail, fire

exits)








ACCOMPLISHED The staff at Greenbrier West High School

engages in professional development using a

variety of methods and opportunities to improve

school and classroom practices for student

achievement. This is provided with monthly

opportunities for PLC's, professional articles

provided by administration, summer academy

opportunities, as well as teacher led discussions

during faculty senate and collaborative learning

time for staff. Our staff also regularly

collaborates with a book study throughout the

year. The staff is encouraged and given the

opportunity to "be a student" to have the student

perception and a better understanding and to

improve current classroom practices. The staff

also are provided with the following

opportunities to aid in professional growth:




function.

11

Summer academies, professional articles

provided by administration, emails with links to

electronic resources to become more efficient

and organized, self-reflection and use of EEA

smart goals, summer academies, PLC meetings.



ACCOMPLISHED At Greenbrier West the staff is provided with

agendas for every monthly PLC time with

opportunities to engage in professional growth.

Topics chosen are always related to student and

school improvement. Trainings are provided

and relevant to what is a need in our school.

Administration provides professional articles by

email as well as hard copies for discussion

during staff meeting time. Teachers are highly

encouraged to share with each other what they

have used that is successful. Departments are

provided with a common plan time to discuss

student weakness and assessment data. The staff

participates in book studies and have reading

assignments. Teachers openly volunteer to lead

and discuss ideas they find successful as well as

share practices and areas of weakness they find

they need help. * Book study on teaching

strategies, best practices * Research based

articles shared * Common planning time




function.

Comment: The OEPA Team acknowledged the

efforts to change the master schedule to provide

common planning and collaboration.



ACCOMPLISHED The staff of Greenbrier West actively

participates in processes to improve personal,

and professional growth. We do this through

topics throughout the year that allow for

individuals to self reflect and think of ways to

improve current practices. Administration

performs unannounced walkthroughs of all staff

during the year. EEA evaluation conferences

are conducted where open honest conversations




function.

12

are encouraged to help improve areas of

weakness with student improvement always

being the underlying goal. * Administration

performs walk through observations as well as

formal observations of all staff *

Administration supplies school-wide email to

encourage positive attitude and atmosphere *

New Teacher orientation * Teacher Mentors on

staff * Secondary Strategy Exchange meetings

at county office * Professional Articles sent by

Administration * Lesson Plans checked every

nine weeks with documentation








ACCOMPLISHED Greenbrier West administration provides each

custodian with a daily checklist of job duties to

keep facility clean and well maintained.

Security procedures are apparent as soon as you

arrive on campus with a security guard at the

front entrance of the school. We also have a full

time PRO Officer inside the school. We have an

established safety committee who meet

throughout the year to discuss areas of concern.

Lockdowns and Fire Drill are conducted

regularly and practiced throughout the year . *

Lock-down procedures practice * On-site PRO

office * School wide Safety Plan and a Safety

Committee * Actively practice and include

local law enforcement agencies on fire drills,

drug searches, etc. * Security guard at entrance

to school * Evacuation routes posted in every

classroom *Checklist for all custodians






facilities were clean, well maintained, secure

and configured to meet the learning needs of

students in all areas.

13



ACCOMPLISHED At the beginning of every year all school staff

are provided with a refresher course on proper

allocation of funds, STEP 7 & LEVY. *

Policies in place for teacher purchases with levy

and Step 7 funds..forms provided to teachers *

P-card training for staff members * Annual

audit conducted by county office of all school

financial records * Online approval system for

all financial transactions that goes through a

seven step system




function.



ACCOMPLISHED The Administration of Greenbrier West works

directly with personnel director to ensure proper

certifications before recommendation of hiring.

Administration completes the high-quality

report annually to ensure proper certifications

and licensures of all staff.




function.



ACCOMPLISHED Greenbrier West utilizes technology for all parts

of the educational experience. WVEIS WOW is

updated annually and as needed throughout the

school year with information provided on

student emergency forms.Staff and

administration use email to communicate daily.

West has both a Technology Curriculum

Specialist as well as a Technician. All students

are provided with a net book through the 1:1

Initiative. Before they can use any type of

technology belonging to the school students

must complete a training as well as turn in a

signed AUP from parent. Staff must also go

through a technology training and sign a form.




function.

14

Technology use/abuse is monitored by the use

of Web Warden.








ACCOMPLISHED Greenbrier West test data is distributed amongst

teachers, individually to students, and parents.

All data results drive the mission and vision of

our strategic plan. The strategic plan is kept in

all teachers lesson plans and serves as a

reminder to who we are and where we want to

be as lessons are developed.The mission of the

school is displayed throughout the building,

placed in student planners, and in every

classroom. * SPL courses to improve students

goal of gaining mastery * Continually assess

and check for understanding * Staff sets

SMART Goals annually * Use of teacher

developed benchmarks intermittently during the

school year to evaluate student mastery of

content and plan accordingly to re-teach areas

of weakness.




function.



ACCOMPLISHED The staff of Greenbrier West conducts

scheduled LSIC meetings to gain parent, and

community support. Our Media Committee

actively has increased publications in our local

newspaper and news stations to celebrate our

successes. We also actively seek new partners

in education for our school. Scheduled team-

meetings * Scheduled LSIC meetings *

Committee meetings * Leadership Group

meetings * Book study on best instructional

practices to help kids be prepared for college

and careers




function.

15



ACCOMPLISHED Greenbrier West utilizes Engrade to inform

parents and students of student progress.

Administration utilizes WVEIS dashboard to

monitor struggling students. State assessment

data results are distributed to staff and studied

to identify student deficiencies. This data is

used to schedule students into SPL courses to

improve Math and Reading skills. Students are

also expected to take a proactive approach in

their education by self-analysis of assessment

results, interim results, and benchmark data.

Committee meetings * LSIC meetings *

Leadership meetings * Share plan with

community members and is readily available in

front office * Develop SMART goals that are

clearly defined, focused, and implemented, with

adjustments made on an as-need basis.




function.




. No needs identified.


Professional Development opportunities for modeling co-

teaching in the classroom.

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; however, the Team determined staff may need opportunities to observe a variety of co-teaching situations. The Team recommended administrators follow up with support and monitoring to ensure implementation of skills.


Please identify outstanding best practices that have been implemented in your school that you feel should be noted during the

The four year graduation cohort is currently 94%. To be

exact...93.58%. We feel this is due to creating an

environment that is welcoming, encouraging, and student

The OEPA Team commended these practice; however, the

difficulty lies with determining one program or intervention

directly impacting graduation. The Team recognized the

16

accreditation process and communicated to other schools.

centered. Remaining proactive in monitoring attendance

with attendance director, identifying struggling students

immediately,utilizing the full time PRO Officer and

adapting instructional strategies to help all learners is what

drives the heart of Greenbrier West High School.

change in climate and culture in the building had a positive

impact as well.




POLICY and CODE

















· Prepare for the review – the principal shall:

17

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








Implementation
















18





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













19
















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


20







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)

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


(S6,FD)













22














RESOURCE DOCUMENT




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

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



23













RESOURCE DOCUMENT




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

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







24






NOT APPLICABLE YES


NOT APPLICABLE YES


NO

Door that swings to the

inside has not been

corrected yet. This has been

turned into County Maint.

Dept.

YES


NOT APPLICABLE YES


NOT APPLICABLE NA


NOT APPLICABLE YES


1. School Site


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

15. Art



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Team Leader – Jim Strader, OEPA Consultant

Team Member – Kelli Whytsell, Assistant Superintendent, Calhoun County Schools

Team Member – Jeff McClung, Retired Central Office Staff, Raleigh County Schools

Team Member – Dan Rinick, Principal, Winfield Middle School, Putnam County Schools

Team Member – Jeff Kelley, Principal, St. Albans High School, Kanawha County Schools


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