MERCER COUNTY SCHOOLSoepawv.state.wv.us/documents/51-MercerCountySchools_001.pdf · 2015. 12....

DECEMBER 2015

RESA 1 REPORT

MERCER COUNTY SCHOOLS

WEST VIRGINIA BOARD OF EDUCATION

MERCER COUNTYTotal Standard-

Functions Reviewed Distinguished Accomplished Emerging Unsatisfactory

Standard-Functions Rated for All Schools 624 27 375 102 0

Percentage of Standard-Functions Rated for All Schools in Each Designation 4% 60% 16% 0%

Standard-Functions Ratings Raised 54 9%

Standard-Functions Ratings Lowered 56 9%

Standard-Functions Ratings Unchanged 514 82%

Standard-Functions Reviewed for All Schools 624

Rating Scale:

4 = Distinguished

3 = Accomplished

2 = Emerging

1 = Unsatisfactory

1. Positive Climate and Cohesive Culture

School

Rating

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1A - Shared Beliefs and Values 3 3 4 3 3 3 3 3 3 3 3 3 3 31B - High Expectations for All 3 3 2 2 3 3 3 3 3 3 3 3 3 41C - Safe, Orderly, Engaging Environment 3 3 3 3 3 3 3 2 3 3 3 3 3 42. School Leadership

2A - Principal Leadership 3 3 2 2 3 3 3 3 3 3 3 3 3 42B - School Teams and Councils 3 3 3 2 2 2 3 3 3 3 3 3 2 32C - Teacher Leadership 3 3 3 2 3 3 3 3 3 3 3 3 3 32D - Student Leadership 3 3 2 2 2 2 2 2 3 3 2 3 2 3

3.Standards=Focused Curriculum, Instruction, Assessment

3A - Classrom Learning Environment 3 3 3 3 3 3 3 2 3 3 3 2 3 43B - Standards-Focused Curriculum 3 3 3 3 2 3 3 3 2 2 3 3 3 33C - Instructional Planning 3 3 3 2 2 3 3 3 3 2 3 2 3 33D - Instructional Delivery 2 2 3 3 2 3 3 2 3 2 3 2 3 3

4.Student Support Services and Family/Community Connections

4A - Positive Relationships 3 3 4 4 3 3 3 3 3 3 3 3 3 44B - Student Personal Development 3 3 4 4 3 3 3 3 3 3 3 3 3 34C - Parent/Community Partnership 3 3 2 3 2 2 3 3 3 3 3 3 3 45.Educator Growth and Development 5A - Professional Development 3 3 4 3 2 2 3 3 3 3 3 3 3 35B - Teacher Collaboration 3 3 4 3 3 3 3 2 3 3 3 3 4 45C - Evaluation, Feedback and Support 2 2 4 4 3 3 3 3 3 3 3 3 3 36. Efficient and Effective Management

6A - Facilities 3 3 2 2 3 2 3 2 2 2 2 3 3 46B - Fiscal Resources 3 3 2 2 3 3 3 3 3 3 3 3 4 46C - Personnel 3 3 4 4 3 3 2 2 3 3 3 3 3 36D - Data, Information System,Tech Tools, Infrastructure 2 2 2 2 3 3 3 2 3 3 3 3 3 37.Continuous Improvement

7A - Focused and Cohesive Plan 3 3 3 3 3 3 3 3 3 3 3 3 3 47B - Processes and Structures 3 3 2 2 2 3 3 3 3 3 3 3 3 37C- Monitoring for Results 3 3 3 3 2 2 3 3 3 2 3 3 3 3

51-201 A

thens

School

51-202 B

luew

ell

Elem

entary

51-204 B

rush

fork

Elem

entary

51-205 C

eres

Elem

entary

51-208 G

lenw

ood

School (

K-8)

51-210 La

shm

eet

Mato

aka

Elem

entary

51-212 M

elrose

Elem

entary

1

MERCER COUNTY

Rating Scale:

4 = Distinguished

3 = Accomplished

2 = Emerging

1 = Unsatisfactory


School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

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School

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School

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

2. School Leadership

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

3.Standards=Focused Curriculum, Instruction, Assessment

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

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

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





51-221 St

rale

y

Elem

entary

51-222 Su

n Valle

y

Elem

entary

51-213 M

emoria

l

Elem

entary

51-214 M

ercer

Elem

entary

51-215 M

ontcalm

Elem

entary

51-216 O

akvale

Elem

entary

51-220 Sp

anishburg

School

2

MERCER COUNTY

Rating Scale:

4 = Distinguished

3 = Accomplished

2 = Emerging

1 = Unsatisfactory


School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

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School

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Team

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

2A - Principal Leadership 3 3 3 3 3 3 3 3 3 4 2 3 3 32B - School Teams and Councils 3 3 3 3 3 3 3 3 3 3 3 3 2 22C - Teacher Leadership 2 2 3 3 3 3 3 3 3 3 2 2 3 32D - Student Leadership 2 2 2 2 2 3 3 3 3 3 3 3 4 33.Standards=Focused Curriculum, Instruction, Assessment

3A - Classrom Learning Environment 3 2 3 3 3 3 3 3 0 3 3 2 2 23B - Standards-Focused Curriculum 3 2 2 3 3 2 3 3 3 4 3 3 2 23C - Instructional Planning 2 2 2 2 3 3 3 2 3 3 3 3 2 23D - Instructional Delivery 3 3 2 2 3 2 3 2 3 3 3 2 3 2





51-225 W

hiteth

orn

Elem

entary

51-240 B

luefie

ld

Inte

rmedia

te

51-245 P

rince

ton

Primary

51-301 B

luefie

ld

Mid

dle

51-302 P

ikevi

ew

Mid

dle

51-403 P

rince

ton

Mid

dle

51-502 B

luefie

ld

High

3

MERCER COUNTY

Rating Scale:

4 = Distinguished

3 = Accomplished

2 = Emerging

1 = Unsatisfactory


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 3 3 31B - High Expectations for All 3 3 3 2 3 3 3 31C - Safe, Orderly, Engaging Environment 3 3 2 2 3 3 3 32. School Leadership

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

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


4A - Positive Relationships 3 3 3 3 4 4 3 34B - Student Personal Development 2 3 3 3 3 3 3 34C - Parent/Community Partnership 2 3 3 3 3 3 3 35.Educator Growth and Development

5A - Professional Development 3 3 3 3 3 3 3 35B - Teacher Collaboration 3 2 3 3 3 3 0 35C - Evaluation, Feedback and Support 3 3 3 3 3 3 3 36. Efficient and Effective Management

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

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

51-505 M

ontcalm

High

51-507 P

rince

ton

Senio

r High

51-509 P

ikevi

ew

High

51-701 M

ercer C

o.

Tech. E

d. Ctr.

4

MERCER 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 P P P P F F F P F F F PPolicy 4373 - Expected Behaviors in Safe and Supportive

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

Full 6 4 5 5 4 6 5

Partial 0 1 1 0 1 0 1

Noncompliance 0 1 0 1 1 0 0

Verification of Monitoring Reports

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

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

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

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

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

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

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

Yes 5 5 5 6 5 5 5

No 0 0 0 0 0 0 0

Not Applicable 1 1 1 0 1 1 1

51-210 La

shm

eet

Mato

aka E

lem

.

51-212 M

elrose

Elem

entary

51-201 A

thens S

chool

51-202 B

luew

ell

Elem

entary

51-205 C

eres E

lem

entary

51-204 B

rush

fork

Elem

entary

51-208 G

lenw

ood School

(K-8

)

MERCER COUNTY



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 P F F F F F F F FPolicy 4373 - Expected Behaviors in Safe and Supportive



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

Full 6 6 4 6 6 6 5

Partial 0 0 1 0 0 0 0




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

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

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

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

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

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

Yes 5 5 6 6 5 5 5

No 0 0 0 0 0 0 0


51-221 St

rale

y

Elem

entary

51-222 Su

n Valle

y

Elem

entary

51-213 M

emoria

l

Elem

entary

51-214 M

ercer

Elem

entary

51-215 M

ontcalm

Elem

entary

51-216 O

akvale

Elem

entary

51-220 Sp

anishburg

School

MERCER COUNTY



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

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



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

Full 6 6 4 4 5 5 5

Partial 0 0 1 1 0 0 0




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

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

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

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

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

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

Yes 5 6 6 6 6 5 5

No 0 0 0 0 0 1 0


51-225 W

hiteth

orn

Elem

entary

51-240 B

luefie

ld

Inte

rmedia

te

51-245 P

rince

ton

Primary

51-301 B

luefie

ld

Mid

dle

51-302 P

ikevi

ew

Mid

dle

51-403 P

rince

ton

Mid

dle

51-502 B

luefie

ld

High

MERCER COUNTY



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

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

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

Schools F F F F F F FF

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

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

Full 6 5 5 6

Partial 0 0 0 0

Noncompliance 0 1 1 0



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

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

Fire Marshal Report Y Y Y Y Y Y NA Y

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

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

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

Yes 6 6 5 5

No 0 0 0 0

Not Applicable 0 0 1 1

Full 104 Yes 107

Partial 7 No 1

Noncompliance 8 Not Applicable 12

51-505 M

ontcalm

High

51-507 P

rince

ton

Senio

r Hig

h

51-509 P

ikevi

ew

High

51-701 M

ercer C

o.

Tech. E

d. Ctr.

TOTAL

SCHOOL PROFILE

51-201 ATHENS SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 545 282 285 264

Average Class Size 24.3 20.3 18.2 16.3

Attendance Rate 95.62 98.09 97.51 97.31

Pupil Admin Ratio 528.0 264.0 285.0 264.0

Pupil Teacher Ratio 17.0 16.0 19.0 13.5

Participation Rate-Math not available 0.00 99.13 99.03

Participation Rate-Reading

not available 0.00 99.13 99.03

1

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

ATHENS ELEMENTARY SCHOOL in MERCER 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 All stakeholders are involved in the

development of all beliefs and values. This is

completed at the annual Meet the Teacher event.

It is revisited at the Fall Open House and again

during a late winter PTO/LSIC meeting.

Recommendations for the new school year are

taken at the last PTO/LSIC meetings at year's

end.

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.

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

ACCOMPLISHED High expectations on everyone's part is the norm

at Athens School. Our staff has high

expectations that are outlined at the beginning of

the school year and raised as the school year

passes. No matter what level our students are at,

once mastery is accomplished, the bar is raised

again. By the end of the year most of our

students have raised their individual

achievement level maximally. Teachers work




function.

Comment: High expectations were evident in the school strategic plan addendum. The school added measurable objectives to raise the percentage of students reaching mastery in reading and mathematics by five percent.

2

personal behavior. hard to individualize instruction to assure that

each student is working to their highest

potential.

Function C: Safe, Orderly and Engaging Environment. The

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

ACCOMPLISHED Our school is locked at all times. The front

entrance has a doorbell to gain entry. Although

this is not foolproof, it does aid in allowing us to

closely monitor the people who enter our

building. We established a conference room for

the purpose of parent/teacher conferences.

Unless we are having a parent involvement

event, parent or visitors are not permitted to go

beyond the office. year. We have two and a half

custodians. I recently requested to make the half

day position a whole day due to the number of

students with severe allergies as well as other

illnesses.




function.

Comment: The school displayed a great deal of

student work. Safety signage was distributed

properly throughout the building.

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

collective action for improved school performance.




Function A: Principal Leadership. The

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

ACCOMPLISHED The principal performs lesson plan checks,

walkthroughs, collaboration opportunities and

valid observations and evaluations of all

employees. She also has excelled in hiring

master teachers for any openings that have

occurred. We now have a well-rounded staff

both professional and service personnel. She

also maintains high expectations for all staff

members.




function.

Function B: School Teams and Councils. The

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

ACCOMPLISHED The principal takes the lead on teams and

councils and facilitates change through

collaboration of all members of said groups. The

mission and goals are amended throughout the

year accordingly.




function.

3

through leadership, planning, and problem-solving.

Function C: Teacher Leadership.

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

ACCOMPLISHED The principal empowers all teachers to take the

lead in their classrooms and provides them with

as many tools as possible to use in creating a

stimulating atmosphere in all classrooms. The

school Leadership Team lead the first

Collaboration as a PK-2 and 3-5 group to

establish classroom goals using available data.

Then the two groups came together and

established the school goals for our Strategic

Plan. Once we receive the individual item

analysis data from the state, we will meet again

and update classroom goals and school goals as

needed. These goals will be much more specific

to the individual needs in each classroom.




function.

Function D: Student Leadership.

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

ACCOMPLISHED We have always included two students on our

LSIC. We are establishing more opportunities

for students to take charge and development

leadership responsibilities. We have established

a SADD Chapter for our 4th and 5th grades. We

also will be enhancing our recycling program

this year and establishing a Builder's Club for 3-

5th grades. The main focus for this club will be

recycling and landscaping our school grounds..




function.

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

ACCOMPLISHED Classrooms are well organized and stimulate

learning. Teachers constantly working on

displaying student work and creating a

stimulating atmosphere. Teachers have recently




function.

4

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

purchased new materials to update their

classrooms. Teachers have removed "clutter"

from their rooms as well..

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.

ACCOMPLISHED Teachers use the Next Gen checklist once they

have completed teaching each standard and

students have shown proficiency. Additional

supplemental materials have been ordered for

use in teaching Next Gen Standards.




function.

Function C: Instructional Planning.

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

ACCOMPLISHED All teachers provide clear and concise lesson

plans. Plans are based on the Common Core

Standards and Next Gen standards. All teachers

are using planbook.com for creating and

maintaining lesson plans.




function.

Function D: Instructional Delivery. Teachers

facilitate engaging instructional experiences that enhance individual student progress in

EMERGING Teachers use many strategies in their teaching.

Examples are Rubrics, Graphic organizers,

modeling, experiments, demonstrations,

observations of each other as well as re-

teaching.

EMERGING The evidence provided by the school and the



function.

Comments: The school had two full-time

kindergarten teachers who co-taught in the same

5

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

classroom, along with an aide. This placement

was a result of an original student overflow need

that had since been resolved. Currently, the

class had 23 students enrolled. When observed

by OEPA Team members, one teacher provided

all the instruction. The other teacher was

performing in the role of an aide. The OEPA

Team recommended that the principal provide

professional development in the areas of co-

teaching and utilizing a variety of instructional

strategies.

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

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




Function A: Positive Relationships.

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

ACCOMPLISHED The school builds positive relationships with the

school and local community through LSIC,

PTO, Concord University, Town Council and

the local post office and Volunteer Fire Dept.

New this year, grade level parent meetings were

held on different evenings the first two full

weeks of school. The purpose of these meetings

was multi-faceted. Foremost, we wanted to

"open the lines of communication between

home and school". Each grade teachers and the

principal were on hand to provide pertinent

information for the school year, new reading

series, new Math programs that would be used

and ways parents can help at home. and new

clubs for the intermediate grades. Teachers also

explained the project-based learning projects

that would be completed as well as the Social

Studies and Science Fairs.




function.

Function B: Student Personal Development. The

school staff attends

ACCOMPLISHED The School addresses all student's social,

emotional, academic and physical well-being

through small group counseling services,




6

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.

developmental guidance classes twice monthly,

career study, healthy schools, book fairs, Read

Aloud, Reading, Math, Writing and Spelling

Competitions and others.

function.

Function C: Parent and Community Partnerships. The

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

ACCOMPLISHED Our school has partnerships with Concord

University Education Dept, CU SpEd. Dept, CU

Bonner Scholars, Athens Post Office, Athens

Volunteer Fire Dept., and Memorial Funeral

Directory.




function.

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

professional growth and development in order to impact student learning.




Function A: Professional Development. The

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

ACCOMPLISHED This staff works endlessly on self improvement ,

Professional Development sessions and through

observing/modeling teaching techniques among

the Athens Staff.




function.

Function B: Teacher Collaboration.

The teachers

ACCOMPLISHED Teachers are continually collaborating and

sharing strategies to help each other be

successful in the classroom.




7

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.

function.

Function C: Evaluation, Feedback, and Support. The staff

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

EMERGING The staff incorporated their self-reflection piece

into their daily teaching. They learn from doing

and trying new techniques. Also, by observing

one another and providing constructive

feedback.




function.

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

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




Function A: Facilities.

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

ACCOMPLISHED We provide a very safe and secure facility at

Athens School.




function.

Function B: Fiscal Resources.

Policies and

ACCOMPLISHED The Principal and the school Secretary work

diligently to keep correct books and monitor all



8

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

accounts, expenditures, purchase orders, receipts

et.al.


function.

Function C: Personnel. High

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

ACCOMPLISHED Together with our Central Office we keep the

public informed of any certificate or licensure

issues.




function.

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

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

EMERGING We use technology daily in all classrooms. We

have Smartboards in every classroom. We have

3 computer labs allowing for more time per

class in the labs. We lack in the area of a decent

working classroom computer in all classrooms

to be used as a learning center.




function.

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

ACCOMPLISHED The staff established the plan by sharing their

visions for excellence. They use research-based

ideas with the intentions of reaching positive




9

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

end results. function.

Function B: Processes and Structures. The

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

ACCOMPLISHED The staff engages all stakeholders in creating

and carrying out our strategic plan..




function.

Function C: Monitoring for Results. The staff

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

ACCOMPLISHED The staff stays informed on new ideas, new data

and new research so they may amend the plan as

neded for it to stay current.




function.

Comment: The school had an empty classroom

they used as a data room. It was locked unless it

was in use by teachers. Teachers used an index

card to share information about a student’s test

data and progress. Students were charted by

grade and test results. Teachers moved the

cards as benchmark testing was done and

results were analyzed. The Team believed this to

be highly useful in classroom curriculum

development.

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

-new computers to place one in every classroom to be used Based upon observations, interviews and general review of

10

staff believes are substantially impacting student performance.

as a learning center or for each student to have their own

Ipad.

evidence, the OEPA Team confirmed the school’s identified

resource and/or facility needs.

The OEPA Team found that some iPads were currently available to teachers; however, they were outdated. The Team believed the school needed to investigate means of providing updated equipment.

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

Teachers need more time to create units to teach common

core standards.

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 OEPA Team believed the school to have time for teacher collaboration, including the time to create units. There were two teachers per grade level and they had common planning each day. There was early release/collaborative time on the third Wednesday of each month.

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

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

Collaboration with Concord University through: -Education

Department Special Education Department -Bonner Scholars

-International Students' Campus Organization -CU Science

Dept. Science Fair instruction and judging and Professors

come to school and do lessons/experiments with the -CU

Geology Dept presentations. -After School Tutoring-CU -

Fall Festival assistance from CU Baseball Team -State

Social Studies Fair winners -State Geography Bee

participant -Math Field Day State participan

The OEPA Team commended these practices. However,

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

student performance and well-being required for

consideration as a best practice.

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

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

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

POLICY and CODE

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

FULL COMPLIANCE FULL COMPLIANCE

11

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 policy is discussed and reviewed during Faculty Meetings and

collaboration times

YES Complete the School Monitoring Report The faculty and staff collaborated on the completion of the school

monitoring report.

YES Participate in the on-site review process

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

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

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

orientation to the logistics, responsibilities, and expectations associated with the process

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

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

o work with staff to determine how the deficiencies are to be corrected

The Principal and Faculty are working collaboratively to prepare for

our on-site visit October 2015. RESA I and the county are providing

technical support and trainings. Preparation will be an ongoing

process until the on-site occurs.

12

according to the timelines established by the WVBE

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

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

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

appropriate support to accomplish this intent.

Implementation

· Develop Understanding of Accreditation Processes

· Establish Local Direction

· Monitor School Responsibilities:

o Completion of the annual School Monitoring Report

o Review and verify the accuracy of the School Monitoring Report

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

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

Establish Supports and Expectations that Impact Student Performance

· Develop instructional leadership skills of principals.

· Support school continuous improvement and strategic planning processes.

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

Continuous Improvement and Strategic Planning (Pages 24-25)

(Also referenced in Policy 2510)

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

toward achieving high levels of student performance as specified below:

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

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

school and classroom processes and strategies (S5,FA)

Selected faculty members serve on the LSIC and safety committee.

All faculty and staff are given opportunities to participate in the

professional development to improve all aspects of our school

community.

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)

Test item analysis is achieved as a county on County collaboration

Wednesdays.

13

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)

The Strategic Plan and the school monitoring report is used as a

planning guide for professional development and evaluation.

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 Faculty Senate and LSIC work collaboratively to develop the

strategic plan. The plan is updated as the year progresses.

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


West Virginia Measures of Academic Progress

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


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

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


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

All faculty is trained and monitored by the Principal

and Building Level Coordinator. Students are shown

a video with testing procedures and test security

procedures before testing.

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

All students who are eligible to take the state

assessments do so with accommodations written in

14

accommodations, if any, as determined by their IEP Team. (Policy 2340; 4.3) (S2, FA) their IEP's.

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)

All students who are eligible to take state assessments

do so with accommodations written in their 504"s.

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



Assuring the Quality of Education: Regulations for Education Programs



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



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

We comply through Lesson Plans, classroom observation.

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)

All curriculum requirements for students in each grade level meets

Policy 2510 requirements as noted in lesson plans, classroom

observations and classroom Instructional Schedules.

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:

Our PK teachers use the ELS assessment and comply with the

ECRS. K teachers comply with the Early Learning Reporting

System. The school focuses on standards as noted in lesson plans.

Our faculty uses technology integration by using Smartboards daily

in all classrooms. We also have a mobile I Pad lab for checkout.

15

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

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

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

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

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

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

awareness Offers visual arts, choral, and instrumental music

courses Implements a standards-focused advisory program

utilizing evidence-based practices during the instructional day

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

Utilizes Standards-Focused Curriculum Provides opportunities for world languages

16

Provides the 18 specified graduation requirements Provides access to career technical education (CTE) Develops student success and career readiness Provides the 4 personalized graduation requirements in

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

activity Integrates technology Develops and updates a personalized education plan

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

required initial and on-going professional development

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

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

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

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

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

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

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

Implements technology practices that facilitate student development and meet requirements in areas such as critical thinking, decision-making, academic knowledge,

The daily instructional schedule meets all 2510 requirements. All

Faculty members are given a 40 minute planning period daily. The

three PK teachers are given 100 minutes planning every Monday and

Friday when only half of their students attend.

Evaluations/observations and lesson plan check assure instruction is

standards based. Technology is available for students to use daily.

17

work place programs, etc. (S6,FD) Has technology infrastructure that allows multiple

applications in enabling students to achieve at higher academic levels. (S6,FD)

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

Technology Team Local School Improvement Council (LSIC) Faculty Senate

School Curriculum Team Student Assistance Team (SAT) Leadership Team

All school teams are evident in agendas and meeting notation.

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


Expected Behaviors in Safe and Supportive Schools



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



YES Guidelines for Implementation. (S1,FC)

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

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

Mercer County Board Policy J18

contains this information fully. This is

the policy Athens Elementary

follows.

18

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

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

· Implement investigatory and reporting procedures (Page 43).

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

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

YES Alternative Education. (S1,FC)

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

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

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

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

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

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

County Policy J18 complies precisely

with these requirements.

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.

19

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



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

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

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

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

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

Our school fulfills the PE

requirements in all grades K-5.

The plan has been state approved.

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

participate in Fitness Testing.

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

sent home with students which

explain the results.

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:





20



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)

Developmental Guidance is an ongoing preventative service that has

historically bee in place for all students. This year small-group

counseling is being organized and implemented. Individual

counseling is on-going as needed and a counseling referral form has

been created and used. The counselor is an active participant in alkl

SAT cases, specialized instruction and behavioral issues. The

counselor is often a participant in parent meetings.

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)

The school counselor spends 75% of her time in direct counseling

services.

Verification of Other Monitoring Reports:

School Response School Comments OEPA Team Comments

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

YES Our school has no audit

findings.

YES

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

YES

County Special Ed. was

monitored, results can be

located at the county office.

YES

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

YES

The county maintenance

department and the

custodial staff and building

Principal has addressed all

issues.

YES

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

YES

The principal, custodial

staff and the county

maintenance department

have addressed all issues

from the Health Dept.

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

21

Facility Resource Needs

1. School Site

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:

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.)

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

B-3. Lighting levels were not within acceptable limits prescribed by State Board Policy 6200. (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.)

6. Library, Media, and Technology Centers

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

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

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

7. Cafeteria/Food Service Area

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

safety.)

8. School Nurse Clinic/Health Service Area

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

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

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.)

Education Performance Audit Team

Team Chair – Allen D. Brock, OEPA Coordinator

Team Leader – Dr. Marsha Bailes, OEPA Consultant

Team Member – Alvin James, Principal, Daniels Elementary School, Raleigh County Schools

22

Team Member – Lynn Davis, Assistant Principal, Grandview Elementary School, Kanawha County Schools

Team Member- Melissa Isaacs, Principal, Scott Teays Elementary School, Putnam County Schools

Team Member- Shannon Rayburn, Assistant Principal, Milton Elementary School, Cabell County Schools

Team Member- Suzanne Armstrong, Principal, Andrews Heights Elementary School, Kanawha County Schools

Date of visit: 10/21/2015

SCHOOL PROFILE

51-202 BLUEWELL ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 231 223 216 223


Attendance Rate 96.51 96.84 96.71 96.62





not available 100.00 100.00 100.00

1


BLUEWELL ELEMENTARY SCHOOL in MERCER COUNTY SCHOOLS

















DISTINGUISHED Strategic Plan, leadership team, common

planning, Faculty Senate, LSIC, WVEIS

discipline, student incentives, parental

involvement, articulation of school mission, Fall

Festival, grade level collaboration, school-wide

collaboration, county collaborations, Title I

Second Saturday Professional Developments,

Title I school collaboration, parent involvement

activities



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

Team determined a lower rating for this function.

Rationale: The OEPA Team interviewed staff

and asked about the school’s beliefs and

values. While many teachers could clearly

articulate the beliefs and values, not all could.

Recommendation: The OEPA Team

recommended, to reach the distinguished level,

staff and students develop a clear

understanding of the beliefs and values and

that all parts of the function be prevalent

through all parts of the building.


establishes high

EMERGING Walkthroughs, faculty handbook, differentiated

instruction, SPL, schedules, transitions, flexible

grouping, technology integration, inclusion




2

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

teacher, Third Base, benchmarking,

teacher/student conferences, formative and

summative assessments, parent letters, Edline,

bulletin boards, SAT meetings, IEP meetings,

504 meetings, School Messenger, newsletters,

teacher letters, student/parent contracts, teacher

websites, student-developed newsletters, Title I

conpact, BIPs,

function.



ACCOMPLISHED WVEIS discipline, observations, health reports,

attendance data, lesson plans, SPL, schedules,

incentives, county academic competitions,

classroom management, professional

development, SAT teams, TRRFCC program,

bear bucks, hallway/cafeteria/bathroom

monitoring, student safety patrols, custodial

reports, Student Council clean-up




function.








EMERGING Student achievement data, staff retention rates,

collaboration schedules, teacher evaluations,

faculty handbook, LSIC, Faculty Senate,

principal goals, Edline, emails, technology use,

walkthroughs, lesson plan checkoff, accessibility,

principal/student conversations




function.


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

ACCOMPLISHED Leadership team, LSIC, curriculum teams,

student council, common planning, grade level

meetings, IS days





Rationale: During interviews, teachers noted

3

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

their involvement in a variety of committees;

however, evidence was not found that the

outcomes of these committees effectively

advanced the mission and goals of the school.

Most teachers could not discuss a direct

relationship between the work produced by the

committees and how they were working to

advance the mission and goals.

Recommendation: The OEPA Team recommended professional development in the area of professional learning communities, specifically in the area of teacher leadership, team structure.



ACCOMPLISHED CE day agendas, grade level meetings, common

planning, leadership team, conferences, LSIC,

Academy 5 Techs, STAR Cadre, Common Core

Tech, Special Education designee, Faculty Senate

chair, PDS representitive, health committee, grant

opportunities, county academic competition

leaders





Rationale: Through the interview process the

OEPA Team discovered teacher

responsibilities were present; however, they

did not find leadership that provided authentic

opportunities and resources to lead and

influence professional practice. The leadership

opportunities described by the staff were very

general in nature and could not be verified to

influence professional practice.

Recommendation: The OEPA Team recommended professional development on shared leadership to ensure opportunities are authentic rather than being randomly assigned.


Students are engaged in age-appropriate leadership

EMERGING Student council, character education, Student of

the Month, community service projects, student

jobs, classroom leaders




function.

4

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







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

ACCOMPLISHED SPL, Edline, walkthroughs, observations,

differentiated instruction, mid-term reports, report

cards, formative and summative assessments




function.



ACCOMPLISHED Curriculum maps, lesson plans, year end

assessments, Title I schedule




function.


Teachers design long and short term

ACCOMPLISHED Formative and summative assessment data,

benchmark data, student work samples, lesson

plans, SPL, parent trainings, collaborative teams,




5

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

professional development, common planning,

grade level meetings, walkthroughs, curriculum

maps, student/teacher conferences


Rationale: The OEPA Team observed teachers

using standards to guide instruction; however,

there was no evidence that their short term

planning was aligned with long term goals.

During interviews, teachers were asked the

process they utilized to provide long term

instructional plans. Most teachers could not

clearly discuss or verify long term planning

clearly.

Recommendation: The OEPA Team recommended teachers receive assistance in long term collaborative planning to guide instruction.


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

ACCOMPLISHED Observations, walkthroughs, assessment data,

technology integration, samples of student work,

graphic organizers, writing across the curriculum,

Faculty Senate meetings, common planning,

grade level meetings, lesson plans, differentiated

instruction




function.







Positive relations exist between the

DISTINGUISHED PTO, LSIC, parent volunteers, Edline, homework

policies, parent trainings, social services,

guidance classes, parent surveys, parent

involvement policy, letters home, parent

DISTINGUISHED The evidence provided by the school and the



6

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

meetings, Annual Title I meeting, SAT meetings,

Meet the Teacher, parent notifications, School

Messenger, parent compacts

function.


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

DISTINGUISHED PE, character education, Third Base, safety

committee, crisis plan, Blessings in a Backpack,

social workers, STAR reports, parent resource

center, documentation of student achievement,

extra-curriculuar activities, breakfast in the

classroom




function.



EMERGING Business partnerships, Meet the Teacher,

Blessings in a Backpack, LSIC, college

partnerships, community partnerships, foster

grandparent program



substantiated a higher rating than the school’s self-

rating for this function.

Rationale: The OEPA Team found through

interviews that the school had formed

partnerships with various community agencies

and organizations to enhance the ability to

meet the needs of all students.







staff engages in continuous learning opportunities for

DISTINGUISHED Mentoring, New Teacher Seminar, data analysis,

professional development plan, agendas, sign-in

sheets, Title I schedule, Title I Second Saturday

Professional Development, school-wide





7

professional growth designed to improve school and classroom practice.

collaboration, county collaboration Rationale: The OEPA Team, through the

observation and interview process, did not

observe all staff engaged in continuous

learning opportunities for professional growth

designed to improve school and classroom

practice.

Recommendations: The OEPA Team recommended additional professional development related to student technology use, data driven instruction, and student engagement. The Team also recommended development of a comprehensive, systematic professional development plan to aid in all areas of need.

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.

DISTINGUISHED Featured Teachers, collaboration agendas,

formative and summative assessment data,

WVEIS discipline, benchmark data, attendance

data, common planning, grade level meetings,

leadership team meetings





Rationale: The OEPA Team found teachers

were afforded the opportunity to collaborate;

however, there was no evidence to support all

teachers participated in high functioning

professional learning communities to

collaborate on the improvement of student

learning.

Recommendation: The OEPA Team recommended professional development on the improvement of student learning through the study of relevant data, problem analysis, and the implementation of strategies that improve instructional practice.


participates in processes of

DISTINGUISHED Self-reflection, goal setting, conferencing,

walkthroughs, common planning, leadership

team, New Teacher Seminar, new teacher

mentorships, principal mentorship program




function.

8

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






Function A: Facilities. Facilities

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

EMERGING Leadership team, LSIC, safety committee,

custodial reports, health department reports, Fire

Marshall reports, PreK safety checklist, crisis

plan, fire drills, lock downs




function.

Comment: The OEPA Team observed unlocked cabinets in classrooms that were accessible by students which contained hazardous chemicals. These included the Grade 1/Grade 2 split classroom and in the male special needs classroom. Additionally, a gallon jug of hand cleaner was used to prop open two doors.


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

EMERGING School audits, Title I budgets, fundraising

disclosures, Faculty Senate fund reports, state and

county policies, end of the month

reports/procedures, county levy funds budgeting




function.



DISTINGUISHED Teacher attendance, New Teacher Seminar, new

teacher mentor program, faculty handbook,

Parents Right to Know form, school hiring

procedures




function.

9



EMERGING LSIC, Title I staff, TIS, WVEIS, Technology

plan, school sysop, TIS




function.







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

ACCOMPLISHED Leadership team, school collaborative teams,

LSIC, Faculty Senate, formative and summative

assessment data, SAT teams, SPL, parent

advisory committee, benchmark assessments,

attendance data, WVEIS discipline, retention

rates, walkthroughs, PTO




function.


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

EMERGING School team agendas, communication, school-

based professional development, flyers, handouts,

lesson plans, Third Base, walkthroughs,

interventions, STAR




function.

10

stakeholders in actions to increase student learning.



ACCOMPLISHED Leadership team, Faculty Senate, LSIC, grade

level meetings, summative and formative

assessment data




function.



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

Bluewell Elementary School lacks having an additional full-

time, motivated custodian. This impacts the cleanliness and

operation of Bluewell School to provide the students with a

safe and supportive physical environment that is conducive

to learning. Bluewell Elementary School desperately needs

updated operation systems on the desktop computers and

laptop computers. Mobile labs need to be updated and in

consistent working order. Also, the Internet goes down

often, especially during storms.

Based upon observations, interviews and general review of


resource and/or facility needs in the area of technology.

The OPEA Team recommended the principal monitor and properly evaluate the effectiveness of custodial staff.


New teachers of the building would benefit from a

motivational speaker that gives tips on organization,

classroom management, and other beneficial techniques

and/or strategies to effectively lead a classroom. Our

teachers would also need technology training on effective

use of the SMARTboard. Last year, we were trained on the

6+1 Traits of Writing, we would like to have a recap on this

training.



professional development and/or other capacity building

needs.


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

Scientifically-based research strategies are used in

reading/math. Utilization of Next Generation Content

The OEPA Team commended these practices:

11

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

Standards and Objectives are used daily to drive the

curriculum. Data-driven, individualized instruction is a key

component of our classroom practices. We have recognized

that student leadership is a weakness in our school; however,

we have taken steps to improve in this area. We have

implemented student leadership jobs/roles in fourth and fifth

grade, Student Council, & leaderhip teams.

Foster Grandparents

Blessings in Backpack Program

The communication and support between the

teacher and the parents of the low incidence student

population

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











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

12

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

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



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

provide appropriate support to accomplish this intent.

Implementation














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

13

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

YES · Create a Structure and Process for Continuous Improvement including: o a designated team or committee(s) who orchestrate the school’s improvement efforts (S2,FB)

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


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

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

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

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










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

YES All public school students with disabilities as defined by Section 504 who do not have an IEP shall participate in the State Assessment in the grade level in

14

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)


PARTIAL COMPLIANCE

PARTIAL COMPLIANCE. The school had not utilized the “Ready, Set, Go!” program. Also, the school did not have the technology infrastructure available to fully support student learning on a consistent basis.










NO Note: Please review only the areas appropriate to the programmatic level of your school (S3)




Utilizes standards-focused curriculum Develops physical health and wellness

We have not utilized Ready, Set, Go!

15

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

16

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

NO The school implements the following procedures and systems as specified in Administrative Practices in Policy 2510:


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)

We do not have the technology

infrastructure available to fully support

student learning on a consistent basis.


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




DIRECTIONS: To be considered fully compliant with Policy 4373, your school must adhere to the core areas outlined in Policy 4373. Before you begin

17

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:
















· 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.

18


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.


We do not have enough certified PE staff

to meet this requirement. We have turned

in an alternate plan to the WVDE, and it

has been approved.

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

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

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

NON-COMPLIANCE. Counsleing logs did

not verify at least 75 percent of work

time was spent in a direct counseling

19

relationship wiht students.

RESOURCE DOCUMENT

















YES YES


YES YES


YES YES


YES YES



20


YES YES

Finding

Counseling Services W. Va. Code §18-5-18b. Ensure counselors spend at least 75 percent of the work time in a direct counseling

relationship with students.


1. School Site

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

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

performance.)




3. Administrative Office Area

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

student performance.)


I. Separate storage room was not available for kitchen cleaning supplies. (May adversely impact students’ health and safety.)


safety.)





A-8. Lockable medication box. (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.)

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

12. Pre-kindergarten/Kindergarten Classrooms

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

21



Team Leader – Susan Collins, OEPA Consultant

Team Leader – Linda Keeney, OEPA Consultant

Team Member – Amy Maynard, Academic Coach, Cabell County Schools

Team Member – Kelly Haynes, Principal, Lakewood Elementary School, Kanawha County Schools

Date of School Visit – 10/22/2015

SCHOOL PROFILE

51-204 BRUSHFORK ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 207 207 200 213


Attendance Rate 95.20 97.54 97.31 96.42





not available 100.00 100.00 98.77

1


BRUSHFORK ELEMENTARY SCHOOL in MERCER COUNTY SCHOOLS









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.CCOMP;






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 staff at ACBrushfork Elementary exhibits a

set of shared educational beliefs and values

through use of the following: • Strategic Plan •

Bi-weekly curriculum team meetings • LSIC •

Collaborations (School Level and County

Level) • Parent Conferences • Faculty Senate •

PTO • Multicultural Plan • Capturing Kids

Hearts • Title I Parent Involvement Activities •

Mission Statement • Student Handbook




function.


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

ACCOMPLISHED Brushfork Elementary staff exhibits high

expectations for self and student which is

evidenced through: • Capturing Kids Hearts •

Social Contracts • Rules/Procedures developed

with student input and posted • Monthly

Attendance Recognition (Cafeteria Bulletin

Board) • Grade Level and Vertical

Collaboration • Developmental Guidance •




function.

2

behavior. Policy 5310 Educator/Administrator Evaluation

• SPL • Benchmark Data • Read Naturally •

Student Handbook • Teacher Welcome Letter to

Parents • Principal Welcome Letter to Parents



ACCOMPLISHED Brushfork Elementary strives to provide an

environment that is safe, ordely, and conducive

to learning through use of the following: •

Principal’s Vision Statement • Buzz- In System

at the Main Entrance • Discipline Data • SPL •

SAT • Supervision Expectation • Schedules

(Master, Title I, SPED, Resource) • Capturing

Kids Hearts (Bengal Bucks) • Fire/Lockdown

Drills • Pick Up/Late Bus Procedures




function.








ACCOMPLISHED The principal at Brushfork Elementary strives

for continuous improvement through self

reflection and collaborative leadership as

demonstrated by the following: • Schedules for

collaboration • Student Handbook • LSIC •

Faculty Senate • PTO • Parent Communication •

Strategic Plan • Technology Use (Email) •

Visibility/Accessibility • Principal Goals •

Teacher Evaluations • Schedules • Letters to

Parents




function.


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

EMERGING The school teams and councils at Brushfork

Elementary work in a cohesive manner to

advance the school’s mission and goals as

demonstrated by the following: • Curriculum

Teams • Common Planning • LSIC • Leadership

Team • Peer Observations • IS Days •

Embedded Common Core




function.

3

and problem-solving.

Training/Implementation • Vertical

Collaborations (Grades 2-3) • Bluefield State

College PDS Grant • PTO



ACCOMPLISHED Teachers at Brushfork Elementary School

exhibit ownership in leadership opportunities as

demonstrated by the following: • Curriculum

Teams • Common Planning • Vertical

Collaborations Grades 2-3 • Wednesday

Collaborations • Second Saturday Series

Trainings • CE Day Agendas




function.



EMERGING The students at Brushfork Elementary School

exhibit leadership traits in the following ways: •

Classroom Helpers (Line Leaders, Door Holders

etc…) • Developmental Guidance • Morning

Announcements (5th Grade) • Hall Monitors •

Community Service Projects (Canned Food

Drive) • Student Council




function.







Teachers create and manage an inviting classroom

ACCOMPLISHED The teachers at Brushfork Elementary create an

environment that is warm, inviting and

conducive to learning through use of the

following: • Social Contracts • Student Work

Displayed • Capturing Kids Hearts • SPL • Star




function.

4

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

Assessments • Beginning of the Year Meet the

Teacher/Welcome Letters to Parents



EMERGING The teachers at Brushfork Elementary utilize a

standards focused curriculum that seamlessly

aligns with the Next Generation Standards

through use of the following: • Eureka Math •

Lesson Plans • Star Assessment Data • Read

Naturally • Moby Max • Embedded

Implementation of Next Generation Standards •

Fast Forward • Star Custom Assessment





Rationale: Through interviews and classroom

observations, the OEPA Team determined

standards-focused instruction was present in

most classrooms.

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 The teachers at Brushfork Elementary design

long and short term instructional plans for

guiding student achievement based on student

needs which are determined through use of the

following: • Classroom Assessment Data • Star

Assessment Data • Lesson Plans • Vertical

Collaborations (Grades 2-3) • Curriculum Team

Meetings • Faculty Senate Meetings • Title I

Parent Involvement Activities





Rationale: Through interviews, observations,

and lesson plan reviews, the OEPA Team

determined that most teachers were designing

short and long terms plans to meet students’

needs.


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

EMERGING The teachers at Brushfork Elementary utilize a

variety of instructional strategies to better meet

the needs of each individual student as

evidenced through the following: • Project

Based Learning Activities • Lesson Plans •

Observations • Graphic Organizers • 6+1 Traits

of Writing • Classroom Assessment Data • Star





Rationale: The OEPA Team observed teachers

implementing multiple instructional strategies,

5

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

Assessment Data • Curriculum Team Meetings •

Vertical Collaborations (Grades 2-3)

including the use of digital tools, based on

assessment results.








ACCOMPLISHED We at Brushfork Elementary strive to build

positive relationships with all stakeholders as

evidenced through the following: • PTO • LSIC

• First Community Bank (Business Partner) •

School Messenger • Parent Volunteers •

Counseling Plan • Developmental Guidance •

Title I Parent Involvement Activities • Open

House • Meet the Teacher • Parent Welcome

Letters • Live Grades • SAT • Parent Compacts

• Grandparents Day • Bi-weekly Parent Lunches

• Bluefield State College PDS Grant • Principal

Letters to Parents




function.


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

ACCOMPLISHED The staff at Brushfork Elementary focuses on

the whole child (physical, mental/emotional and

academic) through use of the following: •

Capturing Kids Hearts • Developmental

Guidance • Wellness Activities/Committee •

Physical Education • ESL • Bible in the Schools

Program • Breakfast Read a Loud • School

Nurse • 504 • SAT • IEP • Blessings in a

Backpack • STAR Reports • Related Arts




function.

6

Language.



EMERGING The staff at Brushfork Elementary develops

partnerships and positive relationships with

various community agencies and organizations

as evidenced through the following: • First

Community Bank • Bluewell Fire Department •

Appalachian Power (AEP) • Blessings in a

Backpack • LSIC • Title I Parent Involvement

Activities • Open House • Bluefield State

College PDS Grant • Grandparent Volunteer

Program




function.

.








EMERGING The staff at Brushfork Elementary believes that

continuous improvement and professional

growth are imperative in regard to student

achievement. These traits are evidenced through

the following: • New Teachers Seminar • Title I

Support (Walkthroughs/Observations) • Mentor

Teachers • Peer Observations • Collaborations

(School and County Level) • Curriculum Team

Meetings • Second Saturday Trainings •

Collaborations with Congruent School

(Bluewell and Montcalm) • Vertical

Collaborations (Grades 2-3)




function.


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

ACCOMPLISHED The teachers at Brushfork Elementary

participate in collaborative opportunities to

improve student learning as evidenced through

the following: • Curriculum Team Meetings •

Attendance Data • Wednesday Collaborations

(Data Analysis/ Strategies) • Support for

Personalized Learning • Small Flexible Reading

Groups




function.

7

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



ACCOMPLISHED The staff at Brushfork Elementary strives to be

reflective practitioners as evidenced through the

following: • Self-Reflection and Goal Setting •

Pre/Post Conferencing • Curriculum Team

Meetings • New Teachers Seminar • Faculty

Senate Meetings • Observations • Mentor

Teachers • Title I Support

(Walkthroughs/Observations) • Peer

Observations




function.








ACCOMPLISHED The staff at Brushfork Elementary strives to

provide an environment that is safe, inviting and

conducive to learning as evidenced by the

following: • Buzz in System • Student work

displayed • Visitors Sign In Authorization •

Volunteers are board approved • Security

System • Camera System • LSIC • Custodial

Reports • Safety Reports • BRIM • Fire

Marshall Reports • Emergency Crisis Plan • Fire

Drill log • Lockdowns • Custodial/Principal

Walkthroughs


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: The OEPA Team observed some

classrooms were not clean. In addition, the

portable classrooms were extremely dirty,

including restrooms and the closet housing the

server.

Recommendation: The OEPA Team recommended custodians be provided a checklist of duties and follow-up monitoring to ensure all areas of the building are cleaned regularly.

Function B: Fiscal ACCOMPLISHED Brushfork Elementary adheres to established ACCOMPLISHED The evidence provided by the school and the

8

Resources. Policies

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

procedures and policies to ensure fiscal

responsibility at the school level as evidenced

through the following: • Financial Audit •

Principal Accountability • Title I budget •

Faculty Senate Fund Reports • State and County

Policies • Secretarial Reports • PTO finances

and fundraising



function.



ACCOMPLISHED Brushfork Elementary has become "home" to

several employees throughout the years as

evidenced through staff retention rates.

Brushfork Elementary administration and staff

also strive to hire and retain highly qualified

personnel as evidenced through the following: •

Brushfork Elementary Hiring Committee

(WVDE Policy 5000) • Highly Qualified Report

• Advanced Degrees/Accomplishments • New

Teachers Seminar • Mentor Teachers • Teacher

Snacks provided by Principal • Thank you

letters from the Administration • Teacher

Competitions • Parents Right to Know Form •

Title I Attestation




function.



ACCOMPLISHED Brushfork Elementary utilizes available

technology to support management,

instructional delivery and student learning as

evidenced by the following: • LSIC • TIS •

WVEIS • School Technology Plan • Computer

Lab Schedule • IPads • Mobile Lab • Listening

Stations • Classroom Computer Stations • Cyber

Safety • Smart Boards • Elmos • Live Grades




function.

9






Function A: Focused and Coherent Plan. The

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

ACCOMPLISHED The staff at Brushfork Elementary utilizes the

strategic plan as a framework for continuous

improvement as evidenced by the following: •

LSIC • Faculty Senate • Formative and

Summative Assessment Data • SAT • SPL •

Benchmark Assessments • Attendance Data •

Discipline Data • PTO • Strategic Plan Located

in main hallway for public comment •

Curriculum Team Meeting




function.



EMERGING The staff at Brushfork Elementary strives to

build professional relationships and effectively

collaborate with multiple stakeholders through

use of the following: • Title I Parent

Involvement Activities • County Leadership

Cadres • Curriculum Team Agendas •

Congruent Collaborations (Bluewell Elementary

and Montcalm) • Collaborations (School and

County Level) • Second Saturday Trainings •

SPL • STAR • Lesson Plans





Rationale: Through interviews, observations,

and further evidence the OEPA Team determined

the school’s evidence supported an

accomplished rating.



EMERGING The staff at Brushfork Elementary strives to be

reflective and current as evidenced through the

following: • Faculty Senate • LSIC • Summative

and Formative data • PTO • County Leadership

Cadres • STAR Reports • Strategic Plan




function.

10




After a review of the resources and facility needs at

Brushfork Elementary School, we do not feel that there is

any issue that substantially impacts student performance.

While the school did not indicate and needs, based on an interview with the principal, the OEPA Team confirmed the need for additional security cameras inside and outside the school facility. Also, an awning from the main building to the annex buildings would protect students walking to and from the portable buildings.


After a careful review of the professional development and

capacity building needs at Brushfork Elementary School, we

do not feel that there are any substantial issues impacting

student performance.

Based upon observations, interviews, and general review of



needs.



* SPL as we are able to provide the appropriate interventions

to those students in need through a data driven, research-

based approach. * Positive Behavior Support (Capturing

Kids Hearts)- Bengal Bucks/Bengal Store, Extra-curricular

opportunities. * Improving School Climate/Attendance-

Bulletin Board Competitions, Perfect Attendance Bulletin

Board. * Free Breakfast/Lunch and Blessings in a Backpack

Program- Grandparents Day, Weekly parent lunches, Title I

Parent Involvement Activities

The OEPA Team commended the identified practices

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

impact on student performance and well-being required for





POLICY and CODE




11











YES Develop Knowledge of Policy 2322 Staff Development LSIC Agenda

YES Complete the School Monitoring Report LSIC Input Faculty Input RESA 1 Technical

Support Central Office Support


· 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


Ongoing preparation throughout the 2015-2016

school year including; *Faculty Meetings *RESA

1 Technical Support

12





Implementation
















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

processes and strategies (S5,FA)

Vertical Collaboration Curriculum Team Meetings

Data Analysis


STAR Data Analysis Statewide Assessment Data

Analysis

13

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)

Faculty Meeting Agendas Employee Evaluations

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.)

Curriculum Team Agendas Faculty Agendas LSIC

Agendas










County Training Agendas

Appendix Signature Sheets School

Training Agendas


IEP Testing Accommodations

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

504 Testing Accommodations

14

2340; 4.3.b) (S2, FA)


PARTIAL COMPLIANCE

PARTIAL COMPLIANCE The OEPA Team determined kindergarten classes were not using Read, Set, Go! As required by Policy 2510.










NO Note: Please review only the areas appropriate to the programmatic level of your school (S3)




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

Mercer County Schools

does not utilize Ready Set

Go at this time.

15

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 Is offered a high school credential Provides alternative delivery of education programs

16

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)




Agendas, Minutes





17

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












Policy J-18

WVDE Policy

4373




· 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.)



18

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.

Alternate Physical

Education Plan

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



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

19














YES No Findings within Audit YES


YES No Findings Noted YES




YES YES









20


13. General Classrooms

E. Lockers were not sufficient for student belongings. (Did not adversely impact program delivery and student performance.) Education Performance Audit Team

Team Chair – Deborah Ashwell, OEPA Coordinator

Team Leader – Della Houck, OEPA Consultant

Team Member – Barbara Kesner, Principal, Principal, Keyser Primary School, Mineral County Schools

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


SCHOOL PROFILE

51-205 CERES ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 198 164 159 170


Attendance Rate 96.14 97.74 97.23 96.60





not available 100.00 100.00 98.75

1


CERES ELEMENTARY SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED School mission statement School Core

Beliefs County Mission Statement County

Core Beliefs Capturing Kids Hearts

Implementation Positive Behavior Support

System

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.


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

ACCOMPLISHED Student Handbook Teacher Directives

Parent Newsletters Strategic Plan Staff

Collaboration/Staff Development




2

and readily observed in educational practice and personal behavior.

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 Custiodal Duty Assignments Student

Handbook Parent Memos Strategic Plan

Maintenance Work Orders

EMERGING The evidence provided by the school and the additional

evidence collected by the OEPA Team did not substantiate

the school’s self-rating; the Team determined a lower


Rationale: The OEPA Team did not find evidence to

support the school’s rating. A report from the

Sanitation Department documented multiple violations

and repairs needed throughout the building.

Recommendation: The OEPA Team recommended more attention needs to be placed on keeping the building clean, removing clutter, and repairing cited violations.








ACCOMPLISHED Principal Directives Principal Memos Walk

thru/observation data Email/communication

Staff Development LSIC meetings PTO

activities




Function B: School Teams and Councils.

The school teams and councils function effectively to advance the

ACCOMPLISHED Strategic Plan Technology Plan PE

Alternate Plan Capturing Kids Hearts LSIC

meetings PTO activities Staff

Development/collaboration Faculty Senate




Recommendation: While the OEPA Team verified the majority of the school’s evidence, the Team

3

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

recommended the school remove collaboration from this evidence, due to it not being supported in team planning.



ACCOMPLISHED Staff Development/collaboration LSIC

Faculty Senate Teacher Goal Setting

Teacher Reflections Principal

Trainings/Staff Development






EMERGING PTO activities Class projects Student of the

month Student Surveys











ACCOMPLISHED Capturing Kids Hearts PBLs SPL

groups/stations Lesson Plans Title I

schedules




4



Rationale: The OEPA Team observed the majority of

instruction was teacher-led. The Team did not observe

evidence of student self-direction or student centers.

Recommendation: The OEPA Team recommended teachers create opportunities for student-centered classrooms and student-centered learning.



ACCOMPLISHED Lesson Plans Observations/walk thrus

Computer/IPAD schedule/documentation

Staff Development/collaboration




Comment: The OEPA Team observed only teachers

using the smartboards.



ACCOMPLISHED Teacher goal setting Title I collaborative

planning time Lesson plans

Collaboration/staff development PBL

development




5

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 IPAD/computer lab plans Title I

collaboration Observations Walk thrus

Presentations PBLs





Rationale: The OEPA Team did not observe engaging

instruction or teachers using multiple strategies in

most classrooms.

Recommendation: The OEPA Team recommended

staff seek support in using multiple instructional

strategies including technology integration and digital

tools.








ACCOMPLISHED PTO activities Parent Newsletter Messenger

announcements Parent surveys School

activities Title I parent meetings LSIC

Student award programs




Comment: In additional to the school’s evidence, the

OEPA Team determined area churches offered the use

of their facilities to the school for programs and

evacuation.

Function B: Student Personal Development.

The school staff attends to student physical, social-emotional

ACCOMPLISHED Whole group classroom instruction by the

counselor Capturing Kids Hears program

Student recognition activities WV extension

activities ESL activities:translation of

reports/newsletters/messenger

announcements SAT logs




6

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.

Function C: Parent and Community Partnerships.

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

ACCOMPLISHED LSIC Green Valley United Methodist

Church Ceres Baptist Church MapleView

Church Blessings in a Back Pack Program

Belk Cox Satellite Grant's Supermarket

Kids in Need Program Green Valley

Woman's Club









Function A: Professional Development.

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

ACCOMPLISHED County collaboration County Second

Saturdays School collaboration School staff

development Title I collaboration




Comment: The OEPA Team reviewed documentation

of professional development, however, the school’s

evidence did not support the function.

7

school and classroom practice.


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 County collaboration County Second

Saturdays School collaboration School staff

development Title I collaboration





Rationale: Through interviews, the OEPA determined

collaboration was inconsistent among the grade levels

and the school as a whole. Teachers report meeting

occasionally at lunch, before school, etc. Teachers

also report they did not keep agendas, notes, or

minutes from meetings.

Recommendation: The OEPA Team recommended teachers develop a schedule for consistent collaboration and document these meetings through the use of agendas and minutes.

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 Teacher goal setting Teacher observations

Teacher reflection Teacher evaluations

parent surveys










Facilities are clean, well maintained, safe

ACCOMPLISHED Work orders Custodial Duty assignments

Safety Committee Monthly safety reports

Biannual Safety Reports Health inspections




8

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

Child Nutrition reports rating for this function.

Rationale: OEPA Team did not find evidence to

support the school’s rating. A report from the

Sanitation Department documented multiple violations

and repairs that need to be made throughout the

building.

Recommendation: The OEPA Team recommended attention be placed on improving cleanliness, removing clutter, and repairing cited violations.



ACCOMPLISHED County financial audits County staff

development Principal reviews of spending






EMERGING Teacher qualifications Longevity of

employment Attendance Records Teacher

observations/evaluations Hiring

Rubric/gridsheet Hiring Practices New

Teacher Seminar/mentoring through the

county office School site mentoring





The school has appropriate

ACCOMPLISHED IPAD inventory Laptop inventory

Computer lab schedule Teacher lesson

plans Technology plan Teacher schedules

Cybersafety instruction





Rationale: The OEPA Team observed sufficient

technology available, however, the Team did not

9

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

observe technology in use throughout the day beyond

presentation stations.

Recommendation: The OEPA Team recommended teachers seek support for technology integration into the classroom lessons.








ACCOMPLISHED Collaboration Staff development Data

Analysis Parent Surveys LSIC Title I Parent

Liasions






ACCOMPLISHED PTO LSIC Faculty Senate School

Collaboration/staff Development Title

I/teacher collaboration Title I activities

Master Schedule Smart Goals




10




None at this time. Based upon observations, interviews, and general review of evidence, the OEPA Team did not confirm the school’s identified resource and/or facility needs. During interview principal noted need for new facility. A presentation has been made to the School Building Authority.


None at this time. While the school did not identify any professional

development or capacity building needs, the OEPA Team

determined the following needs:

Technology integration

Blended learning opportunities



Student "All Star" Program Capturing Kids Hearts program

Blessings in a Backpack Title I Parent Involvement

Parent/Student Newsletter Kids in Need Foundation

Walmart Backpack Program PBL vertical planning and

instruction Student of the Month Attendance Recognition

Greenview United Methodist Church Winter Coat drive

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

Function C: Monitoring for Results. The

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

ACCOMPLISHED Parent newsletter Faculty Senate School

Collaboration/staff Development Title

I/teacher collaboration PTO LSIC SMART

Goals




11




POLICY and CODE














YES Develop Knowledge of Policy 2322 Staff development Collaboration Oral/written communication

YES Complete the School Monitoring Report Attended county workshops Attended county trainings Utilized handbook

provided by RESA Teacher rubric completion Stakeholders included in

SMR decisions


· 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

Attended county workshops Attended county trainings Utilized handbook

provided by RESA Teacher rubric completion Stakeholders included in

SMR decisions Digital evidence folder/jump drive Maintain ongoing

review/changes/ updates throughout the 2015-2016 school year.

12


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







Implementation
















13

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)


Safety Committee Leadership Committee Multicultural Committee LSIC

Monthly County and school level collaboration


County Goals School Goals STAR 360 data West Virginia Summative

Assessment data Attendance data Discipline data

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)

Collaboration agendas and notes SMR updates Strategic plan Evaluation

timelines and goal development






LSIC agendas/notes PTO agendas/notes Facutly Senate agendas/notes

Parent Surveys Student Surveys Teacher Surveys






14





Appendix G Verification of training

Appendix E Verification of Security Parent

memos about testing Teacher rosters


Verifications of accommodations

Verification of IEP Documentation of

meetings Teacher testing rosters


Verification of 504 plans SAT

documentation of students with health care

plans ACCESS TO RECORDS logs SAT

logs











Lesson Plans PBLs Observations Discipline reports

Teacher Goals/Evaluations County and school level

PD County and school level collaboration


Master Schedule Classroom schedules Lesson Plans

15





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


Strategic Plan Technology Plan Wellness/PE Plan

Lesson Plans Observations Early Reporting System

training and data Master schedule Teacher

schedules

16

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)


Bell Schedule School Minutes Schedule Master

Schedule Individual Teacher Schedules

Collaboration Title I activities PTO LSIC

Technology Plan Computer lab scheduling

YES The school utilizes the following teams and committees as specified in Policy Technology Plan LSIC agendas and notes Faculty

17

2510 (Evidence substantiating the activities of these teams may include agendas and team notes): (S2,FB)


Senate agendas and notes Safety Team Agendas

and notes SAT log, minutes, and documentation

Leadership Team agendas















· Implement meaningful interventions and consequences in response to inappropriate

behavior (Pages 45-57).


County Discipline Policy School Discipline Policy CPI

training Capturing Kids Hearts program All Star program

Harrassment/Bullying policy and reporting procedures

Crisis Response Plan:Evacuation & Lockdown

18




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

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

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


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

students.

County Alternative School documentation Keystone

program-county informaton County Attendance Policy

Homebound instruction sheets IEP meetings/memos of

conference


RESOURCE DOCUMENT










19





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.


PE/Wellness Plan Core teacher Lesson

Plans Master schedule Individual teacher

schedules County Wellness folder

Alternate PE plan


Fitness gram results

YES Results are shared with students and parents. (S7, FC) Fitness Gram reports Parent newsletters

5th Grade Cardiac Care results


NON-COMLIANCE Counselor’s logs did not verify 75 percent of the work time was spent in a direct counseling relationship with students.

RESOURCE DOCUMENT










20




Counseling Schedule Teacher Lesson

Plans Counselor schedule Attendance

Policy Truancy Referrals Attendance

Letters


Counseling Schedule Teacher Lesson

Plans Counseling logs




YES None noted for 2013-2014.

None noted for 2014-2015

YES


YES None noted for 2013-2014


YES


YES

None noted 2013-2014

None noted 2014-2015

Evacuation drills Lock

Down drills Fire Drills log

YES


YES

Work orders to maintenance

completed. School based

corrections noted and

addressed.

YES


YES

None for 2013-2014 None

noted for 2014-2015 School

Board has applied for SBA

funding to construct a new

school.

YES


YES



YES

21


1. School Site

M. Playgrounds/recreational areas and equipment were not maintained in a safe and clean manner. (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

A. General Safety

A-6. Hallways, stairwells, and other public access areas were not clean and free of clutter. (May adversely impact students’ health and safety.)

B. Interior - General



B-5. Restrooms were not appropriately located for use throughout the building and properly maintained, including cleanliness and supplies. (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.)


A. Sufficient space was not provided for a library/resource/media center. (150-200 ft.²) (May adversely impact program delivery and student

performance.)


B-2. Computer work stations with printers. (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.)

22








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.)

9. Gymnasiums/Physical Fitness Facilities

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. Locations of physical fitness facilities were not away from quiet areas of the school building or are acoustically treated. (May adversely

impact program delivery and student performance.)

D. Physical fitness facilities did not have direct access to outdoor recreational areas. (May adversely impact program delivery and student

performance.)

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-2. Drinking fountain. (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.)

11. Custodial and Storage Areas

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


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

performance.)


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

23

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


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.)

C-4. Movable furniture and equipment. (May adversely impact program delivery and student performance.)




Team Member – Barbara Kesner, Principal, Keyser Primary School, Mineral County Schools



SCHOOL PROFILE

51-208 GLENWOOD SCHOOL (K-8) – MERCER COUNTY

2011 2012 2013 2014

Enrollment 733 757 734 755


Attendance Rate 95.52 97.31 97.11 96.68

Dropout Rate 0.0 0.0 0.0 0.0





not available 99.61 99.42 99.21

1


GLENWOOD SCHOOL (K-8) in MERCER COUNTY SCHOOLS

















ACCOMPLISHED * Strategic Plan * Leadership Team *

Collaboration Wednesdays * Faculty Senate *

LSIC * Keystone Program (Elementary

Alternative Education) * Capturing Kids Hearts

* Parent Involvement * Young Writers (School-

Wide contest in Spring) * School Social Studies

Fair * School Science Fair * Student Incentives-

-Awards Day and PBS Rewards (Wildcat Bucks)

* Spelling Bee * Math Field Day * Battle of the

Books * Geography Bee




function.


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

ACCOMPLISHED * Walk-Throughs * Awards Day Programs

scheduled after nine weeks * Wildcat Bucks for

PBS program * Treasure Box used in many

classrooms * Capturing Kids Hearts (Social

Contracts in elementary classrooms) * Keystone

Program (Elementary Alternative Education) *

Computer Programs for Math and Reading *

Formative and Summative assessments *

Differentiated Instruction * Odyssey * STAR *




function.

2

personal behavior. Moby Max * SPL * Inclusion Teacher



ACCOMPLISHED * Security System (Main Entrance) * Capturing

Kids Hearts (Elementary) * School-Wide PBS

Program (Wildcat Bucks) * Keystone Program

(Elementary Alternative Education) * Discipline

Data Review * Attendance Data Review * SPL *

Schedules * Classroom Management Practices

Ex. (Social Contracts) * SAT Teams *

Hallway/Cafeteria Monitoring * Safety

Committee




function.








ACCOMPLISHED * Student Achievement Data Review * Staff

Retention Rates * Schedules for Collaboration *

LSIC * Faculty Senate * Teacher Evaluations *

Teacher Handbook * Leadership Team * School

Messenger (Parent Communication) * Strategic

Plan * Technology Usage * Visibility and

Accessibility * Principal/Student Conversations




function.

Comment: The OEPA Team repeatedly heard

from teachers, “The principal goes above and

beyond and that makes the staff go above and

beyond.”


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

ACCOMPLISHED * Leadership Team * LSIC * Student Council in

middle and elementary 3-5 * School Clubs *

National Junior Honor Society * IS days *

Safety Committee




function.

Function C: Teacher

ACCOMPLISHED * CE Days for training * Collaboration

Wednesdays (school and county) * Leaderhip



3

Leadership.


Team meetings * Conferences * Grade Level

Collaboration (3rd Wednesday of each Month)


function.



ACCOMPLISHED * Student Council for Elementary and Middle

School * Character Education Program and Drug

Free Programs (Drug Free Allstars) * Student of

the Month * Clubs * Classroom Helpers/Leaders

in Elementary * Leaders to say pledge each

morning * Adopt a Highway




function.








ACCOMPLISHED * SPL in Elementary * Walk-Throughs and

Classroom Observations * Differentiated

Instruction * Mid-Term Reports * Report Cards

* Communication Logs * Formative and

Summative Assessments * Test Taking

Strategies * ACT Explorer * Capturing Kids

Hearts/Social Contracts (Elementary)




function.

Function B: Standards-

EMERGING * Pacing Guides in Elementary * LDC in Middle EMERGING The evidence provided by the school and the

4

Focused Curriculum.


School Core Classes * Grade Level Expectations

* Training and Utilization of Common Core

Curriculum * Collaboration * Lesson Plans



function.



ACCOMPLISHED * Formative and Summative Assessments *

Custom Teacher Assessments for Benchmark

Data * Lesson Plans * Student Work Samples *

Walk-Throughs * Pacing Guide * IEP Goals *

504 Accommodations * Keystone Follow Up

Conference/Survey





Rationale: While the OEPA Team observed

evidence of planning through daily lesson plans

and in data notebooks, the Team did not

observe evidence of standards-based

instruction in most classes to meet students’

needs, interests and performance levels in

practice, during classroom observations. Most

instructional planning observed was textbook

driven.

Recommendation: The OEPA Team recommended elementary teachers utilize standards-based instruction and data to make instructional decision.


facilitate engaging instructional experiences that enhance individual student progress in

ACCOMPLISHED * Use of Smartboard Technology in the

Classroom * Observations * Walk-Throughs *

Assessment Data * Student Work Samples *

Utilization of Graphic Organizers * Curriculum

Related Field Trips * Writing Across the

Curriculum * Faculty Senate Meetings * Lesson





Rationale: The OEPA Team observed direct

5


Plans * Collaborations instruction in most of the classrooms.

Recommendation: The OEPA Team recommended that staff receive guidance in mathematical and English/language arts strategies to promote student engagement and learning.








ACCOMPLISHED * PTO * LSIC * Live Grades * Classroom

Homework Policies * Remind 101 * Referrals to

Outside Agencies * Developmenal Guidance *

SAT Meetings * Parent/Teacher Conferences *

Communication Logs * LSIC * School Website

* Notifications via School Messenger and

Written Notice * School Newsletters * SAT

Meetings * Flyers * Brochures * Title I Parent

Involvement Activities




function.

Comment: The OEPA Team observed strong, positive relationships exist between the school staff and the students, families, and the community.



ACCOMPLISHED * PE Classes * Character Education Program

(Capturing Kids Hearts) * Drug Free Program

via Community Connections * Safety

Committee * Crisis Plan * Star Assessment

Reports * Notifications via School Messenger

and Newsletter * ESL Program * Clubs and

Extra-Curricular Activities * Sports Programs

(Middle School) * Elementary Students

Participate in Sports Activities thru County

Programs * Breakfast Program in the Classroom

* Recess and Physical Activity Daily for

Elementary Classes * Middle School Intramural

Program in the Gym During Lunch * Cyber

Safety Training * Suicide Prevention Training *

Bible in the Schools Program * Truancy

Program




function.

6



ACCOMPLISHED * Greater Appalachian Outreach Program

(Middle School Students) * Back to School

"Meet the Teacher" * Open House and Parent

Involvement Activities during American Ed

Week * LSIC * PTO * Read A Loud Volunteers

* Grade 3 Reading Pogram with Glenwood

Nursing Home (next door to school) * Little

League Sports Programs thru County Rec Center

* Upward Basketball Program with local church

* Adopt a Highway * Dr. Seuss Week




function.








ACCOMPLISHED * Collaborations * New Teacher Seminar

(Teachers in years 1-3) * Data Analysis *

County Professional Development (Beginning of

School Year) * Second Saturday Series

Workshops * Geek Week * Continuing

Education Days * State Music Trainings




function.



ACCOMPLISHED * Collaboration Wednesdays (School/District

Wide) * Professional Development

(School/District Wide) * Middle School

Teachers Have 20 Minute Collaborative

Planning Weekly for LDC * Formative and

Summative Assessments * Benchmark Data




function.

7



ACCOMPLISHED * Self Reflection and Goal Setting * Walk-

Throughs * Leadership Team * New Teacher

Mentorships * New Teacher Seminar Program

(District Wide)




function.








EMERGING * Buzz-In System at the Main Entrance * New

Marquee Sign * Landscaping * Faculty ID

Badges * Security Guard in the

Mornings/Afternoons * Parent Pick-Up

Procedure




function.

Rationale: The OEPA Team observed cabinets under sinks in instructional pods unlocked and accessible to students. Contents of cabinets included Ajax, Comet, White Board Cleaner, disinfectant, wood polish, and other chemicals which could be hazardous to students. Recommendation: The OEPA Team recommended removing all cleaning products from classrooms.



ACCOMPLISHED * We follow school financial procedures for all

school purchases. * Our books are audited twice

a year by the county accounting officer. * ISA

money is allocated to all staff to help fund

necessary instructional needs within their

individual classrooms. * Each teacher is allotted

their faculty senate money each year for them to

spend on instructional needs.




function.


ACCOMPLISHED * School personnel laws are followed in filling ACCOMPLISHED The evidence provided by the school and the

8


new positions that become vacant throughout the

school year. * Faculty Senate Committee Input



function.



ACCOMPLISHED * Each regular education and special education

classroom is equipped with Smartboards and

Elmo technology. * We have three stationary

computer labs in our school and mobile labs that

are available for student/teacher use. * LSIC *

TIS * School Sysop * WVEIS * Many

classrooms have desktops in their rooms as well.

* The school has a wireless system that provides

wi-fi throughout the building. * (K-3) Teachers

have IPAD




function.








ACCOMPLISHED * Leadership Team * School Collaboration

Teams * LSIC * Faculty Senate * Formative and

Summative Assessment Data * SAT *

Benchmark Assessments * Attendance *

Discipline * Retention Rates * Walk-Throughs *

PTO * Keystone Program * Title I




function.

Function B: Processes and

ACCOMPLISHED * School Team Agendas/Minutes * ACCOMPLISHED The evidence provided by the school and the

9

Structures. The


Communication * Professional Development *

Flyers * Computerized Differentiation Programs

* STAR * Newsletters * Community Flyers *

Communication Logs * Remind 101



function.



ACCOMPLISHED * Leadership Team * Faculty Senate * LSIC *

Grade Level Meetings * Summative and

Formative Assessment Data * SAT Team * Mid-

Terms/Report Cards * Updated IEP Goal Sheets

* Keystone Surveys * Communication Logs





Rationale: The OEPA Team did not observe

teachers using data to adjust instructional

practices.

Recommendation: The OEPA Team recommended staff begin analyzing student data as the basis to implement instructional interventions and changes in delivery methods.




* Multiple Roof Leaks Based upon observations, interviews, and general review of


resource and/or facility need for roof repairs.


* Staff Development on West Virginia General Summative

Assessment * More Training on LDC for Middle School

Teachers




needs. The Team further recommended additional

technology tools for use in the classroom.

10



1. Capturing Kids Hearts Program for Elementary 2. LDC

Implementation in Middle School Grades to build on

Common Core Standards. 3. School-Wide PBS Program

(Wildcat Bucks) 4. Keystone Program (Elementary

Alternative Education Program) 5. Scheduled Guest

Speakers 6. Awards Day Program


Capturing Kids Hearts Program for Elementary

Keystone Program (Elementary Alternative

Education Program)

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






POLICY and CODE

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














11








Implementation















12







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

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











YES 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

13

which they are enrolled. Appropriate accommodations, if any, must be determined by the student's Section 504 Committee and documented in the student's Section 504 Plan. (Policy 2340; 4.3.b) (S2, FA)


FULL COMPLIANCE

PARTIAL COMPLIANCE Teachers were not delivering standards-based instruction; formative assessments were administered, however, results were not used to adjust instruction; minimal technology integration was observed. Additional documentation was requested to be provided by 12-1-15 to clarify posted class schedules which did not match instruction and/or lesson plans, and schedules with blocks of time for which instruction was not identified. Documentation received on 12-1-15 did not contain all teachers’ schedules and reflected schedules with some miscalculations of time.










14





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



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

15

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

(S6,FD)






DIRECTIONS: To be considered fully compliant with Policy 4373, your school must adhere to the core areas outlined in Policy 4373. 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-

16

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




















17

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.




NON-COMPLIANCE Counseling logs did not verify at least 75% of work time was spent in a direct counseling relationship with students.

RESOURCE DOCUMENT



18










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, socyEial, emotional and physical needs: including programs to identify and address the problem of potential school dropouts. (S4,FB)





YES

Appropriate modifications to

school related procedures

have been implemented with

fidelity.

YES


NOT APPLICABLE No Findings Last Year YES


YES County has worked on Fire

Marshal non-compliances

YES


NOT APPLICABLE

No Findings within the last

Health Department

Inspection

YES




NOT APPLICABLE YES

19

Finding

Counseling Services W. Va. Code §18-5-18b – Ensure the counselor spends at least 75 percent of work time in a direct counseling



1. School Site



performance.)

A-2. Middle School - 11 usable acres + 1 acre for each 100 students over 600. (Did not adversely impact program delivery and student

performance.)

4. Teacher Workroom(s)

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


A. Counselors' offices were not adequate (100-125 ft.²) per counselor. (Did not adversely impact program delivery and student performance.) 6. Library, Media, and Technology Centers





safety.)



A-2. Middle Schools - 125 ft.²/student with 5,400 ft.² minimum. (May adversely impact program delivery and student performance.)

10. Auditorium/Stage Facilities (Middle and High Required)

C. Auditorium was not appropriately equipped with at least the following:

C-2. Electrical service - lighting, dimmers, spot lights, outlets, etc. are used and in working order. (May adversely impact program delivery and


20

C-4. Sound dampening acoustical treatment material is used to reduce unwanted noise from the seating area. (May adversely impact program

delivery and student performance.)





Team Leader – Cheryl Workman, OEPA Consultant

Team Member- Linda Keeney, OEPA Consultant

Team Member – Ashley Garrett, Assistant Principal, Point Harmony Elementary School, Kanawha County Schools

Team Member – Amy Pritt, Principal, Ashford-Rumble Elementary School, Boone County Schools

Team Member- Vickie Bombard, Principal, Barrackville Elementary Middle School, Marion County Schools

Team Member- Terry Sauvageot, Principal, Kenna Elementary School, Kanawha County Schools

Team Member – Serena Collins, Principal, Southside Elementary School, Cabell County Schools


SCHOOL PROFILE

51-210 LASHMEET/MATOAKA ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 426 298 283 267


Attendance Rate 96.56 98.33 97.85 97.34





not available 0.00 100.00 100.00

1


LASHMEET/MATOAKA ELEMENTARY SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED Faculty and staff have internalized the school’s

mission statement, core beliefs, and vision

statement to promote a positive school climate.

We are student minded and promote positive

interactions. The faculty took the Cultural and

Leadership survey.Students are rewarded for:

positive behavior, attendance, grades, effort,

improvement, and test scores. Mission, vision,

core beliefs, and state and county goals are

posted in classrooms.Teachers, administrators,

and students care about a quality education for

all. Committees, such as the Leadership Team,

LSIC, Curriculum, and Safety Committee work

collaboratively for continuous improvement and

shared leadership. A school-wide multicultural

plan has been developed. Every Classes develop

a social contract signed by all. A Student

Leadership Team meets with the principal to

discuss concerns, ideas, issues, and




function.

2

improvements. Student leaders recite the LMS

pledge each morning during announcements.

Students sign Anti-Bully pledge.


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

ACCOMPLISHED Each teacher establishes high expectations for

themselves and their students through self-

reflection and lesson plans. Student expectations

are rigorous and standard-focused. Teachers and

Title I send newsletters home periodically.

Common Core “I can” statements show high

expectations. Interventions are offered through

morning and evening tutoring, Title I pullouts,

special education inclusion and skills.

Professional development provided regarding

high yield strategies are: Writing Strategies,

Smarter Balanced, Conquering the Common

Core, and Math Core 2K. High yield strategies

are shared among the staff at LMS through grade

level and vertical collaboration. Students are

encouraged to do their best and receive positive

praise and rewards. A Student/Parent Handbook

was developed to provide school information to

families. Student leaders make morning

announcements and recite the LMS pledge and

Pleadge of Allegiance.




function.



ACCOMPLISHED The Lashmeet/Matoaka School family takes

pride in our learning environment. We strive to

maintain a safe and orderly environment that

promotes student engagement. Students are

expected to respect the school environment and

maintain a positive school culture. The principal

develops the resource/planning schedule and

classroom teachers develop their class schedule.

Programs are in place to encourage respectful

interactions: ACT program, Capturing Kids

Hearts, Good Manner Banner, guidance, teacher

expectations, and modeling acceptable




function.

3

behaviors. To promote responsibility and an

orderly environment, LMS staff has participated

in book studies such as: The Leader in Me, You

Can’t Teach the Class You Can’t Manage, and

Engaging Students with Poverty in Mind. LMS

has an active Crisis Planning Committee who

has developed a school specific Crisis and

Mental Health plan. All visitors sign-in at the

office. Faculty members receive a handbook.








ACCOMPLISHED The principal demonstrates strong interpersonal

and collaborative skills through shared

leadership among the staff and fair delegation of

duties. Volunteers are sought for several

committees including the leadership, LSIC,

curriculum, and safety teams. She organizes and

prepares for pertinent professional development

opportunities and book studies to address

deficiencies: writing strategies and Common

Core implementation. Teachers have common

planning times for easy collaboration.

Information is routinely emailed: superintendent

updates, TIS times, awards programs for

attendance, WV Summative Assessment scores,

behavior, and students of the month. Teachers

have individualized emergency plans. She

portrays high expectations for improvement of

test scores and differentiation. The strategic plan

is fluid, updated as necessary. Parent

involvement: leadership roles, volunteer

opportunities, and training and informational

programs. She conducts observations, wlak-

throughs, and checks plans




function.

Comments: The OEPA Team noted, through interviews, an environment of respect permeated the building between administration and teachers. Input from teachers was valued by the principal.

4



ACCOMPLISHED Team building and collaboration are promoted

through Wednesday county and school

collaboration times to discuss pertinent

information in a shared leadership position.

Updates regarding LSIC, curriculum, leadership,

and safety team meetings and information are

distributed routinely to keep all staff informed.

Student Council, Reading Partners, and K-Kids

provide leadership opportunities among the

students. Positive impacts of WESTEST 2 or

WV Summative Assessment and behavior

awards have increased student achievement and

highlight student success. Students are

represented in our LSIC meetings and on our

Leadership Team. A Student Leadership team

has been developed for students to participate in

open discussion, ideas, and problem-solving for

school improvement. The Student Council and

K-Kids provide community service by doing

canned food drives, helping the local animal

shelters, Christmas boxes, singing at nursing

homes, and working on the school yard.




function.



ACCOMPLISHED Practices are imbedded to provide opportunities

to observe other teachers through curricular

meetings and shared planning for each grade

level. Teachers have the opportunity to observe

successful teachers at other schools to assist with

implementation of best practices. All teachers

are showcase best practices at faculty meetings

throughout the year. The school calendar

contains built in staff development days and the

county offers Second Saturday trainings on

various topics to keep teachers informed of the

latest trends. Teachers participate in grade level

and vertical collaboration. Members of the

faculty provide valuable input and ideas through




function.

5

discussions in the Leadership Team, LSIC, and

faculty meetings. Teachers responses on the

professional development survey provide insight

to professional development needs. Faculty

senate members actively participate in new

teacher interviews and hiring process.



EMERGING Leadership roles for students include Student

Council, K-Kids, and the ACT program, as well

as classroom daily leaders and job assignments.

Student Council is for students grades 3-5 who

have a B average. Responsibilities of council

members include collecting money for Pennies

for Patients, Food Drives, and serving as student

leaders for various school functions. K-Kids

Club is an afterschool organization for grades 2-

5.This club teaches and inspires students to care

for our school, community, and environment by

collecting food for local animal shelters, singing

to patients in nursing homes, and planting

flowers on the school grounds. The ACT

program reinforces positive behaviors through

the Good Manner Banner, awards for good

behavior and attendance. Character Ed is taught

in each classroom, teaching tolerance of others,

honesty, and responsibility. Student leaders help

teachers get younger students on the bus at the

beginning of the school year. Sweet Success

banquet for A students.





Rationale: Through interviews and observations,

the OEPA Team determined students had

leadership opportunities available both in the

classrooms and throughout the school.








ACCOMPLISHED The classroom learning environment includes

anchor charts, word walls, and “I Can”

statements. To differentiate instruction, leveled

readers and verbal clues are used daily. Star





6


Reading and Math are used for assessment and

progress monitoring of student growth. Data

from STAR assessments is used to determine

focus groups, differentiate instruction, and

determine mastery of a standard. These results

are shared with parents. Focus is placed on using

data analysis to determine core standards that

need to be emphasized. Mid-term reports and

report cards keep parents informed of student

progress. Teachers incorporate cooperative

learning, work stations, Daily 5, Whole Brain

Learning, collaborative groups, and peer

reflection, along with critical thinking and

having students generate strategies to make

learning more engaging. Technology is

incorporated into the instruction through Smart

Boards, iPads, mobile computer labs, and

stationary labs. Teachers share and schedule the

mobile labs.

Rationale: The OEPA Team observed few classrooms that were student-centered and fostered student self-reflection or student inquiry. Many of the classes were teacher directed with minimal student interaction. Recommendation: The OEPA Team recommended embedded professional development in student-centered learning and student ownership of their learning.



ACCOMPLISHED Teachers at LMS use highly engaging activities

to teach standards-based curriculum as

evidenced by lesson plans based on the WV

NxGs.Teachers maintain a checklist of common

core objectives. Some LMS teachers are

developing themed units using the WV NxGs

across the curriculum. Star assessments for math

and reading are given school-wide three times a

year, to help align the curriculum/activities to

student needs. Lesson plans are evaluated by the

principal with comments. Teachers participate in

grade level collaboration; communicate high

expectations to students verbally, and post

common core “I Can” statements.

Communication between school and parents is

considered to be of utmost importance, with

letters, phone calls, newsletters, mid-terms, test




function.

7

scores and report cards. Teachers participate in

professional development throughout the year.

Several workshops have been devoted to

unpacking the CCSS. The computer lab and

mobile labs are shared through a schedule.

Pacing guides are used.



ACCOMPLISHED Teachers collaborate and share common ideas

and materials with different grade levels and

content areas. Teachers attend professional

development and implement the WV NxGs

standards. LMS involves parents and community

members though parent involvement activities

and regular communication concerning school

policies and events. Staff construct long term

SMART goals to be accomplished using short

term goals to achieve mastery of the WV NxGs

standards. Teachers incorporate Time for Kids,

Scholastic News, Daily 5, Brain Pop and Brain

Pop Jr., Education City, You Tube, Pinterest,

and other sites to interest and engage students in

learning. Test Data and the NxGs standards

drive instruction. Title I Interventionists have a

fluid schedule and are continuously re-

organizing focus groups based on teacher

observation and test data. Manipulatives and

hands-on lessons are used. Vertical collaboration

and curriculum alignment are used to reduce

gaps in learning.





Rationale: Although the OEPA Team confirmed

that data were gathered and interpreted, there

was minimal evidence that data were being

utilized to drive instruction. Most teachers could

not verify that they used data regularly to guide

classroom instruction.

Recommendation: The OEPA Team recommended that opportunities for ongoing professional development in instructional planning with the use of data to increase student performance.


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

ACCOMPLISHED Comprehensive Assessment of Reading

Strategies for non-fiction texts (CARS), Read

Around the Text (RATS), and “I Can”

statements are instructional strategies used in

classrooms. Data analysis of assessments

provides a reflection of student needs pertaining

to NxGs standards. Every teacher has a smart

board to use for instructional purposes. Two





Rationale: Through classroom observations and

student and staff interviews, the OEPA Team

verified most teachers provided whole group

8

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

mobile labs and an IPAD lab are available for

student use in the classroom. Collaboration is

used for data analysis and SPL intervention.

Teachers use academic vocabulary from the

NxGs standards while teaching to assist students

with understanding new vocabulary and increase

student understanding. Each grade level lays a

foundation that is necessary and vital to student

success at the next grade level.

direct instruction as the predominant

instructional strategy with minimal

differentiation. This practice did not support

greater student interest and did not teach to the

different learning modalities.

Recommendation: The OEPA Team recommended embedded professional development in co-teaching for effective use of personnel, variety of instructional strategies, and student use of digital tools to enhance instructional delivery.








ACCOMPLISHED School-wide efforts to establish meaningful two-

way communication and parent/student

involvement. Parents receive midterms, report

cards, WV Summative Assessment scores, and

STAR progress reports throughout the school

year. Parent involvement activities: Meet the

Teacher, Mother’s Day Tea, Grandparent’s

luncheon, Veteran’s Day Program, and Title I

activities. Parents are encouraged to participate

in conferences, LSIC, PTO, and career day.The

Messenger system informs parents of activities

at school. Parents are elected to serve on the

Title I Parent Advisory Council, PTO recruits

parent volunteers to work the Book Fair and and

school functions. Surveys were sent home,

offering volunteer opportunities for parents.

Grade level Parent Compacts have been

developed. Title I sends weekly newsletters to

advise and inform parents. Food bags, shoes, and

hair cuts are provided for students. Parents can

monitor progress through Live Grades. Our




function.

9

business partners assist in meeting school needs.



ACCOMPLISHED Character education is provided weekly to

students by the school counselor. Students

receive free breakfast and lunch. Fifth grade

students participate in the Cardiac Kids program.

Special education programs are available to

students. Title I works with student in small

focus groups to improve deficiencies. Students

are encouraged to join K-Kids and band. Other

programs such as Spelling Bees, Meet Me at the

Pole, Hand Bells, Choir, Bible, Math Field Day,

Social Studies Fair, Science Fair, and Battle of

the Books are available. Special visitors do

presentations such as the Drug Free All-Stars,

Pike View Clowns, and Batman through the

Heroes for Hire program. Reading tutoring is

available prior to the start of the school day and

math tutoring is available after school. At risk

students are referred to the SAT team and for

counseling. Post Cards Across the Country and

Pen Pals in Scotland allow students to learn

about different communities and cultures.

Student of the Month recognition.




function.



ACCOMPLISHED Community partnerships with Corvin Hardware,

WV American Water Company, Paul Kiser, and

new Horizons Day Spa have helped provide

maintenance for the playground and rewards and

programs for students and teachers. Parents are

able to participate in the Read Aloud program.

Parents and students participated in the Conquer

Chiari Awareness Walk. Faculty and volunteers

prepare holiday food boxes for students and

community families in need. WVU Extension

provides health education to our fifth grade

students and gardening opportunities for

Kindergarten. Lashmeet Church of God provides




function.

10

food for our weekend food program. Local

stylists volunteered time to give free haircuts to

students to help improve self-esteem. Churches

and agencies provide free shoes for students in

need.








ACCOMPLISHED The staff at LMS engages in continuous learning

opportunities for professional growth, designed

to improve the school and classroom practice.

Professional development needs are determined

by data analysis, group discussion at Faculty

Senate meetings, collaboration, and through

surveys. Book studies, webinars, LMS teachers,

and guest experts in the field have provided

professional development sessions for the staff.

Sustained, embedded professional development

is preferred. Teachers use technology in a

variety of ways for professional development

purposes. The TIS has assisted in teachers in

webinars and she provides professional

development to teachers on technology use and

training on new computer programs being used.

Professional development is offered on both the

school and county levels. Teachers are

recognized in various ways for their

participation in professional development and

collaboration.




function.


The teachers participate in high functioning professional learning

ACCOMPLISHED The Leadership Team and Curriculum Team

identify areas where improvement is needed.

They help develop policies for the school and

action plans focused on improvement and

solving problems or issues. Grade level teams

collaborate to share ideas, share instructional




function.

11

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.

strategies, and to ensure students are

academically prepared for the next grade

(pacing). Furthermore, grade level teams analyze

data to find individual strengths and weaknesses

and address deficiencies. WV Summative

Assessment data is used initially to determine

need and develop an action plan, Then data from

STAR Reading and math and interim

assessments is used to monitor improvement

(BOY, MOY, EOY, and progress monitoring).

Excellence in teaching is recognized through

visual recognition (banners), Teacher of the

Year, Horace Mann Insurance teacher

recognition, special parking, flowers, and meals.

Teachers participate in grade level and vertical

collaboration with Title I and special education.



ACCOMPLISHED Teachers complete a self-reflection and set goals

for the year. Common goals for improvement in

math and RLA were developed for every

teacher. The staff identifies collaboration and

teamwork as our strength. Professional

development was held with the staff to orient

them to policy 5310 when the new evaluation

system was implemented. The principal

communicates school-wide focus and

expectations through weekly meetings,

announcements, and emails. Student needs are

our primary concern. The principal uses formal

observations, walk throughs, grade level

discussions, individual meetings and

conferences, feedback to teachers,

documentation, lesson plan checks and

comments, and recognition in meetings to

support teachers and instructional improvement.

Overall, we strive to create and maintain a

positive, safe culture at LMS. Team effort,




function.

12

dependability, and collaborative efforts create a

positive environment for staff and students.

Feedback and support are provided to teachers.








EMERGING The staff at Lashmeet Matoaka School

collaborates on effective and efficient

management of school resources and facilities to

promote student well-being at Faculty Senate,

Safety/leadership/LSIC, and during the treasury

report at PTO meetings. Information is shared

through Fire Marshall Reports, Mercer County

Health Department reports, and the Preschool

Checklist. Deficiencies are addressed by the

completion of Mercer County Schools Work

Orders, custodial walk-throughs, and custodial

reports. Stake holders collaborate to ensure the

school is safe and secure by planning and

practicing fire, lockdown, and evacuation drills.

Emergency plans are in place and discussed

during PTO and Safety/Leadership/LSIC

meetings. Bi-annual and monthly safety checks

of the facility are conducted. A buzzer system

has been installed on the front door to increase

safety. All visitors sign in and out and receive

Visitor's passes. School specific crisis plan is

developed and all employees have ID badges.





Rationale: The OEPA Team determined, through

observations and a review of the school

evidence in the school monitoring report, the

facilities were clean, well maintained, safe, and

secure in order to meet the learning needs of the

students.



ACCOMPLISHED LMS staff receives resource information through

the faculty senate fund reports, principal reports,

and PTO budget updates during PTO meetings.

The school receives reports on PTO funds.

Parents receive fiscal information through the

PTO treasurer reports and fundraising disclosure

report. The staff members are a part of faculty




function.

13

senate and PTO. Information on ISA, Title I,

fundraisers, and PTO finances is provided to

faculty during meetings. Faculty Senate votes on

the use of faculty senate funds. Amounts raised

through fundraising activities are announced to

teachers and students. The staff is informed of

audit results and purchasing procedures. The

faculty is informed of their ISA and Faculty

Senate allotments. Every effort is made to

purchase requested instructional materials for

teachers and students. School collaboration,

county collaboration, and school level

professional development are funded through the

Title I budget.



ACCOMPLISHED Teachers at LMS are highly qualified according

to West Virginia Code with the exception of the

substitute teacher in the extra Kindergarten class.

Parents are informed when a teacher is not

highly qualified. LMS has a hiring committee, in

accordance with WVDE policy. The committee

consists of a Faculty Senate Representative,

principal, and committee members chosen from

the faculty. The Hiring Committee, trained in

accordance with WV Code, verifies credentials

with the Human Resources Certification

Director. LMS chooses prospective employees

from candidates recruited by LEA Human

Resources via WVDE and Mercer County

Schools websites, University Job Fairs, and the

Transition to Teaching program. Highly

Qualified Educator Statuses are reported to the

WVDE. Mrs. Smith reviews Highly Qualified

Status by certification and provides input via

lesson plan review and feedback during

evaluation and walk through conferences.

Beginning teachers have mentors and training




function.

14

designed for them.



ACCOMPLISHED LMS uses a variety of technology tools in every

classroom: SmartBoard, Elmo document camera,

laptop, desktop and printer. LMS has three

stationary labs, two mobile labs, and one iPad

lab. Additional projectors are available for use.

The library contains one desktop, and one

laptop/ projector combo. Title I has five CPS

Student Responder Systems for teachers to use.

21st century technology tools are used on a daily

basis to access and integrate various Mercer

County and WVDE provided software/websites

accessible via our County Server. This includes:

Microsoft Office, Renaissance Place (Star

Reading and Math), Read Naturally, Odyssey,

Type to Learn 3, SAS Curriculum Pathways,

WV Summative Assessment Interims and

Activities, Digital Library and Common Sense

Media, Discovery Education. and Brain

Pop/Brain Pop Jr. Lesson plans are monitored

for effective use of technology.




function.








ACCOMPLISHED There is school-wide involvement in the

development of the strategic plan. Community

members, parents, and students are informed of

the plan at PTO meetings, LSIC meetings, and

Title I Parent Involvement meetings, so they can

provide additional thoughts or input. Title I

creates parent and teacher surveys to provide

opportunities for every parent/guardian and

teacher to contribute thoughts, preferences,

ideas, and information. The plan is used to set

goals for improvement of deficiencies, to plan




function.

15

professional development, and to develop action

steps necessary for improvement. WV

Summative Assessment results provide data that

shapes the strategic plan. Academic concerns are

a priority in order to effectively help students

prepare for college, careers, and for becoming

life-long learners. The strategic plan is a living

document that is continuously evaluated and

revised as needed throughout the year.



ACCOMPLISHED The staff at LMS develops teams based on

student needs with the objective of promoting

engaging lessons, activities, and opportunities

that will increase student learning. If staff

members are proficient in certain subject

material they are encouraged to share concepts

and strategies with others to increase student

engagement through Best Practices. Effective

teams contribute to student success by

collaboratively planning motivating activities

that are aligned with the WV Next Generation

Standards to encourage and promote progress

and growth in student achievement. LMS

provides extended learning opportunities

through tutoring programs, by providing

integrated curriculum activities, and community

outreach programs. (K-Kids). At risk students

are referred to the SAT team to develop

strategies and accommodations to help improve

the problem whether it is academic, bahavior, or

attendance.




function.


monitors changes in practice and implements adjustments, evaluates the

ACCOMPLISHED Student progress is communicated to staff and

stakeholders via meetings, timely reports sent

home, conferences and technological outlets.

(Live Grades, WVDE websites, and ZOOM).

Student learning is evaluated by utilizing a

variety of assessment resources and student




function.

16

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

achievement is monitored throughout the year

using STAR Reading and Math Beginning,

Middle, and End of the Year Assessments, along

with progress monitoring and interim

assessments. Assessment reports and data are

analyzed to adjust instruction for individual

students, small group activities, and whole group

instruction. Teachers make phone calls and

schedule conferences with parents/guardians to

discuss problems, concerns, or to compliment a

student. WV Summative Assessment results are

sent home to parents with an explanation of how

to interpret the results. Parents can monitor

student progress via Live Grades.




Most of the needs addressed here are currently being worked

on; however, needs evolve and change. We need to allocate

adequate time for students to learn keyboarding skills to help

make test taking, and technology use and research easier for

the students. We need to ensure our heating and air

conditioning units are functioning properly to ensure a

comfortable learning and testing environment. 3 computers

in each classroom for students to conduct research and work

on projects.





Professional development needs identified this year are to

improve student performance: -Eureka Math supplemental

math professional development -Effective use of iPads for

instruction and academic learning -Project-based learning




needs.

The OEPA Team recommended professional development

in the areas of student-centered learning, instructional

planning, co-teaching, and varied instructional strategies.

17



-100 Day Celebration -Veteran's Day Celebration -Virtual

Trip to Hawaii -Multi-cultural Christmas -Pen Pals with

Scotland -Participation in Letters for Literature -Awesome

Vocabulary -Thanksgiving Dinner on a Budget -Meet the

Teacher -Fluency Friday -WVU Extension Gardening

project for K -4th Grade published book -Self selected

reading








POLICY and CODE
















18








Implementation















19








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









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

20

(Policy 2340; Appendix A) (S2, FA)


















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

21

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 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


22




(S6,FD)











23















RESOURCE DOCUMENT








24






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-



We had to develop a plan

and request a waiver. Our

plan was approved.



% FULL COMPLIANCE FULL COMPLIANCE

RESOURCE DOCUMENT












25






YES

The non-compliance

involved a blanket purchase

order for the administrator

to cover items purchased

that were needed for the

school. This has been

corrected.

YES


NOT APPLICABLE

There were no non-

compliance issues to

address.

YES


YES YES


YES

Work orders are put in for

problems and reported to

Food Services.

YES


NOT APPLICABLE No non-compliance issues. NOT APPLICABLE


NOT APPLICABLE No non-compliance issues. YES


1. School Site

C. Site did not have stable, well-drained soil free of erosion. (As evidenced by no standing water, no water trenches, or no unwanted water

around building) (Did not adversely impact program delivery and student performance.)

2. School Building


26












Team Leader – Judith Johnson, OEPA Consultant

Team Member – Paula Athey, Principal, Wiley Ford Elementary School, Mineral County Schools

Team Member – Suzanne Armstrong, Principal, Andrews Heights Elementary School, Kanawha County Schools

Team Member – Melissa Isaacs, Principal, Scott Teays Elementary School, Putnam County Schools

Team Member – Ashley Garrett, Principal, Point Harmony Elementary School, Kanawha County Schools


SCHOOL PROFILE

51-212 MELROSE ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 236 252 275 261


Attendance Rate 96.33 97.69 97.77 98.10





not available 99.17 100.00 99.10

1


MELROSE ELEMENTARY SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED * Strategic Plan * Leadership Teams * Lead

Teachers * Contests * Lesson Plans *

Collaboration * Newsletter * HALL Rules *

S.O.A.R. * Safety Poster Contests * Bus

Safety Presenter * School Motto * Lead

Cardinals (Students) * Cardinal Clap Out *

Celebrations of Assessments * Shared

Mission and Vision Statements * Telephone

Etiquette (School Motto) * Writing Contests *

Character Person of Character *

Implementation of PBIS: Positive Behavioral

Interventions and Support Program


evidence collected by the OEPA Team substantiated

the school’s self-rating for this function.


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

ACCOMPLISHED * Cardinal Person of Character * Lead

Cardinal * 'I Can' Statements * Lesson Plans

* Lead Teachers * Eureka Math * WVDE

Resources * Student and Teacher Goals *

Walk-throughs * Observations and

Evaluations * Mission and Vision Statements

* Principal and Teacher Conferences every 4

DISTINGUISHED

The evidence provided by the school and the additional

evidence collected by the OEPA Team substantiated a

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

function.

Rationale: Through interviews, observations, and evidence provided, the OEPA Team determined this

2

communicated and readily observed in educational practice and personal behavior.

1/2 Weeks * Data Notebooks * HALL

Procedures and Routines * Student

Recognition of Accomplishments * Teachers

model and follow student rules * Social

Contracts with students * Data folders *

Sharing/Supportive Staff * WVEIS WOW

Self Reflections * Vocabulary on the walls *

Character Ed on the walls * SOAR Posters *

Students of the Month * Student Work

Displayed * Grade Level and School Wide

Collaboration * Mentoring of teachers *

Differentiated Instruction * Next Generation

Standards Drive Instruction * Data Analysis *

Check off system for mastery of standards *

Progress Monitoring * Highly Qualified Staff

function was pervasive throughout the school.



ACCOMPLISHED * Evacuation Procedures * Crisis Plan *

HALL Procedures * Social Contracts *

Cameras in and around the school * Doors

locked * Room Cards made for displaying in

GREEN (OKAY) and RED (NEEDS

ASSISTANCE) *PTO is in the process of

purchasing a front door buzz in system

*Safety Committee * 'What Stuck With You

Today' bulletin for recognizing one another

DISTINGUISHED

The evidence provided by the school and the additional evidence collected by the OEPA Team substantiated a higher rating than the school’s self-rating for this function. Rationale: Through interviews, observations and evidence provided, the OEPA Team determined this function was pervasive throughout the school.







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

ACCOMPLISHED *Very Involved *Visible *Interim

conferences each 4 1/2 weeks

*Implementation of School Groups/Clubs

*Walk-throughs *Supporter of teacher needs

*Provides classroom incentives *Constant

communicator among staff *Spotlight for

Staff and Volunteers *Creates bulletin boards

DISTINGUISHED The evidence provided by the school and the additional



Rationale: Through staff and student interviews and review of evidence, the OEPA Team determined the principal demonstrated strong leadership through

3

effective management.

*Selects Students of Character

*Communicates expectations *Newsletters

*School Messenger *SOAR Program

*Popcorn with the Principal *Professional

Development *Faculty Senate *Collaboration

*Models effective procedures *Discusses

policies *Delegates to Teacher Leaders

*Selects Student Leaders *Shares emails and

relevant information immediately *Updates

the Strategic Plan *Student Honor's Table

*Honor Roll Recognition *State Assessment

Celebrations *Attendance Recognition

knowledge, skills, and dispositions in all aspects of the school.


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

EMERGING *5th Grade Student Government Officers

*Lead Cardinals *SOAR Program *Melrose

Make a Difference Club *5th Grade Office

Assistants *Pledge of Allegiance Leaders

*LSIC *PTO *Safety Committee

*Attendance Committee *At Risk Committee

*Wellness Council *Grade Level Teams 1.

Primary 2. Intermediate *Curriculum Team

*Collaboration 1. County 2. School-level

*Faculty Senate *Choir *Professional

Development Opportunities *Teacher County

and State (School) Program Presenters *Re-

evaluation of Strategic Plan *Review

procedures with students: Mission, Vision,

Daily procedures/routines *Lesson Plans

*Crisis Team




function.

Rationale: The OEPA Team determined the school’s

evidence supported a rating of accomplished.


Teachers assume responsibility for school and classroom improvement and are provided authentic

ACCOMPLISHED *Lead Teachers for: Primary, Intermediate

and Special Education *Opportunities to

attend conferences *School and County

Presenters *RESA/State Presenters *Faculty

Senate *Conferences *SAT *Bulletin Boards

*Grade Level Leaders *Lead Teachers

*Collaboration Leaders *Collaboration

Presenters *Fitness Gram Reports to Parents




4

opportunities and resources to lead and influence professional practice.

*Generates Assessment Reports *Data

Analysis *Student Contracts *Mentors *'I

Can' Statements *New Teacher Seminar

*Telephone Calls *Second Saturday Sessions

*Role Models *Academic Competitions

*PBL * Hiring Committee



EMERGING *Academic Competitions *Lead Cardinals

*Melrose Person of Character *Star Students

*SOAR *Principal's Student of the Month

*Melrose Make a Difference Club *PBL

*Leader of the Week *Office Assistants

*Student Government Officers in 5th grade

*Class Helpers *Popcorn with the Principal

*Students of Character *'I Can' Statements

*Lead Cardinals *Attendance Committee

*Stretching Physical Education Leaders

*Honor's Table *Student Portfolios *Science

Fairs *Social Studies Fair *Spelling Bee

*Reading Bee *Battle of the Books *Math

Field Day *PE Field Day (School/County)

*Development of Classroom Rules




function.

Rationale: Through interviews, observations, and further evidence, the OEPA Team determined the school provided a variety of student leadership opportunities. Student leaders greeted the OEPA members, provided a full tour of the school, and introduced members to all classrooms and teachers.








ACCOMPLISHED *Work displayed *Leader of Groups *Unique

and welcoming classroom/theme related

*Teachers with Masters Degree *Teachers

enrolling in Doctorial Program *Self

Reflection *Differentiated Instruction *Self

Check for Mastery of Standards *Monitor self

accountability *SPL Groups *Essential

Questions (EQ) *Interim Reports *Read

Alouds *'I Can' statements *Student Leaders

*Student of the Month *Immediate Feedback

*Student Voice/Choices *Varied Strategies




function.

Rationale: Through interviews, observations, and

further evidence, the OEPA Team determined all

parts of the function were pervasive throughout the

school. Classrooms were well managed, and

teachers fostered student reflection, intellectual

inquiry, and self-direction.

5

*One book, one school : Primary and

Intermediate levels *Smarter-balanced drill

*Extra PE/go noodle website, ie. *Positive

calls to parents *HALL Procedures *'Give me

5...classroom direction *Guiding Posters

*Ashlock *Visuals for learning *Journal

Writing *Writing *SOAR Student Leaders

*SOAR: Cardinal Coins *Treasure Boxes

*Technology



ACCOMPLISHED *Eureka Math *Smarter-balanced *'I can'

statements *Student accountability data

folders *Lesson Plans *Highly Qualified Staff

*STAR assessments *SPL Groups *PBL

(Project Based Learning) *Read Alouds *PDS

Professional Development School *TIS

serves as an interventionist *Teacher

Observations *Essential Questions *CCS

(Common Core Standards) Checklists for

Teachers






ACCOMPLISHED *Star Assessment *Progress Monitoring

*Formative/Summative Assessments *Pacing

Guides *Collaboration Sessions

*Principal/Teacher Conferences *Lesson

Plans *Data Analysis *Teachers

Documentation *Data Folders *Grade/Team

Meetings *SAT/Referrals *Item Analysis *'I

Can' statements *Star Reports *Curriculum

Team *Daily Announcements *Novel Units

*EQ * Planning.com utilized




6


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 *Small Group Instruction *Partner/Whole

Group Reading *Bloom Balls *Reading and

Math Stations *Summative Assessments

*Assessment Analysis *Self Reflections

*Student and Teacher Data Notebooks

*Journal Writing *Teacher Made Tests

*Healthy Fitness Zones *Fitness/Wellness

Test *Differentiated Work *Intervention

Opportunities *Computer Lab Instruction

*Odyssey *Common Core Standards and

strategies *PBLs (Project Based Learning)

*AR (Accelerated Reading) *Smartboard

*Guest Speakers *Parent and Volunteer

Engagement/Support *Manipulative *STAR

*Student Goals *Guided Instruction











ACCOMPLISHED *Clean and inviting school environment

*PTO *LSIC *Open House *Meet the

Teacher *Volunteers *Parent Functions *Fall

Festival *School PE Field Day *School

Competitions with parents involved *SOAR

*SAT *Counseling *Collaborations *Partner

in Education *Newsletters *Edline *Class

DoJo-Communication with parents through

an Internet Program *School Webpage *Read

Aloud *Positive Telephone communication

*Mentor Program *PDS Partnership with

Concord University *Parent Volunteers

*Grandparent Partner *Mother's Day and

Father's Day Programs *Student of the Month




function.

Rationale: The OEPA Team determined the school

had developed positive relationships between the

school staff and students, families, and the larger

community through numerous school and

community activities.

7

*Popcorn with the Principal *Popcorn

Fridays-two male grandparents *Melrose

Make a Difference Club *Multicultural

Program with Russian Students from Concord

University *Virginia Tech Engineering

Students *Interim Reports *SOAR

Recognition *Character Education

Program/Student of Character *Meet and

Greet Students at the classroom door

*Individual Classroom STAR Students


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

ACCOMPLISHED *Students shuck corn *Child Nutrition

Guidelines followed for our ICE CREAM and

POPCORN programs *Melrose Make a

Difference Club *Counselor *Lesson Plans

*gonoodle.com and other Wellness Sites for

BRAIN BREAKS *PBIS: Positive Behavioral

Interventions Support *PE Field Day: School

and County *30 minutes of daily physical

activities *Parent/Teacher/Principal

Conferences *School Nurse *School

Nutritional Meals *Character Quality

Reflection *Bully box *Wellness Committee

*Posters: announcing positivity/7 Pillars of

Character *Focus on At Risk Groups *Meet

and Greet Students at the classroom door





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

ACCOMPLISHED *PTO *LSIC *Child Protect *State Police

*Fire Department *4 Seasons Business

Partner *Hunnicutt Foundation *Tignor's

Paving *Partners of the Virginias *Student

Handbook *Newsletters *Meaningful

conversations with parents coming into the

office *Parents and grandparents eat lunch

often with children




function.

Rationale: Through interviews, observations, and further evidence, the OEPA Team determined the school had developed strong partnerships with community organizations to meet all students’

8

enhance the ability to meet the needs of all students.

needs.







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

ACCOMPLISHED *County Seminars *Second Saturday

Sessions *County Collaboration Wednesdays

twice a month *School Grade Level

Collaboration every other Thursday *Evening

Training on Writing at the school level:

Presenter from Tyler County *PDS Partners

Training on Math and Science *Mentor

Teachers *Teacher Academy Participants

*Ashlock Academy 5






DISTINGUISHED *Grade Level Collaboration *County

Seminars *Second Saturday Sessions

*County Collaboration Wednesdays twice a

month *School Grade Level Collaboration

every other Thursday *Evening Training on

Writing at the school level: Presenter from

Tyler County *PDS Partners Training on

Math and Science: STEM *Mentor Teachers

*Teacher Academy Participants *Ashlock

Academy 5 *Lunchtime Chat *Common

Planning for some *Parent/Teacher Surveys

*Staff and Student Handbooks *Leadership

Teams *Teacher Leaders *Mentor Programs

*Technology *Positive Strategies *Current

Classroom Materials *Citizenship Leaders

*Teacher Modeling of Expectations





staff participates

ACCOMPLISHED *Principal walkthroughs, observations,

evaluations *4 1/2 Conference with the

Principal *Women's Leadership Academy

*Academy 5 *Teacher State and National




9

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

Conferences *Star Assessments *State

Assessments *Progress Monitoring

*Collaboration Wednesdays and Thursdays

*Self Reflections *SMART Goals

*Professional Support *Masters and or

Doctorial Programs *Surveys *Work

Requests *Student Goals *Student Data

Notebooks








ACCOMPLISHED *Updated Bulletin Boards *Student of the

Month *SOAR Student Recognition *Honor

Roll Displayed *Student Work *Weekly

Attendance Competition *Honor's Table

during Lunch *Custodian Checklist *Safety

Committee *Crisis Plan *Schooldude: Work

Requests Site *LSIC *Monthly Custodian

Report *Inviting Environment *Shared

Mission and Vision Statements *School

Motto: 'Melrose, a school for those who care'

*Parent/Grandparent/Concord Professors:

Volunteers *Door decorations




function.

Rationale: The OEPA Team observed an older

facility that was well maintained, aesthetically

pleasing, and configured to meet the learning needs

of students. The school demonstrated pride in

developing an environment that was secure and

inviting.



DISTINGUISHED *Faculty Senate *ISA *PDS Funds

*Permission to Fundraise *Fundraising

Funds/Disclosure of *Efficient Secretary- ask

anyone at the board! *Complimentary Notes

from County Auditor *Utilization of Cash

Summary Reports *County Levy *Faculty

Senate Votes *Signed Receipts and Invoices

*Purchase Orders *Profit and Loss Statements

*Copier Allocation *Special Education

Allocation *Accounting Manual *County

Policies Followed *Relevant Postings




Function C: ACCOMPLISHED *Highly Qualified Staff *Teachers with a ACCOMPLISHED The evidence provided by the school and the additional

10

Personnel. High


Masters Degree *Teacher working toward a

Doctorate Degree and two planning to begin

2015-2016 *On-going Professional

Development by the school and county *Staff

Attendance *Staff Handbook *Code of

Conduct *Hiring Committee *TIS *Teacher

Technology Effectiveness *Teacher maintains

school webpage *State Policy and Guidelines

*Staff helping staff *Teacher Evaluations

*SMART Goals





ACCOMPLISHED *TIs *Smartboard *Reflex Math

*Gonoodle.com and other BRAIN BREAK

sites *WVEIS WOW for Self Reflection and

SMART GOALS *Evaluations *Walk

through *Observations *Star Assessment

*Computer Lab (still needs Microsoft

updates) *Mobile Lab *iPads *Responders

*Sysop *Principal-Tech Savvy *Sound

System *PowerPoint by students and staff

*Printers in every room










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

ACCOMPLISHED The principal and school leadership team:

*Created a shared vision and mission

statement *Building a rapport with students

and keep in mind a wide range of research

and best practice supports the need for our

vision statement *Newsletters announce

VISION STATEMENT to parents *School




function.

Rationale: Through interviews, observations, and

further evidence, the OEPA Team determined staff

worked collaboratively to develop the strategic plan,

11

on the mission and goals outlined in the strategic plan.

Messenger *Posters display positive messages

*Leadership team *PTO *LSIC *Faculty

Senate *SAT *Collaboration *Dojo

*LiveGrades

which could be discussed by all.



ACCOMPLISHED *LSIC *Collaboration Sessions *Newsletters

*Weekly Emails *Announcements *Postings

*Notes in boxes *Faculty Senate

*Conferences *Staff/Student Calendars

*Webpage *Competitions *Community

Involvement *Open House *Meet the Teacher

*Parent/Student/Staff Activities during the

day and or evening *Student Performances

*Honor Roll Recognition *Staff rapport

*Student rapport building *Counseling




Function C: Monitoring for Results. The

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

ACCOMPLISHED *Grade Level Collaboration *Teacher

Leaders *Edline/Interim Reports *Data

Analysis of Formative & Summative

Assessments and or Benchmarks-for driving

instruction *Conferencing with parent/co-

workers/principal *SOAR *Cardinal Cards

*Student Recognition displayed *Teacher

Communicators-Newsletters *Dojo *Teacher

observation *Anecdotal Records *County

Collaboration *CE (Continuing Education)

*Differentiated Instruction







After analysis to identify resources and or needs, the staff

found that the computer/virtual lab works minimally most

days causing the printers to be down as well; this can impact

student performance when attempting to work on various

software programs and for practicing keyboarding skills.




12


The county affords our school many opportunities, which

allows our teachers and staff to grow professionally.

Although, an interventionist and a full-time Technology

Integration Specialist (TIS) would enhance our students'

ability to reach mastery as Melrose strives to regain a

SUCCESS STATUS.




needs.



Melrose's 'Best Practices' are: 1. Lead Cardinal (student

representatives from each classroom-students in a leadership

role) 2. Popcorn with the Principal 3. S.O.A.R. (Students

Observing Awesome Responsibilities) 4. Make a Difference

Club/Officers 5. Spotlight (for Staff and Volunteers

recognition) 6. Cardinal Clap Out (staff/student recognition)

7. SOAR Cards 8. Lead Teachers 9. 5th Grade Student

Assistants 10. 5th Grade Student Officers 11. Teacher

County/State Presenters

The OEPA Team verified, through data, a positive impact

on student performance and well-being required for


WVEIS data shows an increase in attendance from Oct. of

2014 to Oct. 2015, which has resulted in fewer referrals for

truancy.




POLICY and CODE











13





YES Develop Knowledge of Policy 2322 Melrose staff collaborates during Faculty Senate, every other Thursday, and

each first and third Wednesday on strategies for improvement; we also

collaboratively worked on the monitoring report together.

YES Complete the School Monitoring Report Melrose staff collaborates during Faculty Senate, every other Thursday, and

each first and third Wednesday on strategies for improvement; we also

collaboratively worked on the monitoring report together.


· 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


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


Teachers and administrator work together on the Strategic Plan and the OEPA

Monitoring Review Documentation. They work together as grade level team

and partner up during faculty senate meetings to update the Strategic Plan; they

individually provided information for Standards 1-7, Section 2: Needs

Improvement?, and Section 3: Best Practices?





Implementation


14


















*Collaborative teams, such as Primary Grade Level, Intermediate Grade Level,

and Curriculum Team provide support and services for each other. Teachers

serve a presenters for Collaboration Sessions, and represent our school and

county at in a variety of capacities. They serve as team leaders, observe

teachers in other classrooms, and share current research and strategies, which

they have gleaned from classes, leadership conferences, and by each other.


The county provides us with data analysis; teachers collaborate during CE

Days, weekly and every other week during the Wednesday collaboration

sessions, and during Faculty Senate to work on classroom item analysis.

Students keep data notebooks and folders for monitoring individual growth or

mastery as they use a check off system for Common Core Standards.




Melrose teachers worked collaboratively and individually on preparing the

School Monitoring Report for OEPA and for themselves. The Strategic Plan

and item analysis data based on WESTEST2, Smarter-Balance, STAR

Assessments, and other formative and summative assessment tools were used to

gauge learning and to drive instruction. This information was and is used to

15

determine professional development.






The staff and LSIC were and continue to be instrumental in defining our path

for success. They consider all needs of staff, students, and wellness when

developing the strategic plan, consideration of the CEFP (Comprehensive

Educational Facility Plan), Safe Schools Expected Behavior Plan, and basically

'the means to an end', our vision for Melrose School.










* Trained on Testing Procedures and Ethics *

Coordinator Monitors * Principal Monitors *Testing

materials are secured * TIS checks for assistance


* APTA (Principal/Teacher Trained) *Certified

Teacher provides testing *Assurances are made

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

* SAT Determination * Lesson Plans * Edline *

Parent/Teacher/Administrator Conferences *County

16

Committee and documented in the student's Section 504 Plan. (Policy 2340; 4.3.b) (S2, FA) Office input as warranted


FULL COMPLIANCE

PARTIAL COMPLIANCE Additional documentation was requested to be provided by 12-1-15 to clarify: 1) posted class schedules which did not match instruction, and 2) instructional times which were not consistently recorded. Documentation received on 12-1-15 reflected most classes were receiving recess or unstructured physical movement 20 minutes per day, not the required 30 minutes. In addition, the beginning and ending of the school day were not consistently reported on every schedule. Beginning times ranged from 7:20 a.m. to 7:30 a.m. and dismissal times ranged from 2:14 p.m. to 2:30 p.m. According to the master schedule, teacher arrival time was 7:20 a.m. At least three schedules reflected less than 315 instructional minutes were provided.








YES The instruction is delivered in ways that appropriately address the All students receive the required number of instructional minutes

17

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)

per state policy. Each child is instructed at their grade level by

differentiating instruction if needed. Some students, especially

those in the gifted program, are provided additional services and

or assigned special challenging projects set forth by the SAT

committee.


Daily lessons are provided per county and state policy to meet the

needs of all children. The 315 instructional minutes are adhered to

day to day. Melrose School is able to bank at least 39 minutes a

day for students and 49 considering the arrival time of staff.





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)



health/wellness education

Our K-5 school adheres to each area set forth by the state: *The

Early Learning System in WVEIS WOW was completed by each

Kindergarten Teacher during a session provided by the county.

*Common Core/Next Generation Standards are taught daily.

Teachers use 'I Can' statements and a check off check for their

students when obtaining mastery.

18

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

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

evidence-based practices during the instructional day


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

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

initial and on-going professional development


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

Daily lessons are provided per county and state policy to meet the

needs of all children. The 315 instructional minutes are adhered to

day to day. *Every teacher has 40 minutes for planning each day.

*Lesson Plans, walk-throughs, observations, and teacher/principal

conferences are held at least every 4 1/2 weeks *Data Notebooks

19

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




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)


or binders are *Lesson Plans, data folders *At risk identification

forms *PTO and school programs *Attendance Committee *TIS

& resource sites for Common Core



Melrose has: *Technology Team: TIS, Principal, Sysop *LSIC

meets at least four times a year *Faculty Senate is in place

*Various curriculum teams are in place: Primary, Intermediate,

School-wide *SAT is used regularly for identifying at risk and or

high-achieving students *Teacher Leaders





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).





Melrose has in place: *SOAR (Students Observing Awesome

Responsibilities *Lead Cardinals *Student of Character Program

*Student Contracts *Teach, Re-teach, and Model Procedures and

Routine *Counseling Program *Making the Right Decisions:

Guest Speaker and Presenter *Crisis Plan is in place and has been

practiced on several occasions





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.)

For Safe School and Wellness concerns: Students have been

placed in the BD Program at another school location and two

students have been recently recommended for homebound

services.

21


· 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.


The WVDE has approved an alternate plan for Physical

Education to meet the daily required 30 minutes of

physical activity.

YES Students in grades four through eight and the required high school course participate in Students practice and prepare all year for the Fitness

22

fitness testing. (S3,FD) Gram Test. Our PE Teacher does a phenomenal job

working on this program. She has created a separate

assessment tool and grading system for monitoring and

mastery, which is shared with parents.

YES Results are shared with students and parents. (S7, FC) Parents receive a report each interim period for tracking

their child's progress.


RESOURCE DOCUMENT













* When the counselor is here, he meets with students one-to-

one, small groups, whole groups * He provides Developmental

Guidance Sessions on a rotating basis


* The counselor provides counseling opportunities on a

regular basis * A calendar is generated by the counselor * The

counselor utilizes a BULLY BOX * The teachers use a

standard form to provide to the counselor for assistance with

students 'at risk'


23



YES * Currently, there are no

NON-Compliances

YES


YES * Currently, there are no

NON-Compliances

YES


NOT APPLICABLE * There have been no NON-

Compliances

YES


NOT APPLICABLE * There have been no NON-

Compliances

YES


NOT APPLICABLE

* There have been no NON-

Compliances- have not been

involved with SBA

NOT APPLICABLE


NOT APPLICABLE * We are not a TITLE I

School

YES


1. School Site

C. Site did not have stable, well-drained soil free of erosion. (As evidenced by no standing water, no water trenches, or no unwanted water

around building) (Did not adversely impact program delivery and student performance.) (May adversely impact program delivery and student

performance.)


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





performance.)


B-1. Tables and chairs. (May adversely impact program delivery and student performance.)


24

B-3. Capacity for on-line research. (May adversely impact program delivery and student performance.)





safety.)





A-3. Work counter with sink. (May adversely impact students’ health and safety.) 9. Gymnasiums/Physical Fitness Facilities



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. Locations of physical fitness facilities were not away from quiet areas of the school building or are acoustically treated. (May adversely



performance.)





C. One kindergarten classroom was not adequately equipped with at least the following:

C-1. Restroom that includes toilet. (May adversely impact program delivery and student performance.) (May adversely impact students’ health

and safety.)

14. Remedial Instructional Areas

A. Size of remedial instructional area was not adequate (28-30 ft.²/student). (May adversely impact program delivery and student performance.)

16. Band/Music

A. Band/music facilities were not adequate (30-40 ft.²/student). (May adversely impact program delivery and student performance.)

B. Band/music facilities were not located away from quiet areas of building. (May adversely impact program delivery and student performance.)

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

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

25




Team Member – Barbara Kesner, Principal, Keyser Primary School, Mineral County Schools



SCHOOL PROFILE

51-213 MEMORIAL ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 205 199 206 217


Attendance Rate 92.45 96.46 94.93 96.91






1


MEMORIAL ELEMENTARY SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED The school mission statement is written in "child

friendly language" and displayed in each

classroom, main hall and office. The Memorial

Star is read by a classroom leader during the

morning announcements and is refered to as,

"Good Things." Strategic Plan Leadership Team

Collaborative Schedules Faculty Senate LSIC

Culture Surveys School Motto Celebrations and

student incentives Parental Involvement and

Family training Articulation of school mission

and vision by parents, students and staff

Multicultural Plan Writing contests web site

Family Resource Center Emphasis on authentic

work Character Education Student of the Week

Classroom Leaders Sean Covey-Seven Habits of

Happy Kids Morning Announcement Leader

Greeters STAFF Development




function.

Comments: Through interviews and

observations, the OEPA Team noted the staff

worked collaboratively around a set of shared

educational beliefs and values and used these

to intentionally shape the school's climate and

culture. The evidence provided by the school

was found to be in place throughout most of

the building.

Function B: High Expectations for

ACCOMPLISHED Capturing Kids Hearts Positive Incentives for

staff and students Grants to support High



2

All. The staff


Expectations Application to School of

Excellence Student led conferences/Individual

Data Portfolio Digital/supplemental math and

reading programs Vertical collaboration

Monthly Professional Development Flexible

grouping Formative and summative

assessments/benchmarking Data Driven

Instruction Communication, newsletter,school

messenger, marquee,letters, text, webpage ESL

Coarch Family resource center


function.



ACCOMPLISHED The entire school focuses on students’ needs by

utilizing: Positive Behavior Support Capturing

Kids' Heart Crisis-safety-committees Monitoring

halls and restrooms Visitor sign-in Attendance

program-BELL TO BELL SAT team Security

system and cameras Schedules posted Monthly

fire drills Bi-semester lockdown drill Bi-

semester evacuation drill Color coded safety

resource bags Safety walk-throughs Monthly

safety inspections Guidance counselor goals and

mission Fire Prevention Safety Week Student

and Staff Handbooks




function.








ACCOMPLISHED To achieve excellence in teaching The Next

Common Core Standards will be an on-going

endeavor. Local School Improvement Council

Community Leader and Parent Teacher

Organization Student achievement data Staff

retention rates Embedded schedules for

collaboration Staff retention rates Staff-parent-

students-surveys Teacher Handbooks LSIC

Faculty Senate Leadership Team School Support

Groups Parent Communication documentation




function.

Commendation: Through interviews and

observations, the OEPA Team noted strong

involvement by the principal in short and long

term planning, instructional improvement,

community involvement, and home/school

connections. The school’s strategic plan was

3

Strategic Plan Principal Goals Technology use

Lesson Plan checklist Visibility and accessibility

Relevant training

communicated to students and parents in a

user friendly manner.



EMERGING Memorial is continually striving for constant

improvement and excellence. Application for

The School of Excellence Goals are

collaboratively determined through weekly data

analysis, Bimonthly professional development

The principal communicates with staff, faculty,

Central Office personnel, families and

community members for feedback to further

structure the needs of our school. The Principal

involves The Local School Improvement

Council and Parent Teacher Organization in goal

setting. County and state professional

development sessions Principal led school

common calendar to maintain cohesiveness.




function.



ACCOMPLISHED As it is the mission of Memorial Primary to

deliver instruction and strategies to support the

growth of each student by: Professional

Development Vertical teaming Multi-discipline

meetings Embedded grade level collaboration

Walk-throughs Evaluations Teacher growth and

achievement acknowledged Share digital

common core strategies




function.


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

EMERGING Students record their own growth for STAR

Math by using their personal data notebooks.

The data notebooks include student generated

goals and graph that show progress, student

work, and teacher/student conference logs.

Parents are invited to attend an Open House

where their child leads them in a student led





Rationale: Students were engaged in age-appropriate leadership opportunities that develop a sense of accountability for improving

4

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

conference based on their data notebooks. Daily

classroom leaders Student leads morning

announcement pledge New student buddies

Morning and dismissal greeters Weekly

Attendance trophies Bell to Bell attendance

winners Award ceremony Acknowledge "Good

things" each day

self, school, and community. Commendation: The OEPA Team commended the use of student data folders and community involvement.








ACCOMPLISHED Memorial Primary students come from all walks

of life. Teachers daily demonstrate and expect

good manners, respect, and good character.

Inclusion is practiced in all classrooms. Special

needs learners do not leave the classroom for

instruction but learn and play side-by-side with

their peers, teaching early lessons acceptance

and friendship. Daily Birthday Ribbons Outdoor

gardens Authentic Common Core Standards

displayed with Essential Question Curriculum

Integration




function.



ACCOMPLISHED Memorial Primary School sets high standards for

our students, and we reach those standards by

tailoring our instruction to meet the needs of

individual learners. Five Year Strategic

Improvement Plan We emphasize reading and

math -- the building blocks of learning. The

adopted reading series is research-based and

aligned with 21st Century WV Next Generation

Standards and Objectives. Ashlock model and

lesson maps to supplement and enhance the

reading series. Support for Personalized

Learning Title I Reading Specialists to provide

intensive instruction, beyond the core targeted

levels, to the small group of students requiring




function.

5

additional intervention Smart-Boards Elmo I-

Pads I-Pods Lap-tops Compuer Lab-schedule

and sign in



EMERGING As it is the mission of Memorial Primary to

deliver instruction and strategies to support the

growth of each student, Faculty determines

teaching goals and strategies Professional

Development needs by analyzing growth data

during weekly grade level collaboration and

school-wide meetings. It is at this time that each

student is monitored for adequate growth and

achievement. The principal is active in district

curriculum changes and needs by currently

assisting in new reading testing instruments for

primary school learners as another means of

serving as a leader of learning.





Rationale: Through lesson plan reviews and

teacher interviews, the OEPA Team determined

the school had a commitment to on-going long

term collaborative planning. The Team

observed long and short term instructional

plans that effectively addressed the current

state standards based on the needs, interests

and performance levels of students.

Commendation: Through principal and teacher interviews, the OEPA Team found Memorial Primary effectively utilized data from the receiving feeder intermediate school when goals setting and planning for instruction.



EMERGING Support for personalized Learning Small

Flexible targeted Instruction Teacher-Family

Communication logs Foster grandparent

mentoring and support Weekly Book Mobile

visit Daily integrated writing Curriulum check

off lists Author visit Multi-sensory activities

Partner work Multicultural learning




function.

6








ACCOMPLISHED Community wide Literature Festivals Leadership

model-mayor Trained Reading Dog Community

grants Partners in Education LSIC Grade level

parent training Sunflower Project Grandparents

Movie Night




function.



EMERGING Capturing Kids Heart Morning "Good "Things"

Guidance Support Character leadership

integrated into each day and events Morning

Greeters Breakfast Literacy Program School

nurse Good-Touch and Bad-Touch Program

Book Study and Professional Development 504

SAT ESL Gifted Services IEP




function.



EMERGING Business Partner Community Grant Support

Community Literature Events Parent trainings

Student led Data Portfolio Conferences Book

Mobile Horace Mann-Attendance Community

Leaders Career Events




function.

7








ACCOMPLISHED Leaders of Learning: National Board

Certifications RESA I Exemplar Teacher of the

Year 100% Extra Miler Bi-monthly Teacher

Professional Development Weekly

Collaboration Second Saturday Trainings

Collaboration with congruent school

Collaboration with vertical school Modeling

Mentoring




function.



ACCOMPLISHED Title I facilitates: Weekly grade level

collaboration Data Analysis Data Driven

Instruction Support for Personalized Learning

Small Flexible Reading Groups Grade level

Parent Training Student Data Portfolios-goal

setting and conferencing Next generation

Common Core focus and training Book Studies




function.



EMERGING Principal Walk-Thurs Teacher Evaluation and

Rubric Teacher led goal setting Principal/teacher

lesson plan conferencing Parent/teacher strategy

conferencing Teacher survey




function.

8








ACCOMPLISHED Financial Audit-no findings Partner support-

outdoor gardening Safety and maintenance

reports Walk-throughs Student work displayed

Safety and custodian check list Security system

Visitor sign in and authorization Volunteers

BOE approved




function.



EMERGING Principal accountability Accounting reports

Faculty Senate funding Student Allocation

funding PTO finances and fundraising Social

Committee funding Teachers awarded grants to

promote Best Practices Title I funding





Rationale: The OEPA Team noted the school

had no financial audit findings and the school

had applied for, received, and allocated

multiple fiscal resources. Fiscal resources

appeared to be efficiently managed.



ACCOMPLISHED Memorial Primary hiring team Highly Qualified

Advanced degrees and accomplishments

Teacher Leadership Specializations




function.


The school has

EMERGING I-Pads I-Pods Listening Stations Classroom

Computer Station Mobile Speaker System

Computer lab Cyber Safety TIS Lap tops

Classroom Smart-boards Elmos Security system




function.

9

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








EMERGING Vertically aligned to State and County goals

Needs identified by formative and summative

data teacher, family and student surveys Vertical

Data Analysis Mission and Goal displayed in

each classroom Star Pledge displayed in each

classroom Strategic Plan shared with stake

holders Fluid document per collaboration and

based upon need





Rationale: Through interviews, the OEPA Team found the staff established a coherent approach for improving the performance of students based on the mission and goals outlined in the strategic plan. Through observations and interviews, the Team observed the use of data in instructional decision-making.



EMERGING Vertical Collaboration Vertical Professional

Development Community Literacy Events

Social Committee Celebrations




function.

10



EMERGING Formative assessments Need assessment Title I

Evaluations Collaboration Professional

Development County leadership Cadres

Summative Assessment School wide Goals

shared and posted





Rationale: Through interviews and

observations, the OEPA Team noted the use of

assessment data to drive instruction. Students

discussed their student data notebooks with

Team members, and teachers were fluent about

how they gathered student data and utilized it

to aid in making classroom curriculum

decisions.





Memorial Primary School, we do not feel that there is any

issue that is Memorial Primary School which substantially

impact student performance. memorial Primary is a TITLE I

School of Excellence.

The OEPA Team did not confirm the school’s resource

and/or facility needs as none were presented by the school.


Professional Development capacity building has been

identified and is currently being significantly impacting

student performance.

The OEPA Team did not confirm the school’s professional

development and other capacity building needs as none

were presented by the school.



Memorial Primary has established student leadership and

accountability by integrating Student Data Portfolios.

Student data and goal setting is showing significant

ownership and engagement. Memorial Primary reaches for

high expectations when creating Literacy Events and

Festivals by connecting with community interaction,

promoting a positive culture, and creating a high order of


Student Data Portfolios

Literacy Events and Festivals and community

interaction


11

engagement for all. impact on student performance and well-being required for consideration as a best practice.




POLICY and CODE














YES Develop Knowledge of Policy 2322 LSIC PTO Faculty meetings Handbooks

YES Complete the School Monitoring Report Central Office direction and guidance, LSIC, RESA Staff,

meeting requirements.


· 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

Central Office direction and guidance, LSIC, RESA Staff,

meeting requirements.

12









Implementation
















13

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

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

classroom processes and strategies (S5,FA)

Leadership teams Title I team Data analysis Vertical

Collaboration observations Walk-throughs Data Portfolios

Professional Development


Vertical data analysis and target Grade level collaboration

Surveys Teacher/professional achievement

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)

Walk-throughs Self reflections Teacher goal setting Grade

level goal setting School wide Improvement Vertical data

analysis based on summative data






Core Belief development, shared, approved and posted.

Mission Goals development, shared, approved and posted.

Handbooks LSIC PTO Strategic Pal









14


All test taking procedures are

followed.


All procedures are administered

according to all IEP and 504

accommodation or modification plan.


All procedures are administered

according to all IEP and 504

accommodation or modification plan.











Small Flexible Reading Groups Multi-sensory instruction and

engagement Integration of curriculum Home connection Civil

connection Enhancement and enrichment Remediation and

support Title I intervention Tier intervention Teacher Training

bell to Bell schedule Supplimental materials Collaboration


Weekly collaboration Cross curricula and integrated subjects

Multi-cultural Hands on science Writing across the curriculum

Next Generation Common Core Standards Technology

integration Family Support

YES Note: Please review only the areas appropriate to the programmatic Summerative and formative assessments Student Led

15

level of your school (S3)





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)







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

Conferencing Student Data Portfolios Goal setting per

school,grade, and students Academic reward system

Citizenship Guidance Common Core displayed Bringing whole

school together for student "One Read" Career Festival

16

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









development and meet requirements in areas such as critical thinking, decision-making, academic knowledge, work place

Bell to Bell schedule Teacher schedules posted Lesson plan

conferences Weekly collaboration Principal walk-thru Teacher

goal setting Teach Book Study County training Family

resource center Parental Events and trainings Survey

17

programs, etc. (S6,FD) Has technology infrastructure that allows multiple applications

in enabling students to achieve at higher academic levels. (S6,FD)




LSIC Faculty Senate SAT Leadership Team Curriculum

Leaders












Policy J-18 Safe School Code of conduct

Mercer County Goal Student and family

Handbook Mercer County Policies guidance

Counselor SAT team Capturing Kids Hearts

Surveys

18




· Implement meaningful interventions and consequences in response to inappropriate behavior (Pages

45-57).





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

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




RESOURCE DOCUMENT








19










Physical Education schedule and shared

Phyical activitis necessary for transition.

Jump Rope for Heart Field Day

Playground updates


memorial Primary is a K-2 school.

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


RESOURCE DOCUMENT











20







YES YES


YES YES


YES YES


YES YES


YES NOT APPLICABLE


YES YES


1. School Site



performance.)

2. School Building







21



Team Leader – Dr. Bonnie Ritz, OEPA Consultant

Team Leader- Linda Keeney, OEPA Consultant

Team Member – Robin McDowell, Principal, New Creek Primary School, Mineral County Schools

Team Member – Angel Gurski, Principal, Dunbar Primary School, Kanawha County Schools


SCHOOL PROFILE

51-214 MERCER ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 344 365 340 332


Attendance Rate 95.93 97.26 97.42 97.09





not available 99.72 100.00 99.11

1


MERCER ELEMENTARY in MERCER COUNTY SCHOOLS

















ACCOMPLISHED Mercer School works collaboratively to

intentionally shape the school's climate and

culture through: -Strategic Plan -Leadership

Team -School Motto -Collaborative School

Meetings -Conversations with students, parents

and staff members -Student Council -Website -

School Messenger

ACCOMPLSHED The evidence provided by the school and the



function.



EMERGING Mercer School Staff establishes high

expectations for themselves and our students

through: -Observation/Walkthrough Data -

Student Council Members and Officers -Pirate

Patch Program (Positive Behavior) -Email -

Parent Newsletter -Marquee -STAR Reading

and Math Assessments -Accelerated Reader -

Focus Grouping -Various websites are utilized

to differentiate student learning -Reteach -

School and County Competitions -Teacher -





Rationale: The OEPA Team determined,

through staff and student interviews, that high

expectations were evident building-wide. The

principal implemented an evaluation process

discussing teachers' self-reflections and

2

Student Learning Goals -Professional

Development (County and School level) -Title I

Instruction Delivery flexible and focused

student learning goals; reviewing data three

times throughout the year; and plotting growth

mid-year. Students articulated they knew that

teachers expected them to perform at their

highest levels and gave them the tools to do so.



ACCOMPLISHED The School Environment is safe and well

managed through evidence of: -Crisis Plan -

School Counselor Program -Bully Awareness

Program -Monthly Health and Safety Reports -

Truancy Program -ESBMH Grant /

Collaboration with Southern Highlands -

Classroom Management Practices -Pirate Patch

Program




function.








ACCOMPLISHED The principal exhibits professional knowledge,

skills, and dispositions that reflect strong

leadership and effective management through

evidence of: -Staff retention rates -Staff surveys

-Parent surveys -Teacher Evaluations -Teacher

handbooks -Student Handbook -LSIC -Faculty

Senate minutes -Parent Teacher Organization -

Parent Communication -Strategic Plan -Principal

goals -Edline -Email communication -

Technology use -Walkthroughs -Lesson plan

checklists -Visibility and accessibility -

Principal/Student conferences -Academic

Activities (before and after school) -

Presentations with fellow principal -Planned

Collaboration with sister school




function.


ACCOMPLISHED The school teams function effectively to

advance the mission and goals of the school



3


through evidence: -Leadership team -LSIC -

Student Council -Grade Level meetings -After

School Clubs -IS Days -Planned professional

development


function.



EMERGING Teachers assume responsibility for school and

classroom improvement and are provided

authentic opportunities and resources to lead and

influence professional practice found in

evidence of: Grade level meetings Leadership

Team Professional development survey

Conferences





Rationale: Based on teacher interviews, the

OEPA Team learned that all teachers served on

school committees. These committees were

chaired by teachers. All committees

documented their work with agendas and

minutes.



ACCOMPLISHED Students are engaged in age-appropriate

leadership opportunities that develop self-

direction and a sense of responsibility for

improving self, school, and community through

evidence found in: -Student Council meetings -

Classroom elections -School elections -

Community service projects -After School clubs

-Morning Announcement Leaders -Student Data

Notebooks -Greeters -Character Education

program -Classroom helpers -School spirit days

every Friday -Recognition of county team

members on various school competition teams




function.

4








ACCOMPLISHED Teachers create and manage an inviting

classroom environment that is student centered

and fosters student reflection, intellectual

inquiry, and self-direction through evidence

found in: -Walk throughs -Teacher Observations

-SPL -Lesson Plans -Differentiated Instruction -

Project Based Learning -Integrated Curriculum -

Mid-term reports -Feedback on Grade cards -

School Messenger -Formative and Summative

Assessments





Rationale: Based on teacher observations,

OEPA Team members observed primarily

teacher-directed instruction. In most

classrooms, students were seated at desks

working individually. Teacher schedules and

plans did not always align with instruction

observed.

Recommendation: The OEPA Team recommended teachers utilize more student-centered instruction that fosters reflection, inquiry and self-direction.



ACCOMPLISHED Teachers design long and short term

instructional plans for guiding student master of

the NxG Standards based on the needs, interest,

and performance levels of their students

through: -Curriculum maps -Lesson Plans -

Documentation of standards

taught/Collaboration between grade levels -

Student I can statements -Data folders/notebooks

-STAR Assessment Data -Classroom

Observations -Lesson Plan Checks -County

based PD -RESA based PD -School level PD -

Eureka Math -Webinars





Rationale: Technology tools were observed

being used by teachers at a low-level of

implementation. In most cases, technology was

not used to create student products.

Recommendation: The OEPA Team recommended teachers design standards-based lessons that allow technology integration and use by students to produce, not just consume, learning.


Teachers design

ACCOMPLISHED Teachers facilitate engaging instructional

experiences that enhance individual student

progress in master of the curriculum using




5

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.

multiple strategies, appropriate assessments,

learning resources, digital tools, and processes

aligned with instructional targets shown through

evidence of: -Benchmark data -Student Work

Samples -Lesson plans -SPL -Collaborative

teams -Professional Development -Data

notebooks -Grade level meetings -Walkthroughs

-Student/teacher conferences -Teacher

Observations


Rationale: Based on teacher observations, OEPA Team members found pacing guides or curriculum maps being used in only some classes. Recommendations: The OEPA suggested that in co-teaching/inclusion periods the general education teacher co-plan, and/or provide a lesson plan for the special educator/Title I/co-teacher. Modifications provided by the co-teacher needed to be documented. The Team recommended teachers begin utilizing a method of tracking student mastery of standards throughout the year.



EMERGING Teachers facilitate engaging instructional


progress in mastery of the curriculum using



aligned with instructional targets through: -

Classroom observations -Walkthroughs -Student

data notebooks -Samples of student work -Use

of graphic organizers -Writing across the

curriculum -Text complexity practice -Faculty

Senate meetings -Common Planning -Grade

level meetings -Data notebooks Lesson Plans




function.

.







Positive relations exist between the

ACCOMPLISHED Positive relationships exist between the school

staff, students, families and the larger

community through evidence found in: -PTO -




6

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

LSIC -Parent Volunteers -Edline -Emails -

Homework policies -Title I Parent Training -

Comprehensive School Counseling plan -

Referrals to outside agencies -Developmental

guidance -Parent Surveys -Parent Involvement

policy -School website -Letters home -Parent

teacher meeting -SAT meetings -Phone log -

Parent night/Open house -Flyers -Title I Parent

Compacts -School Messenger -Annual Title I

meeting

function.



ACCOMPLISHED The School staff attends to student physical,

social-emotional and academic well-being

through coordinated student support services

through: -ESBMH Grant/Southern Highlands

Partnership -Wellness Committee -PE -

Character Ed Program -Comprehensive School

Counseling Plan -Safety Committee -Crisis Plan

-STAR reports -Doucmentation of child's

achievement -Nursing services/schedules -ESL

program -After School Clubs -Staff Wellness

Competitions -Move Up Day




function.



ACCOMPLISHED The school staff forms partnerships with various

community agencies and organizations to

enhance the ability to meet the needs of all

students through: -Business partnerships -Open

House -Meet the Teacher -LSIC -College

partnerships -WVU Extension Program -

Gardening Project -Safety Day -Grandparent

Volunteer Program -ESBMH Grant/Southern

Highlands




7








ACCOMPLISHED The staff engages in continuous learning

opportunities for professional growth designed

to improve school and classroom practice

through evidence: -Peer Observations -Monthly

after school collaboration -Webinars -New

teacher orientation -Agendas/sign-in -

Professional development survey




function.



ACCOMPLISHED Teachers participate in high functioning

professional learning communities to collaborate

on the improvement of student learning through

evidence of: -Agendas/Sign in of collaborative

meetings -Leadership team -Grade level team

meetings -Benchmark data -Email




function.

Comments: Based on teacher interviews, the

OEPA Team verified the principal met once per

month with each grade level team for

collaborative planning. A one hour early release

collaboration time was provided once per

month. This time was used for professional

development and/or grade level collaboration.



ACCOMPLISHED The staff participates in processes of evaluation

that facilitate self-reflection and informs the

process of professional growth through evidence

found in: -Self-reflection and goal setting -Goal

setting conferences -Summative goal

conferences -Walkthroughs -Observations -

Leadership Team -New teacher orientation




function.

8








EMERGING Facilities are clean, well maintained, safe and

secure, aesthetically pleasing, and configured to

meet the learning needs of students as found in

evidence: -LSIC -Monthly Safety Reports -

BRIM -Health Department reports -Fire

Marshall reports -Emergency/Crisis plan -Fire

Drills -Lock Downs -Custodial walkthroughs




function.

Comments: Ceiling tiles needed replaced due to

water damage in several areas of the building.

These areas included restrooms in the gym, the

hallway in front of the kitchen, corner of media

room, main entrance and hallway. Some tiles

were buckled and did not lay flat.

The fence along the front of the building

property line was in need of repair.

The concrete pad at the door of Annex 2 was

cracked along the edge, creating a possible

tripping hazard



ACCOMPLISHED Policies and processes are established and

applied to obtain, allocate, and efficiently

manage school fiscal resources: -School audit -

Title I budget -Fundraising disclosures -Faculty

Senate fund reports -Step 7 expenditures -

Secretarial reports -End of Month

Reports/Procedures




function.


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

ACCOMPLISHED High quality personnel are selected according to

WV Code and purposefully assigned and

retained to effectively meet the identified needs

of students through evidence found in: -Teacher

Attendance -Hiring Committee -New Teacher

Seminar -Teacher Incentives -Teacher of the

Year -Parents Right to Know -Staff




function.

9

identified needs of students.

Communications -Highly Qualified teachers



EMERGING Mercer School has appropriate technology

infrastructure and utilizes data formation

systems and technology tools to support

management, instructional delivery and student

learning through: -TIS -Edline -School website -

School Sysop -STAR reports




function.








EMERGING The staff establishes a coherent approach for

improving the performance of students based on

the mission and goals outlined in the strategic

plan: Leadership Team LSIC Faculty Senate

Formative and summative data SAT SPL Parent

advisory committee Student data notebooks

Interim assessment data attendance discipline

Parent surveys PTO





Rationale: Team OEPA Team members found

the staff members were able to talk about their

role in improving the performance of students

based on mission and goals in the strategic

plan. The plan was well written and met the

needs of the school.


staff has well-defined structures for building professional relationships and processes

EMERGING The staff has well-defined structures for building

professional relationships and processes

necessary to collaboratively engage all

stakeholders in actions to increase student

learning: -Title I Summer Packets -STAR -

Computerized differentiated programs -Lesson





Rationale: The OEPA Team found, based on

interviews and observations, that the school

10

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

plans -Professional Development -Email

Communication

had not only all required committees, but also

others such as the spirit committee. They had

an active, supportive PTO. The business

partnership was a two-way relationship. The

partner did not provide monetary support;

however, educational support was provided

through special classes.



EMERGING The staff monitors changes in practice,

implements adjustments, evaluates the results of

student learning, and communicates the progress

to all stakeholders. -Leadership team -Faculty

Senate -LSIC -Grade level meetings -Summative

data




function.




Mercer School staff has not identified any facility needs that

substantially impact student performance.

No resource needs that would significantly impact student

performance were identified by the school.

Based on interviews and observations, the OEPA Team

identified a need for more technology devices that could be

in the hands of students in addition to the 5 Transformer

Tablets being ordered for each class through Title I. The

Team determined more were needed to significantly impact

student instruction.


Mercer School staff has not found professional development

and other capacity building needs that significantly impact

their ability to improve student performance.

No professional development needs that would significantly impact student performance were identified by the school.


Please identify outstanding best practices that have been implemented in your

Mercer School has identified and implemented

practices in our school for consideration of best

The OEPA Team verified, through data, a positive impact on student

11

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

practices: -No financial audit findings -After School

Clubs -- Science and Brain Buster

ESBMHG/Southern HIghlands Pirate Patch Incentive

Program

performance and well-being required for consideration as a best practice.

Mercer Elementary Extended School Based Mental Health Program

Mercer Elementary School’s Expanded School-Based Mental Health (ESMH) program is available to all students within Mercer School. Services are provided free of charge in collaboration with Southern Highlands, the local community mental health center. This curriculum supports student personal development and emphasizes shared responsibility between schools and community mental health providers. The school’s program also provides the opportunity for counseling to all Mercer School students two days per week.

The course offers three tiers of services for students. Tier 1 services include preventative and universal care; screening is available to all students. Tier 2 services offer counseling and behavior support to identified students. Tier 3 services provide individualized interventions and intensive therapy services to students who have a mental health diagnosis. Referrals to the program are made by classroom teachers, school counselors, the principal, or a parent.

The outcomes of this best practice include reduced barriers to learning,

improved academic performance, increased attendance, higher school

functionality, and more positive behaviors.

The program delivers Tier 1, Tier 2, or Tier 3 services to approximately

twenty students each week. The Strengths and Difficulties Questionnaire

(SDQ) was used to measure and assess mental health symptoms. SDQs

were completed at the beginning of services, with a follow-up completed

every six (6) months until the case was closed. Results demonstrated

that seventy-eight percent of the students improved or maintained their

scores at follow-up. This indicates that students who participated in this

program were able to successfully remain in school and avoid more

intensive services.

Number of Unexcused Absences of Students Serviced

12

Out of School Suspensions of Students Serviced

13

The following graph shows the results of the Strengths and Difficulties

Questionnaires for the children/teachers who completed the questionnaire

at the beginning of the school year and again at the end. This shows the

Overall Emotional and Behavioral Difficulties Score of these 5 students.




POLICY and CODE







14









YES Develop Knowledge of Policy 2322 -RESA training -County training -School Level Collaboration

-PTO -LSIC -Leadership Team

YES Complete the School Monitoring Report -RESA training -County training -School Level Collaboration

-Leadership Team


· 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:



Mercer School staff is preparing for the on-site review process

through: -Staff collaboration -Faculty Senate -Leadership

Team -RESA training -County training





15

Implementation
















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

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

and classroom processes and strategies (S5,FA)

-Leadership Team -LSIC -Grade Level team meetings -

Collaboration -Faculty Senate -Professional Development


-County Collaborative trainings -Data Analysis through

Faculty Senate -School level collaboration -Grade level teams

-Teacher/Administrator conferences

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 level collaboration -Leadership team -Observations -

Evaluations -Teacher/Administrator conferences -Student

Learning Goals conferences


-School level collaboration -Faculty Senate -Grade level

16





teams -LSIC -Leadership Team










-Policy and Procedures Training -

County Level (BLC) -School level

training (Appendices)


IEP compliance


504 compliance





17







-NxG Standards -Lesson Plans -Walkthroughs -

Observations -Student Learning Goals -IEP

compliance -540 compliance


-NxG standards -Schedules -Lesson plans -

Walkthroughs -Observations





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

-Lesson Plans -Walkthroughs -Observations -

Wellness Report -STAR assessment -Fitness Gram

-Developmental Guidance program

18

Chart II of the policy (Pages 8-9)








19









-Schedules -Lesson Plans -Walkthroughs -STAR

Assessment -Observations -Title I Parent

Involvement -Student Journals -Technology Tool -

Edline -School Messenger -Computer Lab



-Agendas -SAT documentation





20











· Implement meaningful interventions and consequences in response to inappropriate behavior (Pages

45-57).


-County calendar -Student planner -Pirate

Patch Program - Incentive -WVEIS WOW

reporting -Referrals for counseling -Crisis

Plan -Referrals to outside agencies




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

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


· Employ licensed, certified staff in core subject areas.

Alternative Education plan at County level --

It is not available at elementary level

21

· 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.


-Approved Alternative

PE Plan -Schedules

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

Presidential Fitness

Awards

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


22

RESOURCE DOCUMENT













-Counselor Schedule -ESBMH

Grant/Southern Highlands -Guidance

Reports


-Counselor Schedule -Counselor

Report/Documentation




YES No Findings YES


YES In compliance YES


YES

County Maintenance

Department has addressed

Fire Marshal report

YES


YES Health Department findings

have been addressed at

YES

23

school level and county level

for the most recent

inspection


NOT APPLICABLE NA NOT APPLICABLE




1. School Site



performance.)

B. Site did not have sufficient parking for staff, visitors, and individuals with disabilities. (Did not adversely impact program delivery and student

performance.) (May impede access for individuals with limited mobility.)

2. School Building







B. Administrative personnel were not provided sufficient work space and privacy. (Did not adversely impact program delivery and student

performance.)


B. Teachers’ work areas did not provide access to communication technology. (Did not adversely impact program delivery and student

performance.)



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

24








A. Cafeteria/food service area was not convenient to service drive for deliveries and removal of wastes.

H. Separate area was not available for washing pots, pans, dishes and eating utensils. (May adversely impact students’ health and safety.)


safety.)














A. Not all classrooms were of adequate classroom size (28-30 ft.²/student). (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.)

B. Art area did not have access to natural and artificial light. (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-2. Counter space. (May adversely impact program delivery and student performance.)

D-3. Instructional boards. (May adversely impact program delivery and student performance.)

25

D-4. Display boards and equipment. (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

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



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






Team Member -- Shannon Rayburn, Assistant Principal, Milton Elementary School, Cabell County Schools


SCHOOL PROFILE

51-215 MONTCALM ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 311 313 318 292


Attendance Rate 97.04 98.59 98.23 97.09





not available 100.00 100.00 100.00

1


MONTCALM ELEMENTARY SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED * Strategic Plan *School Vision and Mission

Statement *Faculty Senate *Staff Survey *LSIC

*Leadership Team *Capturing Kid's Hearts

*Celebrations *Student Incentives and

Recognitions *TRRFCC Program (trust, respect,

responsibility, fairness, caring and citizenship)

*Parent Involvement *STAR Reports

*Communication between school, parents,

community, stakeholders *Edline




function.

Comment: While the OEPA Team noted the School Monitoring Report and strategic plan were not the most current plans, the staff documented and could talk about updates and changes made to the plans.


establishes high expectations for self and student that are written, clearly communicated and readily observed in

ACCOMPLISHED *Vision and Mission Statement *School Rituals

and recognitions *ASHLOCK *STARS

*Differentiated Instruction *Schedules

*Collaboration *Common Plannings 3 x wk

*Assessments (formative and summative)

*Benchmarking and Progress Monitoring

*Leadership Team *SAT Team *Common Core

Show and Tell *Inclusion Time *Title I push in




function.

2

educational practice and personal behavior.

and pull-outs *Social Contracts *News Letter *e-

mails *edline *Bulletin Boards *STAR Reports

*Computerized supplemental Math and Reading

Program *Staff Evaluations *Self-Reflections,

Goals



ACCOMPLISHED *Security Camera and Buzz in System

*Custodial Schedule *Social Contracts *Fire

Drills *Code Red Drills (Lock Down- Signal

Card on or under Class door Red- in Danger,

Green - All is Well) *Bully Prevention Training

*Building located on one floor *Each Suite has it

own Restroom Facilities *Fire Exit Layout MAps

*Emergency Crisis Plan




function.








ACCOMPLISHED *Principal Goals *Data Analysis * Student

Achievement Data *Monitor Student Progress

*Collaboration *LSIC *Leadership Team *Staff

and Parent Surveys * Staff Retention

*Availability *Direct Conversations/Conferences

*emails *Memos *Daily Announcements *Walk

Throughs *Lesson Plan Check *School

Newsletters *School Messenger *Student

Handbook *Community Involvement *Staff

Meeting and Collaboration




function.


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

ACCOMPLISHED *Leadership Team *LSIC *Technology Team

*Common Plannings *IS Days * SAT Team *

Grade Level Meetings *Daily Collaboration




function.

3

planning, and problem-solving.



ACCOMPLISHED *Professional Development *Collaboration Days

*Common Plannings *Grade Level Meetings

*Common Core Show and Tell *Vertical

Leaming *Leadership Teams *Conferences

*Continuing Education *County Committees

(Common Core, STARS, etc..)




function.



ACCOMPLISHED *Character Education Program *TRRFCC

(Trustworthiness, Respect,

Responsibility,Fairness, Caring, Community)

*Classroom Helpers *6th Grade Students

Cafeteria Monitors *Responsible Students run

School Store *Student of the Week * Shining

Stars ( recognition for honor roll) *Morning

Announcement Leaders / Pledge * Daily Class

Leaders *Tutors to younger students or students

at risk




function.







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

ACCOMPLISHED * Walkthroughs * Observations * Differentiated

Instruction * Workstations * Small Group

Instruction * Cooperative Learning * Graphic

Organizers * Peer Tutoring * Whole Group

Instruction * Westest Data Analysis *

Benchmark Assessments * Tech Steps Projects

and data * Mid-term Reports * Grade Cards *

Electronic Messages (School Messenger) *





Rationale: The OEPA Team could not

substantiate the evidence provided by the

school. The evidence gathered through

4

intellectual inquiry, and self-direction.

Telephone Calls * Letters to Parents *

Newsletters to Parents * Formative and

Summative Assessments * Test Taking

Strategies Training * Target Clipboards focusing

on Specific Standards and skills * Common

Planning * Collaboration of Grade levels * Read

Naturally * Compass * Star Math * DIBELS *

BRI * Quick Phonics Screener * Across The

Curriculum Instruction *SIPPS

interviews and observations conflicted with the

information listed within the Monitoring Report.

Recommendation: The OEPA Team recommended that the school review and revise the School Monitoring Report.



ACCOMPLISHED * Lesson Plans * Curriculum Guideline/Maps *

Grade Level Expectations * End of Year

Assessments * Data notebooks with a Standards

check off list * Technology Professional

Development * Webinars * Subject area

curriculum maps * Technology Schedules * TIS

teacher and schedule * County Professional

Development * Target Focus Clipboards with

data analysis * Project Based Learning * Across

the Curriculum instruction * Common Planning

* Grade level Collaboration * Smartboards with

internet access for viewing and listening

standards * Elmos * IPADS * Laptops * 2

Computer Labs * Tech Steps *SIPPS *IPAP





Rationale: The OEPA Team observed a few

teachers implementing standards-based

instruction.

Recommendation: The OEPA Team recommended staff receive embedded professional development to implement standards-based instruction.



ACCOMPLISHED * Formative and Summative assessments *

Benchmark data * Student Work Samples *

Collaborative planning * Lesson Plans * Project

Based Learning * Across the Curriculum

Instruction * Parent Trainings * Common

Planning * Professional Development * Data

Notebooks with Standards Check off List *

Grade level meetings * Faculty meetings *

Walkthroughs * Interest Inventories * Target

Clipboards * Student/Teacher Conferences *

Subject Curriculum Maps * Westest Data * QPS

Data * BRI Data * DIBELS data * Stars Math

data * Read Naturally * Weekly assessments and





5

observations



ACCOMPLISHED * Data Driven Instruction * Observations * Walk

throughs * Assessment data * Technology

Integration * TIS teacher schedule * IPADS *

Workstations * Laptops * Computer Schedules *

Samples of Student Work * Graphic Organizers

* Writing Across the Curriculum * Across the

Curriculum Instruction * Student Self-Reflection

* Peer Tutoring * Cooperative Learning * Small

Group Instruction * Posted Agendas and learning

objectives * Test taking strategies with complex

texts * Faculty meetings * Common Planning

and Collaboration * Grade level meetings *

Lesson Plans * Rubrics * Weekly assessments

and observations * Student Work Samples * Data

Notebooks and Target Clipboards * Grade Level

Data Analysis * Project Based Learning *

Professional Development on Next Generation

Standards *Higher Level Novel Study

*Responders/Ipads/Laptops






teachers utilizing multiple strategies,

technology tools, or processes aligned with

instructional targets for the required

instructional minutes.

Recommendation: The OEPA Team recommended staff increase the use of multiple strategies, technology tools, and processes aligned with instructional targets for the required instructional minutes.








ACCOMPLISHED * PTO * LSIC * Parent Volunteers * Edline *

Emails * Parent Newsletters * School Messenger

Phone Calls * Teacher Phone Calls to parents *

Homework Policies * Parent/Teacher Meetings *

Parent Workshop Trainings * Letters home from

teachers * Notifications * Phone Log * Parent

Nights/Open House * Parent Compacts * Parent

Involvement Policy * Parent Surveys * School

Website * Annual Title I meetings for parents *

Brochures * Parent Resource Center * School

Counseling Plan * Referrals to outside agencies *

Social Services * Developmental Guidance *




function.

6

SAT Meetings * Multicultural Instruction *

Speech Program * Counseling Program with

weekly lessons * Snow Work review packets *

Summer take home packets * Extra review

practice and strategies for parents * Strategic

Plan



ACCOMPLISHED * Related Arts * Character Ed program

(TRRFFCC) * School Counseling Plan * Weekly

Counseling Lessons with all grades * Individual

Counseling * Small Group Counseling Sessions

on divorce, death, bullying, etc. * TRRFFCC

incentive programs * Classroom positive

reinforcements * Motivational Strategies *

School and Country Discipline Plan * Speech

Program * Drug and Alcohol Programs (All-

Stars) * Referrals to outside agencies * Safety

committee * LSIC * Crisis Plan * SAT meetings

* District Social Workers * School Clinics *

Professional Development on social behaviors *

Letters and data sent to parents about

assessments * Trainings about assessments for

parents * STAR reports * DIBELS, QPS, BRI

reports * Parent Resource Center * Notifications

* School Messenger * Progress Reports *

Extracurricular Activities * Nursing

Schedules/services * Intervention Plans * ESL

Program * Physical Fitness gram




function.



ACCOMPLISHED * Business partners * Partners with Bluefield

State College * Outreach Programs * Career Day

Speakers * Prudich Memorial Community

Christmas Program * Weekend Food Backpack

program * Volunteer Readers for each classroom

* Can Food Drives * Animal Shelter Food Drives

* Charitable Fundraisers * All-Star drug and

alcohol prevention program * Extracurricular

Activities * Open Houses * LSIC * College




function.

7

partnerships for student teachers and observers *

Community partnerships * Parent Newsletters *

School Messenger * School Website and Edline

* Parent Trainings *Fire Prevention (Volunteer

Fire Dept) *Fire Dept Provided Smoke Alarms to

each Family








ACCOMPLISHED *Second Saturday *Collaboration Wednesdays

*New Teacher Seminar *TIS Schedule *Data

Analysis *Common Core Trainers *Best

Practices *Second Saturdays *County Level

Training *6 + 1 Traits of Writing *IS Days




function.



DISTINGUISHED *Second Saturday *Collaboration Wednesdays

*Common Planning *New Teacher Seminar

*TIS Schedule *Data Analysis *Common Core

Trainers *Best Practices *Second Saturdays

*Benchmark Data *Title I Conferences *County

Level Training *Classroom Teacher / Title I

Collaboration





Rationale: The OEPA Team could not

substantiate collaboration among all staff was

pervasive.

Recommendation: The OEPA Team recommended staff continue participating in county professional development opportunities and establish school-embedded professional development.


participates in

ACCOMPLISHED *Leadership Team * Walkthroughs *Common

Planning *New Teacher Orientation *New

Teacher Seminar *WV Educator Evaluation




8

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

System *Collaboration *Surveys Team determined a lower rating for this function.








ACCOMPLISHED *LSIC *Safety Committee *PK Safety Checklist

*Fire Marshall Reports *Health Department

Reports *Emergency/Crisis Plan *Fire Drills

*Monthly Safety Reports *Walk Throughs

(custodial) *Leadership Team *Hallway

Bullentin Boards




function.

Rationale: Although facilities were clean, the

OEPA Team observed two classroom doors to

the outside were unsecured. Loose wiring was

observed in the library, and several small

appliances were plugged into extension cords

and power bars throughout the building.

Chemical cleaning solutions were also

observed under sinks and accessible to

students.

Recommendation: The OEPA Team recommended the following:

Conduct regular door checks to ensure security;

Secure wires in conduit or remove if not needed; and

Remove all cleaning products and chemicals from classrooms.


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

ACCOMPLISHED *Title I Budget *Faculty Senate Budget and

Reports *Fundraisers Procedures *Profit Loss

Reports *School Wide financial handbook

*Monthly Reports *School Audits *Teacher

Cash Receipt Summary *Purchasing Procedures




function.

9

efficiently manage school fiscal resources.



ACCOMPLISHED *County Hiring Policy/Procedures *New

Teacher Seminar *Parent Right to Know Form

*New Teacher Evaluation System




function.



ACCOMPLISHED *TIS *Computer Lab Schedule *Mobile Lab

*iPad Lab *edline *Digital Technology - Digital

Citizenship *WVEIS *WOW *Digital Library

*TechStep *Elmo *Responders




function.







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

DISTINGUISHED *Data Anaylis *SMART Goals *Formative and

Summative Data





Rationale: Through a review of school team

notes and documentation, the OEPA Team

10

the mission and goals outlined in the strategic plan.

determined the School Monitoring Report had

been discussed, but revisions were not

incorporated in the final plan. In addition, the

strategic plan was missing the measurement

components.

Recommendation: The OEPA Team recommended the School Monitoring Report be revised and results be incorporated in the strategic plan. The Team further recommended editing the strategic plan to include all required components.



ACCOMPLISHED *Faculty Senate Agendas and Minutes *Grade

Level Teams *Communication (face-to-face-,

emails)




function.



ACCOMPLISHED *Faculty Senate *LSIC *Best Practices *Data

Analysis *Common Core *STAR

(Reading,Math) K-5th *Title I PI





Rationale: Through interviews, the OEPA Team

determined staff had knowledge of

assessments and how to adjust instruction;

however, through classroom observations, the

Team did not observe this in practice.

Recommendation: The OEPA Team recommended staff continue the practice of analyzing data followed by using data to purposefully change instructional practices.

11




*Labs need Google Chrome to access the Smarter Balanced

Practice Test. *Mobile Lab needs Google Chrome *Students

need more opportunities to practice keyboarding skills in K-

6. *PK Additional Smartboard

Based upon observations, interviews, and general review of evidence, the OEPA Team did not confirm the school’s identified resource and/or facility needs. The OEPA Team identified a need for more technology tools such as SmartBoards and computers accessible to students.


*Six Traits of Writing *STARS reports *Digital Library

*Digital Resources for Common Core

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 the Six Traits of Writing.



*Title I data analysis schoolwide *Data utilized to guide

instruction in classroom *Title I push-in and pull-out

*STARS report to target student weakness *STARS Report

to form target groups *Common Planning period for grade

levels *Collaborative Training *PBL *Common Core Show

and Tell *TIS *Parent Involvement *Character Education

*Technology


6th Grade Targeted Clip Boards

Title I Program







POLICY and CODE







12









YES Develop Knowledge of Policy 2322 Awareness through Faculty Senate IS

Collaboration Wednesdays

YES Complete the School Monitoring Report Faculty Senate Collaboration Discussion

Grade Level input Leadership Team

LSIC


· 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


Discussion





13

Implementation


















LSIC Leadership Team Technology

Team SAT Team


Data Analysis

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)

Observations Evaluations Reporting

System

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.

Staff LSIC

14












Building

Level

Training


Building

Level

Training


Building

Level

Training


FULL COMPLIANCE

PARTIAL COMPLIANCE The OEPA Team did not observe a standards-focused curriculum or high level of technology integration; Recess or unstructured physical activity was scheduled for only 20 minutes.


15
















Utilizes standards-focused curriculum Provides physical education, physical activity and health/wellness education Develops global competence

16

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





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,


17

(S6,FD)


















18





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

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



RESOURCE DOCUMENT












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

Plan submitted

and approved.

19

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

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

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

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

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



NON-COMPLIANCE Counseling logs did not verify at least 75 percent of the work time was spent in a direct counseling relationship with students.

RESOURCE DOCUMENT













Counseling Schedule Parent

Survey Parent Committee

Teacher Recommended

20


Counselor Schedule




YES Reports Teacher Training

and guide provided

YES


YES Reports YES


YES Reports YES


YES Reports YES


YES Reports YES


YES Reports YES

Finding

Counseling Services W. Va. Code §18-5-18b: Ensure the counselor spends at least 75 percent of the work day in a direct counseling









A-3. Work counter. (May adversely impact students’ health and safety.)


health and safety.)

21






Team Member- Serena Collins, Principal, Southside Elementary School, Cabell County Schools


SCHOOL PROFILE

51-216 OAKVALE SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 204 125 120 120


Attendance Rate 97.64 98.40 98.90 98.23





not available 0.00 100.00 100.00

1


OAKVALE SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED strategic plan LSIC School Mission and Goals ACCOMPLISHED The evidence provided by the school and the



function.



ACCOMPLISHED Lesson Plan Checks Student Handbook Social

Contract




function.

2




ACCOMPLISHED Capturing Kids' Hearts Attendance lunch

Honor Roll Lunch Owl Bucks




function.








ACCOMPLISHED Faculty Handbook Student Success Summit

Oakvale Proud Program Energy Bus Book

Study DIfferentiated PD Creation of Vertical

Planning Naming of the Gym/Hall of Fame




function.


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

ACCOMPLISHED LSIC Faculty Senate Collaboration ACCOMPLISHED The evidence provided by the school and the



function.

3



ACCOMPLISHED Collaboration After-school Program National

Board Teacher Mentors




function.

Comment: The OEPA Team members noted teachers were sharing responsibilities, leading workshops, and working beyond the school day to improve teaching and learning.



EMERGING Morning Pledges and Vision Grade Level

Character Teams Owl Stars SADD




function.







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

ACCOMPLISHED Wall Grouping Chart Reading Buddies Smart

Boards in every classroom Classroom

arrangement for movement and engagement




function.

4

inquiry, and self-direction.



ACCOMPLISHED Lesson Tracker lesson plans Added Instruction

Maps HOOTS Time




function.

Commendation: The OEPA Team commended the staff for the use of a standards-focused checklist that was school created to document standards taught, practiced, and assessed. Results were used to drive instruction.



ACCOMPLISHED SPL Targeted Grouping Charts Lesson Plans

SPL Plans




function.

Comment: Through observations, review of

lesson plans, and interviews, the OEPA Team

did not verify that some teachers were

participating in long term planning. Some short

term lesson plans lacked detail.


Teachers facilitate engaging instructional experiences that enhance individual student

ACCOMPLISHED Lesson Map Small Group Plans Math Core2K

Hoots TIme




function.

5

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








ACCOMPLISHED Suesstastic Celebration Secret Pals Concord -

PDS




function.


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

ACCOMPLISHED Developmental Guidance Caught Doing

Something Good Blessings in a Back Pack

Oakvale Proud




function.

6

Second Language.



DISTINGUISHED Partnership with East River Ruritan Celanese

Partnership Blessings in a Back Pack Bible in

the Schools Auction Veteran's Center

Partnership Drug-Free All Stars Concord -

PDS Snuggle up and Read




function.

Comment: The OEPA Team found strong

evidence of community, business, and parent

support which extended to the academic, social

emotional, and physical well-being of students.







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

DISTINGUISHED Ed Thomas, Math Book Studies

Coaching/Mentoring School

Trainers/Presenters





Rationale: The OEPA Team did not discover the

purpose for the staff development plan.

Evidence was not pervasive to show a data

driven staff development plan that would

improve school and classroom practices.


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

ACCOMPLISHED Collaboration Wednesdays Vertical

Collaboration Weekly Data Talks Monthly

with Administrator




function.

Rationale: Through the interview process the

OEPA Team verified that the teachers

participated in high functioning vertical

7

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

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.


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

ACCOMPLISHED Goal Setting Sessions Teacher self reflection

Walk-throughs Monthly Data Conferences

with Administrator




function.








DISTINGUISHED Brand New Facility Smart Boards 16 Cameras

Buzz in System




function.


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

ACCOMPLISHED Title I Budget Faculty Senate Fund Report

Faculty Handbook




function.

8

efficiently manage school fiscal resources.



ACCOMPLISHED Concord Observers Special Ed Trackers Secret

Pals




function.



ACCOMPLISHED TIS Schedule Smart Cameras iPads and iPods ACCOMPLISHED The evidence provided by the school and the



function.







The staff establishes a coherent approach for

ACCOMPLISHED Success School Writing Implementation Plan

After School Tutoring Plan Hoots Time




function.

9

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



ACCOMPLISHED Strategic Plan Collaboration Forms LSIC PTO ACCOMPLISHED The evidence provided by the school and the



function.



ACCOMPLISHED Data Talks Monthly Progress Monitoring

Adjustment of SPL Groups Collaboration:

Vertical and Special/Title I




function.




N/A No resource needs that would significantly impact student

performance were identified by the school or the Team.

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

N/A No professional development needs that would significantly impact student performance were identified by the school or

10

impacting staff's ability to improve student performance.

the Team.



After School Tutoring/Enrichment

Program Full Staff riding buses to every

child's home Differentiated Professional

Development Plan Data Talks-Teachers

with administrators and one another

Collaboration-PD with another school,

sharing of resources Blessings in a Back

Pack-50 Students Food on Weekends

Christmas Project - Staff Provides

Christmas to 3 Children Clothes Closet

Hoots Time Academy 5 Reading

Strategies Teacher modeling for other

schools

The OEPA Team verified, through data, a positive impact on student performance and well-

being required for consideration as a best practice.

Success in Action

In 2012 Oakvale Elementary’s WESTEST2 data indicated that students were at 31% Mastery or

Above in reading/language arts and mathematics, and the growth rate was low. Based on these

data, the staff created a focused plan for academic improvement. This plan for improvement

consisted of multiple components, and has evolved throughout the process. The following is a

summary of the plan.

Starting Data Points

Low Growth

31% Mastery and Above

77% Low SES

Action Plan

Timeline: 2012 - Current

Oakvale staff analyzed the student growth reports from WESTEST2 data to determine the

amount each student in grades 3-5 needed to grow to achieve high growth status. Each student

received their own plan for growth, and was responsible for tracking progress with teachers

utilizing a data notebook. Other classroom formative and summative data were also used for

growth and standard tracking. Students in grades K-2 were included in the plan through the use

of focus grouping charts and data. When WV moved from WESTEST2 to the General

Summative Assessment (WV GSA), the plan evolved and new data were analyzed; however,

the plan remains in place.

Targeted Instruction: Teachers use formative and summative assessment data including

weekly classroom assessments, DIBELS, Star, WESTEST2, QPS and now GSA to target

specific needs for each child. Teachers have one hour each day to target and differentiate

student needs in reading and one hour for mathematics. Student needs are determined through

a research-based tool called Focus Grouping. Focus Grouping Charts are an organized method

11

of grouping students based on the developmental sequence of Reading. All Students grades K-

5 are included in this component of the action plan.

School-Wide Intervention: All students grades K-5 are included in this component of the

action plan. Teachers group students based on reading or mathematics progress monitoring

data (Star Reading/Math, DIBELS, and Focus Grouping Charts). This is an un-graded

intervention where students work on identified needs including enrichment for students on or

above grade level. Teachers create innovative and exciting lessons to intervene and enrich.

This school-wide un-graded intervention is called Hoots Time.

After-school tutoring/enrichment program: Each Oakvale Elementary Classroom teacher

(PK-5), principal, and PE teacher volunteer to dedicate one hour after school 4 days per week to

target identified deficits for students below grade level, and to provide enrichment to students on

or above grade level in English/language arts or mathematics. This component of the action

plan is focused on students in grades 3-5. Lessons are targeted and explicit in nature. Teachers

follow a research-based explicit strategy instruction lesson format that includes the following:

Direct Explanation of Strategy

Modeling of lesson

Guided Practice and Feedback

Application

Each year data are analyzed to determine areas to change, modify, or continue. The

Improvement Action Plan is flexible and always evolving to create better instruction for students.

The WV GSA data for 2015 will serve as the new baseline for determining if this best practice is

still successfully meeting students’ needs.

Data Results:

12

0

20

40

60

80

100

120

ObservedGrowth

AdequateGrowth

WVAI Score

OakvaleElementary

State Avg

13


Blessings in a Backpack

Staff Riding Bus to Student Homes

Data Wall




POLICY and CODE

















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

14

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

















15




















16

















Utilizes standards-focused curriculum Provides physical education, physical activity and health/wellness education

17

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





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,


18

(S6,FD)


















19









RESOURCE DOCUMENT













20








RESOURCE DOCUMENT















21



YES YES


YES YES


YES YES


YES YES


YES YES


YES YES









health and safety.)




Team Member – Paula Athey, Principal, Wiley Ford Primary School, Mineral County Schools


Team Member- David Boggs, Principal (Retired), Roane County Schools

Team Member- Amy Maynard, Academic Coach, Cabell County Schools


SCHOOL PROFILE

51-220 SPANISHBURG SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 292 180 206 215


Attendance Rate 95.87 98.14 97.75 97.77





not available 0.00 100.00 99.04

1


SPANISHBURG in MERCER COUNTY SCHOOLS

















ACCOMPLISHED Since becoming a priority school, we have

implemented several changes. Our school

transformation has been dramatic. We started

with our school culture and created a new

school leadership team and focus: WILD about

Learning. The leadership team collaborated with

our faculty to develop a new mission, vision,

and core beliefs. Students recite the WILDcat

oath every morning. Mission and goal

statements are posted throughout building. Staff

participates in a yearly culture survey. Results

are shared and analyzed by the school

leadership team and faculty. Employee morale

is boosted by Employee of the Month, salad

club, notes from principal, good news board,

and teacher appreciation goodies. The

hospitality committee oversees secret pal

activities for teachers and welcome bags for

substitutes, and employees new to school. The




function.

Comment: During interviews, teachers and

students clearly articulated the school’s shared

beliefs and values and the strong emphasis on

learning building-wide.

2

school cares most about students: safety,

wellbeing and growth. We implement Capturing

Kids Hearts. Teachers can collaborate daily

during common planning.



ACCOMPLISHED As the school transforms, we are implementing

several high quality initiatives. We started the

Employee of the Month and good notes from

principal. Students are recognized through our

Wildcat Paw rewards system, student of the

month, student adhesion to Wildcat Oath in

AAA (Academics, Attendance, Attitude)

assemblies every nine weeks, buddy table, Final

Walk for 5th graders, and monthly attendance

wreath. Student planners are used. Weekly PLC

meetings have allowed us to focus on our data

and goals. School has pride in displaying

student work in halls/classrooms. Discipline

referrals are linked to Capturing Kids Hearts.

One of the best practices that we brought into

the school since becoming a priority school is

IPI (Instructional Practices Inventory). Teachers

collaborate on IPI data results during

collaborations at grade-level, school level, and

LEA level. We had media releases on our

school garden and our staff had the 2014 West

Virginia School Service Personnel of the Year!




function.



ACCOMPLISHED The school is well managed and staff works

well together. All doors are locked throughout

the day to ensure safety for all children. The

office unlocks the front door only after

acquiring information from the visitor of their

intent to enter the building. We produce a safe,

orderly and engaging environment by the

following: monthly custodial safety

checklist/inspections, health reports, safety

committee, monthly summary of students




function.

Comments: During observations, OEPA Team

members noted that the building was clean, safe,

and inviting. Classrooms were conducive to

student learning.

3

assigned lunch detention, In-School Detention

(ISD) and out of school suspensions, discipline

referrals, WVEIS and BrightBites reports for

discipline, attendance and at-risk students,

Crisis Plan, classroom management practices,

CPI training, SAT team, and SPL. School

counselor does programs on bullying, drugs,

and self-control. Security system, visitor

badges, staff badges, and safety team meetings

are all in place and utilized. Expectations are

articulated by all stakeholders. Safety patrols

are leaders in the school and hallways are quiet

zones.








ACCOMPLISHED Principal has set high expectations for the staff

and students. Trust is built by principal

collaborating with all stakeholders during grade

level meetings, classroom visits, lunch visits,

LSIC meetings, PTO meetings, and special

events. The principal is visible throughout the

school day, actively engaging with the teachers,

students, and parents. She helps them to make

better choices. Principal seeks out and utilizes

teacher's opinions to solve problems. Parents,

students and teachers value the principal's open

door policy. Principal attends professional

development to keep abreast of current and best

practices. Email, newsletters, School Messenger

are utilized to keep teachers, students and

parents updated. Principal is NBCT with 23

years of experience, and four years in

administration. She welcomes every student in

the morning and holds "Give Me Five" meetings




function.

Comments: During interviews, teachers noted

the principal delegated and encouraged others

to take leadership roles. They indicated that the

principal communicated effectively and related

well to teachers and students and had high

expectations for teachers, students, and self.

4

with the staff.



ACCOMPLISHED All decisions are made by shared leadership and

are based on what is best for students and the

school. School Leadership Team meets monthly

with agendas; secretary records minutes which

are distributed to all staff members. LSIC meets

once every grading period to discuss

issues/concerns of staff, students, parents and

community members; Agenda and minutes are

kept. Grade-level teams meet formally and

informally weekly with Title I collaboration

form. PTO meets once per month. PLC meets

weekly with Title I collaboration form. Student

Council meets on the last Thursday of every

month. Common planning allows mentoring

within building for new staff and teachers in

new positions. Our school has peer mentoring

with Ashlock, Common Core, and Eureka. IS

days allows for data analysis. School has

committees to analyze assessments consisting of

STAR reading, STAR math, STAR early

literacy, and QPS. LEA does new teacher

seminar for teachers with three years or less

teaching experience.




function.



ACCOMPLISHED Three employees have been delegated collective

leadership responsibilities in the event the

principal is out of the building. Professional

development has been given on engagement

techniques, common core, numeracy,

vocabulary, instructional strategies, classroom

tools, new technology, and effective best

practices for school wide improvement.

Teachers analyze assessment reports: STAR

reading, STAR math, STAR early literacy, QPS,

IPI, ELRS, Smarter Balanced, and writing

rubrics in order to drive instruction and to create




function.

Comment: During interviews, teachers stated

that the principal encouraged all teachers to

assume leadership roles and was receptive to

their input.

5

focus grouping and differentiated instruction.

IPI - Instructional practice inventory is

conducted by two teachers and WVDE liaison

at least four times a year, results are charted and

shared in professional development for staff,

results are then used to improve engagement

techniques in the classrooms. Principal

encourages teachers to think outside the box in

relation to new teaching techniques and best

practices. Teachers take the rein to plan and

execute activities



ACCOMPLISHED Students take an active role in leadership in the

individual classrooms and in the school.

Students are in charge of organizing, collecting,

and counting canned food for the October

canned food drive for Veterans. Students are in

charge of the recycling program, lost and found,

morning announcements and raising/lowering

the flag throughout the year. Student Council

members are elected by their peers and teachers.

They have monthly meetings on the last

Thursday of the month. Student council

members give the principal suggestions on

improvements for the school and they do a

service project for the school. Character

education program such as Drug Free All Star

basketball team, and Batman encourage

leadership. Student of the month is elected by

peers based on student council criteria. Students

created the list of clubs to be offered during the

school year. Each classroom has helpers/jobs

assigned. Student ushers are utilized during

special events. Peer tutoring during Bible time.




function.

Comment: Students and teachers reported

multiple opportunities for students to assume

leadership roles, both inside and outside the

classrooms existed.

6








ACCOMPLISHED All classrooms are inviting and teachers truly

care about the students. Teachers have high

expectations for all students. Diversified

learning centers are found in classrooms for

enrichment and to target deficiencies. Placement

of desks is conducive for student learning,

collaboration and is rearranged to meet

individual student needs as needs change.

Students are encouraged to take an individual

possession of their learning. Students are made

aware of what they are learning by the "I Can"

statements on the board. Hands-on learning is

prevalent throughout each classroom along with

student data folders. Anchor charts are in every

classroom for Daily 5, Café, Math, Step-up to

Writing, academy five, comprehension

strategies, numeracy, writing, and behavior.

Classroom libraries are organized to meet

individual student needs and contain a range of

text nonfiction and fiction for on level, below

and beyond. Student

planners/agendas/homework folders are used in

the whole school.




function.


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

ACCOMPLISHED All teachers use the common core standards in

their classrooms. "I Can" statements are found

in all classrooms. Standards are discussed

during collaboration time. Lesson plans are

aligned with Common Core Next Gen Standards

and are checked monthly by the principal. Data

notebooks are kept by each teacher to chart the

growth of each student, drive instruction and

communicate progress to parents. Post cards are




function.

Comments: The OEPA Team noted that teachers

were using standards-based instruction. The

Team observed students creating projects,

working in small groups, and responding to high

7

and the Next Generation Learning Skills and Technology Tools.

sent to students twice a year to reinforce

academic achievement, positive behavior,

improvement and effort. Since becoming a

priority school, we started student led

conferences, grade level expectations and

pacing, curriculum maps, Eureka math

curriculum to supplement Everyday Math, Daily

5 and Café to support our Journey’s reading

series. ELRS (Early Learning Reporting

System) for Kindergarten and PreK. Monthly

newsletters are sent home highlighting student

learning in the classroom. BOY, MOY, and

EOY assessments are used for focusing

grouping and SPL. IPI goals/data

quality questions.



EMERGING Collaboration, both vertical and horizontal,

helps teachers create long and short term,

effective lessons. Lesson plans incorporate

standards, objectives, learning targets, methods

of teaching, differentiation of instruction, and

modifications. Data from STAR reading, math,

QPS, and other informal assessments are used

as tools to plan instruction. Grouping is fluid

based on needs of the students. Common

assessments are used as a pre and post

assessment. Activation of prior knowledge is

sought to begin a new learning activity.

Informal surveys guide the teacher knowledge

of student interest and performance levels.

Lessons encourage the students to be problem

solvers and to think critically. Through

student/teacher conferences, all teachers use

data to determine progress/goals of their

students. Students are held accountable for their

work. Weekly collaboration with Title I, twice

monthly collaboration with all teachers enhance

instructional planning. Planning guides help




function.

8

pace lessons.



EMERGING Teachers have high expectations and teach

toward mastery. Various methods of

instructional strategies are used based on type of

content taught. Learning targets, essential

questions, and "I Can" statements are visible to

all students as teachers clearly communicate the

learning targets. Teachable moments are found

across the board. Teachers access for

understanding, use purposeful questioning

techniques, and give positive reinforcement to

students. Teachers use graphic organizers to

compile information, and use it as a basis for

writing activities to assess learning. Teachers

use higher level questioning. IPI helps teachers

think about their delivery. Students participate

in group and cooperative learning activities.

Computer lab time is provided for all students.

Smart Board, iPads, and Elmos are in each

classroom and used for instructional purposes.

Field trips are aligned with goals and follow-up

activities are completed to assess learning.




function.








ACCOMPLISHED Spanishburg has a strong, positive relationship

with parents and community. Our business

partners, Cutlips Landscaping and Spanishburg

Ruritans provide support by supplying Band-

Aids for office and providing plants and flowers

to beautify school grounds. Concord

University/Explore provides an after school

science club. PTO meetings are held the second

Tuesday of every month. PTO supports the

school by holding special luncheons for the




function.

9

teachers during National Education Week and

Teacher Appreciation Day. PTO provides

Santa’s Workshop, Fun Day and supports our

book fair. PTO gives money to any student who

is not capable of providing field trip money.

Parents are always welcome in the school. The

school participates in the "Shop with a Cop."

The school sends out a monthly newsletter, The

WILDcat. The school has a Title I advisory

committee and the school offers parent trainings

and workshops throughout the year. The school

has a Grandparents’ Day along with a Mother’s

Day Tea.



DISTINGUISHED We feel we are strong in the area of student

personal development. We are a small school

and able to know every student and their

families and help with targeted needs. Our

guidance counselor ensures character education

programs match the student’s needs. We have

an awesome SAT team. Items we have in place

are a parent resource room, pamphlets,

preschool transition, middle school transition,

new parent/student/teacher compacts, summer

workbooks, clothes closet, and a coats, hats and

gloves program. We monitor at-risk students

through BrightBytes and have a truancy

program. Truancy program intervenes before

absences effect student success. Counselor

monitors student mobility rates and coordinates

outside agencies for health services. Special

education teacher collaborates with whole staff

to ensure each individual student’s physical,

social-emotional and academic well-being is

met. Maslow’s Hierarchy of needs is consider

for each student.





Rationale: The OEPA Team verified evidence of

support for student physical, emotional and

counseling needs were addressed; however,

student and teacher interviews did not reveal

this to be a strong pervasive characteristic. The

process for determining student personal needs

and developing a path of action necessary was

not clearly articulated.


recommended the school clearly articulate the

processes used to determine the personal

development needs of all students and respond

in a proactive manner.

Function C: ACCOMPLISHED We have a strong presence of community ACCOMPLISHED The evidence provided by the school and the

10

Parent and Community Partnerships. The


members, parents, and business partnerships in

our school. Some of these include: Concord

University, Rich Creek Baptist Church, PTO,

Jeff Lester with Horace Mann, and Explore!

Evidence of their involvement include: parent

volunteer logs, community partnership

agreements, parent engagement

activities/workshops, Love of Literature,

donations, clubs, LSIC, All-Star Drug Free

program, book mobile, red ribbon week, AEP

read aloud for National Read to Me Day, parent

resource center, and trainings on items in the

home that could be used academically. Principal

presents annually at the local Ruritan meeting

and they donate items for our school. Several

parents consistently volunteer to the

improvement of all aspects of our school.



function.








DISTINGUISHED We have offered the following learning

opportunities: Sustained and job-embedded

professional development, computer-based

webinars, LEA professional development,

school-based professional development led by

teachers, LEA second Saturday trainings, PLC,

Leadership Conferences, WVRA Conferences,

i-pad trainings, WVDE trainings, Strategic

Planning, professional Development with

Lashmeet/Matoaka School, Concord University,

and WVDE, various book studies: Daily Five,

Café, PBL, Tools for teaching content literacy,

Number Talks, Whole Brain teaching, Core Six:

Essential Strategies for Achieving Excellence,

vocabulary enrichment, Math 2K- Ed Thomas-




function.

Comment: Through interviews and

documentation, the OEPA Team verified the

principal monitored classroom implementation

of skills learned through professional

development in the classrooms. During

interviews teachers discussed professional

development and how they apply the learning in

the classroom.

11

Dimension 2000, Step Up To Writing, Inquiry

Science, Seven Habits of a Healthy Kid, The

Leader In Me, The Energy Bus, Kagan,

Common Core Vocabulary, Turning High-

Poverty Schools into High-Performing Schools,

Improving Your School one week at time,

Multiplier Effect. One teacher has went through

the NBCT program and is awaiting results.



ACCOMPLISHED Collaboration is provided to professionals in the

following areas: agenda, minutes, action plans

from collaborative team meetings, peer

observations, self-reflections, data notebooks,

focus grouping based on data analysis, weekly

collaboration time between Title I and

classroom teachers, common planning for grade

levels, and a School Leadership Team.




function.



ACCOMPLISHED Professionals are provided evaluations,

feedback and support in the following areas:

teacher evaluations, New Teachers’ Seminar,

teacher self-reflections with rubrics for

guidelines, faculty handbooks, new teacher

support in building by proving them a mentor,

high expectations, clear focus and mission

leadership accountability, connecting with

outside resources, and utilizing promoting

productive struggling strategies.




function.

Comment: The OEPA Team verified the principal provided extensive constructive feedback to teachers.

12








ACCOMPLISHED The staff at Spanishburg Elementary work as a

TEAM to keep our facilities clean and

maintained. As a top priority, we keep our

facility aesthetically pleasing. The staff reports

any school problems to the principal and/or

custodian which allow teachers to continue to

provide engaging lessons for the students and

assure that student learning is top priority.

Spanishburg has evidence of a welcoming

environment by doing regular maintenance and

cleaning schedules. A maintenance log of

requests and completions is kept in

Schooldude.com. The school has the

intercom/walkie talkies/cameras to monitor

safety. There are signs posted directing visitors

to sign in at the office, and they are given a

badge to wear while in the school. The school

has a Beautication Committee and Beautication

Club. All volunteers are approved by BOE. All

stakeholders have our emergency/crisis plan. A

new handicap ramp has made the school

accessible.




function.



ACCOMPLISHED Purchasing Policies and Procedures Manual is

provided for office staff that contains

information on school finances and allocations.

Annual financial audits are conducted. The

secretary prepares a monthly report of school

transactions, and Primero which are sent to the

central office. Principal opens all bank

statements, verifies reports, initials all receipts

and reports written by secretary. Faculty Senate

monies require receipts for $100.00 and are




function.

13

verified by Faculty Senate president with

reimbursement by a check from secretary.

Teachers record all money collected from

students on a cash summary receipt sheet that is

turned into office. General money requires a

requisition sent to the central office who

prepares PO. Records are kept for three years in

a locked room in office. General monies require

PO that accompanies a requisition from the

central office. Best purchasing procedures are

used for Faculty Senate, Title I, ISA, PTO

budgets, and grants.



ACCOMPLISHED New hiring procedures are followed that

research and interview new prospective

teachers. The Faculty Senate President leads a

team of teachers to prepare questions and

interview all prospective Spanishburg

Elementary teachers. New teachers to our staff

are paired with a mentor teacher in their grade

level. All newly hired teachers participate in the

county's new teacher’s seminar program for

three years. All teachers are qualified to teach in

their area of expertise. Evaluation of teachers

follow the WV Policies for Teacher Evaluation.

All teachers are highly qualified teachers. In the

past, a letter was sent to all parents for an

unqualified teacher. The school is a family and

very few teachers leave the school.




function.

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

school has appropriate technology infrastructure and

ACCOMPLISHED Teachers and students use technology

throughout the day. Desktops, laptops, Elmo's,

Smart Boards, and iPads are used on a daily

basis. We have schoolwide WiFi infrastructure

and are on the list to be updated. Teachers use a

variety of websites to incorporate enrichment

beyond the book. Technology is used for

performance tasks for Smarter Balanced testing.




function.

Comment: The OEPA Team determined additional individualized technology devices, such as iPads, would support additional

14

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

Technology Integration Specialist provides

technology support for the staff. STAR testing

is conducted three times a year for all students

to track progress in reading and math. Progress

monitoring is administered for some students as

needed. The School Messenger system is used

to communicate with parents/students. The

school has security cameras, two stationary

computer labs, and SMARTboards in all

classrooms except Prek (which has been

ordered). Our newest purchase was our

Variquest poster/award maker. An inventory of

technology equipment is kept.

standards-based instruction.








ACCOMPLISHED Spanishburg Elementary works together as a

team to establish our goals. All stakeholders are

involved and have input into making our goals

attainable. Leadership Team, together with the

entire staff and principal, develop our Strategic

Plan, SMR, Priority school progress, etc. with

the goal in mind of improving achievement of

all students. Plans are then introduced to LSIC

and PTO for their input as well. Plans are

finalized after all stakeholders have had input

into plans. Identifying school needs and data

analysis of student performance are a priority of

all stakeholders. Student achievement is our

number one priority; therefore, the school is

constantly seeking best practices,supplemental

curriculum, strategies,book studies to further

goals. The school strategic plan has SMART

goals and related action plans. The school keeps

agendas/ minutes for the development of the




function.

15

strategic plan and evidence of completion of the

action steps in the strategic plan.



ACCOMPLISHED The school leadership team looks for best

practices to use to reach all students. Teachers

work together on common planning times and at

other collaboration times. The Central Office

gives support to teachers who may be

struggling. Technology Integration Specialists,

LEA, and WVDE provide the necessary support

to the teachers to look for new and research

based strategies to use to help students reach

higher achievement. PLC meetings are held

weekly to discuss school issues. LSIC,

leadership team, and Title I parent advisory

teams have discussions to increase achievement.

Data Notebooks with BOY, MOY and EOY

data from STAR reading, STAR math, STAR

early literacy, and ELRS (Early Learning

Reporting System) are viewed.




function.



ACCOMPLISHED All staff has been given a copy of the school's

Diagnostic, and Strategic Plan. The goals and

action steps have been identified and discussed.

The leadership team developed the plan with the

approval of the entire staff. Smart Goals have

been updated and are in line with our county

Strategic Plan. PTO and LSIC have input into

our plan. After analysis of data, teachers will

adjust their teaching to reflect the data results.

Data notebooks are kept, monitored, and used as

a guide for instruction for obtaining higher

achievement. Evidence of the completion of

action steps in the strategic plan reviewed

periodically by the School Leadership Team.

Last year each class presented to PTO.




function.

16





Spanishburg Elementary School, we do not feel that there is

any issue that is substantially impacting student

performance.




After a review of the professional development plan and

capacity building needs at Spanishburg Elementary, we do

not feel that there is any significant issues impacting student

performance. However, as a priority school, we do have

needs that are being supported by WVDE, LEA and RESA I.

We are focusing on the recommendations in our diagnostic

report.






We feel our school garden is an example of best practices.

The data showed low science scores and after the

implementation of the garden lessons through PBL scores

increased.

The OEPA Team commended this practice :

School Garden





POLICY and CODE







17









YES Develop Knowledge of Policy 2322 Principal and staff are trained on Policy 2322.

YES Complete the School Monitoring Report Staff collaborated on school monitoring report. Principal attended

professional development on school monitoring report.




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


· 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


Principal and staff are prepared with meetings. Principal has on-site

notebook. Principal has on-site flash drive. Principal and staff has LEA,

WVDE, and RESA I support.





18

Implementation

















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

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

LEA and WVDE provides guidance for continuous improvement.

School Diagnostic Report is reviewed and analyzed often.


Performance data guides the instruction and improvement process.




Principal and staff views school diagnostic report and utilizes data and

information to guide improvement priorities.

YES · Develop and Implement the Strategic Plan. The Plan and process shall Strategic plan is developed and reviewed by principal, staff, PTO and

19

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.


LSIC. Updates to the strategic plan are made throughout the year.

Strategic plan includes the beliefs, mission, goals, measurement

evidence, action steps and professional development needs.










Principal and Guidance Counselor are trained by the LEA on test

taking procedures and test security. All staff is trained by principal

and guidance counselor on test taking procedures and test security.

All students are trained by teachers on test taking procedures and test

security.


All Spanishburg Elementary students with disabilities who are

eligible for services as defined in Policy 2419 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.

YES All public school students with disabilities as defined by Section 504 who do All Spanishburg students with disabilities as defined by Section 504

20

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)

who do not have an IEP 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.











The instruction at Spanishburg Elementary is delivered in ways

that appropriately address the developmental characteristics of

students at each programmatic level.


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.




Spanishburg Elementary utilizes: Early Learning Readiness

(grades Pre-K/K), components of the Ready, Set, Go!, the West

Virginia Pre-K Child Assessment System (Pre-K) and the Early

Learning Reporting System (K) for data entry of student

progress, standards-focused curriculum. Formative assessment

processes, technology integration, and develops physical health

and wellness, student success and career readiness, and global

competence.

21











22

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











The school implements the following procedures and systems as

specified in Administrative Practices in Policy 2510: addresses

the minimum time requirements for the school year and school

day for the appropriate programmatic level while also providing

flexible scheduling to assure all students achieve, provides staff

with a planning period at least 40 minutes, has a process for

assuring and monitoring instruction is evidence- and research-

based, and has a system for assessing and monitoring.

YES The school utilizes the following teams and committees as specified in Policy 2510 (Evidence substantiating the activities of these teams

The school utilizes the following teams and committees as

specified in Policy 2510 (Evidence substantiating the activities of

23

may include agendas and team notes): (S2,FB)


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), and Leadership Team.













21).



· Implement meaningful interventions and consequences in response to

inappropriate behavior (Pages 45-57).


Spanishburg Elementary has taught students appropriate

behaviors and dispositions as follows: assured students’ rights

and responsibilities are taught and protected, implemented

proactive, preventative, and responsive programs, implemented

investigatory and reporting procedures, implemented meaningful

interventions and consequences in response to inappropriate

behavior, and developed and implement a comprehensive crisis

response plan.

24










The LEA provides the alternative education program for

Spanishburg Elementary if it becomes necessary.


RESOURCE DOCUMENT










25



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

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

exercise and age-appropriate physical activities, each school day of one semester of the school year.



Students at Spanishburg Elementary have thirty

minutes of physical education, including physical

exercise and age-appropriate physical activities,

for not less than three days a week.


Students in grades four through fifth participate

in the "Fitness Gram." Results are sent home to

parents.

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

parents.


RESOURCE DOCUMENT











26



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.


The school counselor spends seventy-five percent of work time in a

direct counseling relationship with pupils, and devotes no more

than one fourth of the work day to administrative duties.




YES

Spanishburg Elementary

follows Policy 1224.1:

Accounting Procedures

Manual for Schools and has

address all non-compliances

identified during the district

accounting audit.

YES


YES


follows Policy 2419:

Education of Students with

Exceptionalities and will


identified during WVDE

monitoring processes.

YES


YES


follows all fire marshal

codes and will address all

non-compliances identified.

YES


YES


follows all health

department codes and will


YES

27

identified.


YES


follows all SBA codes and

will address all non-

compliances identified.

NOT APPLICABLE


YES


follows all Federal program

codes and will address all

non-compliances identified.

YES











Team Leader – Dr. Bonnie Ritz, OEPA Consultant


Team Member – Angel Gurski, Principal, Dunbar Primary Center, Kanawha County Schools

Team Member – Terry Sauvageot, Principal, Kenna Elementary School, Kanawha County Schools


SCHOOL PROFILE

51-221 STRALEY ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 194 189 204 185


Attendance Rate 96.09 97.22 96.73 96.95





not available 100.00 100.00 99.46

1


STRALEY ELEMENTARY SCHOOL in MERCER COUNTY SCHOOLS















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 staff works collaboratively to develop and

implement practices that promote a positive

climate and cohesive culture through: ~Strategic

Plan ~Leadership Team ~Staff collaboration

~Faculty Senate ~LSIC ~School mission

statement ~The 3 R’s ~Discipline system

(WVEIS) ~Student celebrations and incentives

~Parent Involvement ~Parent conferences

~Social contracts ~School fairs, contests, and

clubs ~Teacher and Administrator Self-

Reflection




function.


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

ACCOMPLISHED High expectations for all are established and

communicated through: ~Strategic Plan ~School

mission statement ~The 3 R's ~Walkthrough

documentation ~Observations and evaluations

~Student data notebooks ~Data talks ~SPL

~Schedules ~Technology integration ~ESL

training ~SAT team ~Special education ~STAR

assessments ~Progress monitoring




function.

2

and personal behavior.

~Teacher/student conferences ~Formative and

summative assessments ~Emails ~Parent

communications ~Edline ~Parent bulletin board

~Reflection ~Student rewards and incentives



EMERGING The school provides students with a safe and

supportive environment through: ~Strategic

Plan ~Discipline system (WVEIS)

~Walkthroughs ~Observations ~Health reports

~Safety Committee ~Attendance data ~Lesson

plans ~Student data notebooks ~Data talks

~STAR assessments ~SPL ~Schedules ~Student

rewards and incentives ~Social contracts

~Professional Development ~SAT team

~Security systems ~Safety Committee

~Emergency plan ~Maintenance Direct ~Cyber

Bullying Instruction





Rationale: The OEPA Team observed the

building and interviewed students and staff and

determined the school to be safe, orderly and

conducive to student learning. Students

reported feeling safe and nurtured.








ACCOMPLISHED The principal exhibits strong leadership skills

through: ~Collaboration with staff (group and

individual) ~School teams ~LSIC ~Strategic

Plan ~Schedules ~County collaboration ~Staff

collaboration ~Clubs ~Walkthroughs

~Observations and evaluations ~Data analysis

~Student handbooks ~Communication with

stakeholders ~Faculty Senate ~Business and

community connections/partnerships

~Administrator Self-Reflection and Goals

~Edline ~Technology usage ~Lesson plan

checklists ~Visibility and accessibility

~Discipline system (WVEIS) ~Principal/student

conversations and conferences ~Professional

Development ~Presentations ~Collaboration

with fellow administrators




function.

Comments: During interviews, teachers

reported that the principal encouraged all

teachers to assume leadership roles. The Team

verified the principal prepared the staff to

continue leadership functions to ensure

success within the school.

3



ACCOMPLISHED School teams function effectively and

collaboratively to advance the school's mission

and goals through: ~Strategic Plan ~Leadership

Team ~LSIC ~Spirit Team ~School mission

statement ~Common planning ~Grade level

collaboration ~Data analysis ~County

collaboration ~Clubs ~Developmental Guidance

and Guidance Activities




function.



ACCOMPLISHED Teachers assume responsibility for improving

the school and classroom environment and take

leadership roles through: ~Wednesday

Collaborations ~Second Saturday Series

~Professional Development ~Staff

collaborations ~Common planning ~Student

Learning Goals ~Data analysis ~School teams

~Chairing school fairs and contests ~PTO

presentations ~Conferences ~New Teacher

Seminar ~Mentoring ~Faculty Senate ~County

committees




function.



EMERGING Students are engaged in age-appropriate

leadership opportunities through:

~Developmental Guidance ~Student of the

Month (Star Students) ~Community

connections ~Clubs ~Classroom helpers

~Morning pledge ~Greeters at special events

~Student data notebooks ~Student collaborative

groups (roles/responsibilities) ~Performance

tasks (speaking) ~PTO presentations ~Parent

Involvement




function.


recommended the school increase

opportunities for all students who may be

interested in some type of leadership role. The

Team also recommended that the staff continue

planning and implementing the student

newspaper and student council.

4








ACCOMPLISHED A reflective, student-centered, and self-directed

classroom learning environment is fostered

through: ~SPL ~Edline ~Walkthroughs

~Observations and evaluations ~Differentiated

instruction ~Integration of core subjects

~Interim reports ~Progress reports ~STAR

assessments ~Parent communications

~Formative and summative assessments

~Shared instructional and test strategies ~Posted

student work ~Collaborative groups ~PBL's

~SmartBoards ~iPads ~Technology usage ~Fast

ForWord





Rationale: Observations revealed that

instruction was primarily teacher-led. A variety

of instructional strategies was not observed in

most classrooms.


recommended teachers receive support to

increase student engagement, student self-

direction, and collaboration during the learning

process. The principal must continue

classroom observations to ensure that all

teachers employ a variety of instructional

strategies.



ACCOMPLISHED Teachers implement a standards-focused

curriculum as evidenced by: ~Curriculum

guides/maps ~Lesson plans ~Tracking of

standards ~Year end assessments ~Technology

usage ~Teacher data notebooks ~Student data

notebooks ~STAR assessments ~Professional

Development ~PBL's ~Student work posted

with standards




function.


ACCOMPLISHED Teachers design long and short term

instructional plans as evidenced by: ~Lesson



5


plans ~Walkthroughs ~Observations and

evaluations ~Student Learning Goals

~Formative and summative assessment data

~Benchmark data ~STAR assessments ~SPL

~Parent Involvements and Trainings

~Collaborations ~Professional Development

~Teacher data notebooks ~Student data

notebooks ~Interest inventories ~Curriculum

maps



Rationale: Through observations, review of

lesson plans, and interviews, the OEPA Team

could not confirm teachers were participating in

the use of common formative assessments,

other than STAR, to make instructional plans.

The OEPA Team could find very little evidence

of long term planning.


recommended long term collaborative planning

and professional development on how to use

data to guide instruction.




experiences as evidenced by: ~Observations and

evaluations ~Walkthroughs ~Assessment data

~Relevant technology integrations ~Integration

of core subjects ~Teacher data notebooks

~Student data notebooks ~Student work

samples ~Instruction addressing depths of

knowledge ~Graphic organizers ~Writing across

the curriculum ~Posting of learning aids ~Read

Aloud ~SPL ~Multiple texts and text

complexity ~Faculty Senate ~Collaborations

~Lesson plans ~Interactive notebooks

~Curricular field trips ~Incorporating multiple

resources





Rationale: The OEPA Team, through the

observation and interview process, did not

observe a variety of instructional strategies.

Teacher-directed instruction was predominant

in most classrooms.

Recommendation: The OEPA Team recommended professional development in multiple teaching strategies, appropriate assessments, learning resources, digital tools, and instructional targets.

6








EMERGING The school staff is working to continually

develop positive relationships with all

stakeholders through: ~PTO ~LSIC ~Edline

~Remind 101 ~Parent communications ~Parent

Involvement and Trainings ~Referrals to outside

agencies ~Developmental Guidance ~Parent

surveys ~Parent Involvement Policy ~School-

Parent-Student Compact ~Parent conferences

~Annual Title I meeting ~SAT teams ~Back to

School Bash ~Open House ~Grandparents' Day

~Fall Festival ~Music performances ~Awards

Day ~Business and community partners ~ESL

meetings ~Student handbooks ~Concord

University (PDS)





Rationale: The OEPA Team found, through

observations and the interview process, that

positive relations existed between the school

staff and the students, families, and the larger

community. The Team noted the school had

formed strong, positive relationships during the

absence of the current administrator as well as

the cohesiveness and support of one another.



ACCOMPLISHED The school staff attends to student well-being as

evidenced by: ~Child Nutrition Program ~P.E.

~Related arts ~Developmental Guidance

~Safety Committee ~Emergency Plan

~Weekend Food Backpack program (partnering

with a local church) ~Social Contracts

~Assessment data to parents ~Parent

communications ~Transition activities

~Counselor plans ~Extracurricular activities

~Nursing services ~ESL training ~Clubs ~P.E.

Field Day ~WV Extension Service ~School

psychologist ~Social Skills ~Health Care Plans

~Cultural Enrichment ~We Can partnership (in

the planning stages)




function.


school staff forms partnerships with various community

ACCOMPLISHED The school staff forms partnerships with

community agencies and organizations as

evidenced by: ~Business partnerships ~Back to

School Bash ~Fall Festival ~Open House




function.

7

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

~Parent Involvement and Trainings ~Backpack

Program ~LSIC ~Community Partnerships

~WV Extension Service ~Clubs ~Jump Rope

for Heart









opportunities as evidenced by: ~Professional

Development ~Mentoring ~New Teacher

Seminar ~Data analysis ~Agendas/Sign-ins

~Technology logs ~Surveys ~Graduate studies

~Second Saturday Series ~Collaborations

~LSIC ~LEA support ~Collaboration with sister

school ~Concord grant opportunities




function.



ACCOMPLISHED The teachers collaborate on the improvement of

student learning as evidenced by:

~Collaborative teams ~Formative and

summative data ~Discipline system (WVEIS)

~Benchmark data ~Attendance data ~Schedules

~Leadership team ~Data notebooks ~Title I





Rationale: The OEPA Team, through

observations and interviews, found teachers did

not have active professional learning

communities that focused on student learning

and continuous improvement. Vertical teaming

and data discussions did not occur.

Recommendation: The Team recommended professional development opportunities focused on the functions of a professional learning community and that the principal investigate means to have horizontal and vertical teaming.



that facilitate professional growth through:

~Self-Reflection and Goal Setting




8


~Observations and Post-Conferences

~Walkthroughs ~Schedules ~Leadership Team

~New Teacher Seminar ~Mentoring

~Collaborations

function.








EMERGING Facilities' maintenance is demonstrated through:

~Leadership Team ~LSIC ~Safety Committee

~Safety reports ~BRIM ~Health Department

Reports ~Fire Marshall Reports ~Emergency

Plan ~Fire Drills ~Lock-downs ~Custodial

schedules ~Bulletin boards ~Landscaping

~Repairs ~Maintenance Direct





Rationale: Through observation and interviews,

the OEPA Team found the facility well

maintained, secure and aesthetically pleasing.

The halls and classrooms focused on student

learning and achievement and were neat,

orderly, and clean.



ACCOMPLISHED Policies and processes are observed in

managing school fiscal resources as evidenced

by: ~School audits ~Title I budgets

~Fundraising disclosures ~Faculty Senate funds

~State and county policies ~Secretarial reports

~End of the month reports/procedures ~Step 7

money




function.


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

ACCOMPLISHED High quality personnel are selected purposefully

to meet students' needs as evidenced by:

~Teacher attendance ~Hiring committee ~New

Teacher Seminar/Mentoring ~Teacher

incentives ~Teacher of the Year ~Parents' Right

to Know ~Highly Qualified ~Staff

communications




function.

9

identified needs of students.



EMERGING The school is improving the technology

infrastructure and utilizes available technology

tools to support management, instructional

delivery, and student learning as evidenced by:

~Updated and added technology ~TIS ~Systems

Operator ~LSIC ~WVEIS ~Edline ~School

Technology Plan ~STAR ~Mobile lab in

progress ~SmartBoards ~iPads ~Presentation

screen/station in gymnasium ~Grant money

~Addition of new lab ~Technology resources




function.








ACCOMPLISHED Based upon the strategic plan, the staff

establishes a process for improving student

performance as evidenced by: ~Strategic Plan

~School mission and goals ~Leadership Team

~Collaborations ~LSIC ~Faculty Senate ~Data

analysis ~SAT ~SPL ~Parent Involvements

~Data notebooks ~Benchmarks ~Attendance

~Discipline system (WVEIS) ~Walkthroughs

and observations ~PTO




function.


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

ACCOMPLISHED The staff builds professional relationships and

engages all stakeholders in an effort to increase

student learning as evidenced by:

~Collaborations ~School teams and committees

~Communications ~School-based Professional

Development ~Lesson plans ~Walkthroughs

~Interventions ~Computer programs ~STAR

~Special Education ~ESL ~SAT ~PTO




function.

10

stakeholders in actions to increase student learning.



ACCOMPLISHED The staff monitors changes in practice and

communicates with all stakeholders evidenced

by: ~Leadership Team ~Collaborations

~Faculty Senate ~LSIC ~PTO ~Data analysis

~Student Learning Goals ~STAR ~Grade

reports ~Interim reports ~Edline

~Communications




function.




The staff believes there are no significant resources and/or

facility needs substantially impacting student performance.




The staff believes there are no professional development or

other capacity building needs significantly impacting the

staff's ability to improve student performance.




The OEPA Team recommended that additional professional development related to student technology use, data driven instruction, and student engagement be considered. The Team also recommended development of a comprehensive, systematic professional development plan.



The staff has identified these best practices for

consideration: ~Attendance and Conduct Rewards ~Honor

Roll Luncheon ~Weekend Backpacks ~Clubs

~Collaborations ~Skills Time (School-wide) ~Caught You

Doing Something Nice! ~Spirit Team ~Red Ribbon Week

~Star Students ~Keepers of the Traveling Parachute

~Morning Announcements ~WVU Extension Service

~Parent Involvements ~PBL's ~Grandparents' Day ~Summer

The OEPA Team commended this practice:

Weekend Backpacks


11

Packets ~End-of-Year Swimming Incentive ~No Audit

Findings




POLICY and CODE














YES Develop Knowledge of Policy 2322 ~RESA training ~County training ~School-level collaboration

~Leadership team ~LSIC

YES Complete the School Monitoring Report ~RESA training ~County training ~School-level collaboration

~Leadership team



materials provided by the OEPA

The staff at Straley Elementary School is preparing for the on-site

review process through collaborative efforts, Faculty Senate,

Leadership Team, and trainings.

12

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









Implementation















13



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


~Leadership Teams ~LSIC ~Collaborations ~Faculty Senate

~Professional Development sessions


~Data Analysis ~County Collaborations ~School-level Collaborations

~Faculty Senate ~Principal-Teacher Conferences

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-level Collaborations ~Leadership Teams ~Principal-Teacher

Conferences ~Observations/Evaluations/Conferences ~Student

Learning Goals






~Collaborations ~Faculty Senate ~LSIC ~Leadership Team






14





~Policies and Procedures

Training (BLC) ~School-level

training ~Appendices


~IEP Awareness and

Compliance


~504 Awareness and

Compliance











~Next Generation Standards ~Lesson Plans

~Walkthroughs and Observations ~Student Learning

Goals ~IEP's ~504's


~Next Generation Standards ~Schedules ~Lesson

Plans ~Walkthroughs and Observations

YES Note: Please review only the areas appropriate to the programmatic level of your ~Next Generation Standards ~Lesson Plans

15

school (S3)





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

~Walkthroughs and Observations ~FitnessGram

~Wellness Report ~Developmental Guidance

~STAR Assessments

16

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










~Schedules ~Lesson Plans ~Walkthroughs and

Observations ~STAR Assessments ~Title I Parent

Involvements ~Edline ~School Messenger

~Technology Tools ~Computer Lab Logs

YES The school utilizes the following teams and committees as specified in Policy 2510 (Evidence substantiating the activities of these teams may include agendas

~Agendas ~SAT documentation

17

and team notes): (S2,FB)
















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

57).


~County Calendar ~Student Handbook

~Discipline System (WVEIS) ~Incentives

~Guidance Referrals ~Referrals to Outside

Agencies ~Emergency Plan

18








Alternative Education is not available for the

elementary level but is in place for higher

grades.


RESOURCE DOCUMENT












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

~Approved Alternative

19

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.


P.E. Plan ~Schedules

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

~Presidential Fitness

Award

YES Results are shared with students and parents. (S7, FC) ~Letters to Parents


RESOURCE DOCUMENT













~Guidance Schedule ~Guidance

Reports/Documentation

20


~Guidance Schedule ~Guidance

Reports/Documentation




YES No findings YES




YES

Fire Marshal

recommendations have been

addressed.

YES


YES

During the most recent

inspection, there were no

critical findings. The issues

identified have been

submitted to maintenance or

addressed with staff.

YES


NOT APPLICABLE NA NOT APPLICABLE









I. Separate storage room was not available for kitchen cleaning supplies. (May adversely impact students’ health and safety.)


safety.)



21





health and safety.)



performance.)

15. Art

C. Storage was not adequate for the instructional supplies. (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-2. Counter space. (May adversely impact program delivery and student performance.)

D-3. Instructional boards. (May adversely impact program delivery and student performance.)

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

16. Band/Music





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


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

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




Team Member – David Boggs, Principal (Retired), Roane County Schools


Team Member- Amy Maynard, Academic Coach, Cabell County Schools


SCHOOL PROFILE

51-222 SUN VALLEY ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 124 110 108 113


Attendance Rate 96.60 97.78 97.78 97.68





not available 100.00 100.00 100.00

1


SUN VALLEY ELEMENTARY SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED The staff works collaboratively around a set of

shared educational beliefs and values to


culture by: -Website -Announced Daily in

Classroom -Posted in the School -Sent home at

the beginning of the school -School Pledge

recited daily in classrooms -Home Language

Survey -Strategic Plan




function.

Comment: During interviews, teachers and

students clearly articulated the shared beliefs

and values along with the strong emphasis on

the school’s pledge.



ACCOMPLISHED The following evidence shows high expectations

for self and students that are written, clearly

communicated, and readily observed. -Teacher

Goals -Parent Letters -School Pledge -Live

Grades -Student Incentives -Strategic Plan -Live

Grades -School Pledge




function.

2




ACCOMPLISHED The school environment is safe, well managed,

and clean in order to be engaging and inclusive

for learning is shown in the following evidence: -

Positive Behavior Support Program -Fire

Marshall Reports -Health Inspection Reports -

Safety Reports -Safety Committee -Emergency

Bags -Emergency Plan




function.








ACCOMPLISHED The principal exhibits professional knowledge,

skills, and dispositions that reflect strong

leadership as seen in: -Walk Throughs -

Evaluations -Lesson Plan Checks -Serves as the

elementary principal on the Educational

Personnel Preparation Advisory Committee -

Staff Retention -Teacher Handbook -Student

Handbook -collaboration with other

administrators -collaboration with Concord

University




function.

Comments: During interviews, the OEPA Team

learned that the principal supported community

agencies and groups and encouraged

involvement between the community and the

school. The principal was well organized, had

extensive documentation, and used a student

data wall to monitor student progress.


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

EMERGING The school teams and councils function

effectively to advance the mission and goals of

the school as exhibited in the following

evidence: -LSIC -Safety Committee -

Leadership/Curriculum Committee -Faculty

Senate -Spirit/Social Committee -Developmental

Guidance -Social Committee -




function.

3

through leadership, planning, and problem-solving.

Leadership.Curriculum Committee



ACCOMPLISHED Teachers assume responsibility for school and

classroom improvement by actively participating

in the following: -Afterschool Collaboration -1st

and 3rd Wednesday Collaboration -2nd Saturday

Collaboration




function.



ACCOMPLISHED Student leadership is exhibited in the following

ways: -Student of the Month -Competition

Teams -Student Jobs -Classroom Helpers -Music

Performances -Door Greeters -Student Council -

Student Read Aloud




function.







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

ACCOMPLISHED Our teachers create and manage an inviting

classroom environment that is student centered

as evidenced by the following: -Progress Reports

-Phone Calls Home -Live Grades -Differentiated

Instruction -SPL -Posted Student Work -

Technology/Computer Lab Log -Star Reading,

Math Reports, and Early Literacy Reports -




function.

Comment: During walk-throughs and

observations, the OEPA Team noted that

classrooms were well organized, student-

4

reflection, intellectual inquiry, and self-direction.

Anchor Charts friendly, and conducive to learning.



ACCOMPLISHED Teachers demonstrate a standard focused

curriculum aligned with Next Generation

Standards and Objectives by the following: -

Lesson Plans -Curriculum Maps -Star Reading -

Star Early Literacy -Star Math - End of the Year

Benchmarks -Afterschool Collaboration




function.



ACCOMPLISHED Teachers design long and short term lessons

based on Data and Next Generation Standards as

observed in the following: -Benchmarking and

Progress Reports from Star Reading, Star Math,

and Early Literacy -Afterschool Collaboration -

Professional Developments -Lesson Plans -

Smarter Balanced Test Data




function.


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

ACCOMPLISHED Teachers facilitate engaging instruction


progress as exhibited in the following: -

Afterschool Collaboration -Student Work

Samples - Lesson Plans -Observations -

Technology use noted in Lesson Plans




function.

Comment: During observations, the OEPA Team

observed a variety of instructional strategies

and the use of whole group, small group, and

individualized instructional configurations.

5

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








ACCOMPLISHED The school works collaboratively with all of the

community entities below: -Boy Scouts -Parent

Volunteers -Read Aloud Volunteers -Pipestem

Park -Concord University -Athens Fire

Department -Athens School -Local Churches




function.

Comment: During interviews, the OEPA Team

determined the school had a strong relationship

with Concord University, local churches, and

other community agencies/groups.



ACCOMPLISHED The school staff utilizes the following activities

and procedures to nurture student personal

development: -Counselor Referrals -

Developmental Guidance -Science and Social

Studies Club afterschool -Student council -Bible

in the Schools (grades 1-5)




function.


ACCOMPLISHED The school works collaboratively with parents

and the community by the following: -Truancy

Program with DHHR -Concord University PDS




6


Program -Ruritan and Churches provide snacks

and supplies -Parent Involvements -

Grandparent's Day -PTO -Jump Rope for Heart

function.








ACCOMPLISHED The staff engages in planning and attending

professional development by participating in the

following: -Strategic Plan -Teachers request

Professional Development Sessions -1st and 3rd

Wednesday Collaboration -2nd Saturday

Professional Development




function.

Comment: During interviews, the OEPA Team

verified teachers participated in a variety of

professional development sessions and

received specific training as requested.



EMERGING Teachers collaborate in the following ways: -

Afterschool Collaboration -1st and 3rd

Wednesday collaboration and professional

development -2nd Saturday Collaboration




function.

Function C: ACCOMPLISHED Evaluation, feedback, and support are observed ACCOMPLISHED The evidence provided by the school and the

7

Evaluation, Feedback, and Support. The staff


in the following: -Staff Meetings -Principal

Conferences -Teacher Handbook - Policy

Reviews, -Teacher goals in WVEIS -Self

Reflection



function.








ACCOMPLISHED The facilities are clean, well maintained, safe and

secure as evidenced by: -Work Orders -Safety

Committee -Safety Reports -Work Orders -

Health inspection Reports -Emergency Drill Log

-Fire Drill Report




function.

The evidence provided by the school and the






DISTINGUISHED The effective management of fiscal resources

can be seen in the following: -School audit

Report -Teacher Handbooks -Professional

Development for Purchasing




function.

Commendation: The principal provided six

years of documentation that showed no

financial audit findings.


quality personnel are selected according to West Virginia Code and


WV code as evidenced by the following: -Highly

Qualified Data -Teacher Handbook -County

Hiring Practices -Evaluation System




function.

8

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



ACCOMPLISHED The school has appropriate technology

infrastructure and utilizes data information

systems as evidenced in the following: -TIS

Schedule -LiveGrades -WVEIS -Planbook.com -

Star Assessment -ThinkCentral Website -

Computer Lab Log Book




function.








ACCOMPLISHED The staff establishes a focused and coherent plan

for improving performance as found in the

following: -Test Data -Attendance Rating -

Benchmarking/Progress Monitoring -Afterschool

Collaboration -Strategic Plan Action Plan for

SPL




function.


staff has well-defined structures for building

ACCOMPLISHED Processes and structures have been established as

evidenced in the following: -Procedures for

Meetings -Afterschool Collaboration -Parent

Conferences -Title 1 Informational Meeting




9

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

function.




implements adjustments as shown in the

following: -Star Reading --Smarter Balanced

Data -Collaboration -Interim Reports -Star Math

-Star Early Literacy




function.

Comments: During interviews and observations,

the OEPA Team noted the use of data to guide

instruction. Students used data notebooks and

communicated the purpose of their data

notebook.




After analysis to identify resources and/or needs the staff did

not find anything that substantially is impacting student

performance.


evidence, the OEPA Team confirmed the school’s

statement about resources and/or facility.


At this time our faculty can not identify any professional

development or building needs that are significantly

impacting the staff's ability to improve student performance.



professional development and/or capacity building needs.


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

-Science and Social Studies Club -Competition Teams -

Positive Behavior Support Program -PE Field Day -No


10

accreditation process and communicated to other schools.

school financial audit findings in 6 years Science and Social Studies Club

PE Field Day





POLICY and CODE














YES Develop Knowledge of Policy 2322 The policy is discussed and reviewed during faculty meetings and

collaboration times.

YES Complete the School Monitoring Report The faculty and staff work collaboratively to complete the school

monitoring report.

11




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


The principal and Faculty are working collaboratively to prepare

for our on-site visit. RESA 1 and the county are providing

technical support and trainings. Preparation will be an ongoing

process through 2015.





Implementation













12





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


The faculty has a representation on the LSIC and safety

committee. All faculty is given the opportunity to participate in

professional development to improve school and classroom

processes.


The performance data is analyzed as a county on collaborative

Wednesdays.


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

guide improvement priorities (S5,FC)

The strategic plan and school monitoring report is used as a

planning guide for professional development and evaluation.






The faculty and LSIC work collaboratively to develop the strategic

plan. The strategic plan is updated as the year progresses.






13






All faculty is trained and monitored by the principal

and building level coordinators. Students are shown a

video with testing procedures and test security

procedures before testing.



do, with the accommodations noted in IEPs.



do, with accommodations noted on 504s.











We feel that we comply with this policy as evidenced in

lesson plans and classroom observations.

14


All curriculum required for students in each grade level

meets policy 2510 requirements as noted in lesson plans

and classroom observations.









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


Our Kindergarten teacher utilizes the Early Learning

Reporting System. The school focuses on standards as

noted in lesson plans. Our faculty utilizes technology

integration by using a smartboard in every classroom and

Ipads.

15


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

The school meets all minutes requiremenets in policy

2510. All faculty members are given a 40 minute planning

period daily. Evaluations and lesson plan checks assure

instruction is standards based. Technology is available for

students to use daily.

16

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





The school teams are evident in agendas and meeting

notes.












See Mercer County Policy J-18

17




· Implement meaningful interventions and consequences in response to inappropriate behavior

(Pages 45-57).









Sun Valley School does not participate in the

elementary Key Stone Program. However, the

county policy J-18 complies with the requirements.

A copy of the plan is available at our central office.


RESOURCE DOCUMENT








18










The school meets all time requirements

for physical education. The physical

education plan has been approved at the

state level.


All students in grades four and five

participate in fitness testing.

YES Results are shared with students and parents. (S7, FC) Results of testing are sent home with

students with an explanation of the

results.


NONCOMPLIANCE. Counseling logs did not verify at least 75 percent of the work day was spent in a direct counseling relationship with students.

RESOURCE DOCUMENT








19






Developmental Guidance is an on-going preventative service that has

historically been in place for all students. This year small-group

counseling is being organized and implemented. Individual

counseling is on-going as needed and a counseling referral form has

been created and utilized. The counselor is an active participant in all

SAT cases, specialized instruction, and behavioral issues. The

counselor is often a participant in parent meetings.


Our school counselor is itinerant and is only available to us 10 hours

per week. Her time usage is documented on the electronic time log

from the WVDE website.




YES The school has no audit

findings.

YES


YES

The school has not had a

monitoring in many years.

A copy of the county

monitoring report along

with the corrective action

plan is available at the

central office.

YES


YES

The Fire Marshall Report is

file in the county

maintenance office. All

non-compliances have been

addressed.

YES

20


YES All relevant work orders

have been submitted.

YES


NOT APPLICABLE The school is not under

SBA.

NOT APPLICABLE


YES

The school is a new Title1

school this year.

YES

Finding

Counseling Services W. Va. Code §18-5-18b. Ensure counselors spend at least 75 percent of the work time in a direct counseling



1. School Site

F. School bus loading and unloading zones were not unobstructed and safe from hazards. (May adversely impact students’ health and safety.)

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

health and safety.)






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.)



performance.)


B-1. Tables and chairs. (May adversely impact program delivery and student performance.)

21





safety.)







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

safety.)


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.)








performance.)


A. All classrooms were not of adequate classroom size (28-30 ft.²/student). (May adversely impact program delivery and student performance.)



22

16. Band/Music





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




Team Leader – Judy Johnson, OEPA Consultant

Team Leader- Dr. Bonnie Ritz, OEPA Consultant


Team Member – Angel Gurski, Principal, Dunbar Primary Center, Kanawha County Schools


SCHOOL PROFILE

51-225 WHITETHORN ELEMENTARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 148 147 156 174


Attendance Rate 99.09 98.03 97.54 97.85




Participation Rate-Reading not available 0.00 0.00 0.00

1


WHITETHORN ELEMENTARY SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED * Mission Statement and Core Beliefs are

reviewed and updated at lest annually, and

posted throughout the school. *Students,

parents and community are informed of mission

and beliefs via newsletters, school calendar,

L.S.I.C./P.T.O./Title I Parent Advisory

meetings. *Strategic plan is developed and

shared with all stakeholders via L.S.I.C., School

Leadership Team and P.T.O. meetings. Input

from stakeholders is encouraged in these

meetings. The plan is posted in the cafeteria,

and the public is invited by a sign, to review

and comment in writing at any time. * The

majority of Staff members have received

training in Capturing Kid's Hearts, and it is

utilized as our school-wide P.B.S. program.




function.


establishes high

ACCOMPLISHED *All Staff members are trained at the first

annual Staff meeting on the Mercer County

Schools' Code of Conduct policy. Expectations




2

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

are explained and opportunities for questions

are provided. * The Administrator walks

through classrooms on a regular basis to

monitor staff performance and student behavior.

*As part of Capturing Kid's Hearts, all

classrooms formulate and post a "social

contract", used as a basis for classroom conduct.

*The school counselor spends 75% of her time

in the classroom, teaching character education,

and in other locations, counseling students. *A

school-wide discipline policy is in place. It is

discussed, adjusted, posted throughout the

school, and sent home with students at the

beginning of each school year. *The

Administrator operates a behavior initiative

program, whereby one classroom per interim is

selected as having the fewest disciplinary

issues. That class is rewarded by the Principal

who spends recess period with the winning

class.

function.



ACCOMPLISHED *Access to chemicals and other dangerous

materials is controlled. *Safety Inspections are

performed monthly, and bi-annually.

*Excessive or outdated items and materials

have been disposed of, or stored at an

alternative location. *Annual visits from the

Fire Department. "Code Red" emergency

procedure practices performed annually and

collaboratively with the local Police

Department. *Principal remains highly visible

throughout the school day. *All student and/or

parent concerns are investigated promptly by

the Principal and Counselor. * Alternate

location and "Code Blue" evacuation process,

and "Code Red" Lockdown practiced Spring

2014. *Parent Survey to ascertain input




function.

Comments: Although the OEPA Team found the

school had crisis and preventive measures in

place, the school needed a communication

system for each teacher to contact office.

Currently, teachers must use their own cell

phones to contact the office or send a student

to the office.

3

regarding "buzzer system". (awaiting funding)








ACCOMPLISHED *The concept of "teamwork" is stressed by the

Administrator, and is practiced throughout the

school. *The school Counselor initiates

programs, such as "bucket fillers", which

teaches students the value of kindness and

caring. *Parent involvement is highly

encouraged via newsletters, Title I Parent

Involvement events, and phone messages. *The

Whitethorn School community, as well as the

communities of our other local schools are

encouraged to interact and participate in at least

one Title I event per year. These have been very

successful. *Any Staff conflicts are investigated

and managed by the Principal in a timely

fashion, in consultation with the

Superintendent's office.




function.



ACCOMPLISHED *After-school collaborative team meetings are

conducted each week. They are monitored by

the Principal. Data is reviewed with fidelity,

and instructional decisions are made, based on

this data. These teams keep a notebook with

minutes, and each teacher maintains a data

notebook with current data for consideration.

*L.S.I.C. and School Leadership Team meet at

least, quarterly. P.T.O. meets monthly, weather

permitting. These meetings may be combined

with our Title I Parent Advisory, in order to

promote and encourage attendance and input

from all members. Achievement data and our

Strategic Plan are generally included on these

agendas. *We make certain that our L.S.I.C. has




function.

4

a P.D.S. partner as a member, and Bluefield

State College, and Concord University Staff

members and students are regularly included in

meetings and instructional activities in our

school, and at Parent Involvement events.



EMERGING *Staff members are given opportunities for

input and leadership, through after-school grade

level team meetings, School Leadership Team

through Wednesday collaborations, L.S.I.C.

team membership, Faculty Senate meetings, and

provision of grant money and other funding

sources, to initiate programs and practices

within their classrooms, and throughout the

school, eg. "Stability Ball" seating, "Reasoning

Mind" Math instruction, teachers who serve as

trainers at county and state-level training

sessions, and at P.D.S. schools. The

Administrator and several teachers also serve on

the EPAAC student teaching guidance and

oversight committee at Bluefield State College.




function.



EMERGING *As part of social contract, each classroom has

a "Leader of the Day." *Teachers nominate a

"Wildcat of the Month". These students

participate in a Student Leadership Luncheon"

with the Principal each month. Opportunities

for input, suggestions, and questions, are

provided.




function.

5








ACCOMPLISHED *Regular walk-through' to monitor instructional

quality. *Lesson Plans checked and signed, at

least quarterly. *Teacher Phone log, to track

communication with parents. STAR

Assessment data reviewed each week, at P.L.C.

meetings. *Grade cards home, each quarter-

Interim reports, each 4.5 weeks.





Rationale: The OEPA Team did not find

evidence through observations that most

teachers’ classrooms were student-centered or

had students engaged with technology.

Recommendation: The Team recommended professional development in instructional strategies, classroom management, and student reflection be provided.



ACCOMPLISHED *Regular walk-through's by the Principal. Plans

checked. *Plans in place, at least one week in

advance. Checked and signed, at least quarterly.

*Standards are tracked by a method of the

teacher's choice. *Data Notebooks kept by all

Staff members.





Rationale: The OEPA Team verified evidence of

standards-based instruction; however, the use

of technology was minimal. The computer lab

was only used by a Title I teacher in the

afternoon. Smartboards and Elmos were used

for overhead projection, with exception of three

teachers.

Recommendation: The OEPA Team recommended professional development in the integration of technology into the classroom curriculum.


Teachers design long and short term

EMERGING *B.O.Y. review of Intermediate-level

assessment data, to determine low standard

achievement areas. *STAR Reading and Math

assessment data review at weekly P.L.C.




6

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

meetings. *Data notebooks maintained by all

Staff members. *Student work samples

reviewed and posted (anonymously) throughout

the school. *STAR assessment data are

included as a part of the records sent to the

Intermediate level with rising second graders.

*Development of SMART Goals at B.O.Y.,

based on assessment data from previous Spring.

function.



ACCOMPLISHED *Regular walk-through's and observations

*Weekly review and discussion of STAR

Assessment data *Technology integrated into

instruction *Student work samples on display

throughout the school *Student writing samples,

and collaborative writing lab experiences

*Science, taught by P.D.S. partner school

*Writing instruction will be given as a regular

part of our Media program for 2015-2016




function.

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







ACCOMPLISHED *Annual collaborative Title I parent

involvement events. *P.T.O. meetings

*L.S.I.C., Parent Advisory, School Leadership

Team meetings to promote communication.

*Regular phone messages sent to parents.

*Establishment of relationships with local

businesses, eg. new sign, playground donations,

fencing. *Parent Involvement policy to parents.

*Donation of school supplies by alumni

*School Newsletter




function.

7



ACCOMPLISHED *Principal is highly accessible to students.

*Guidance Counselor spends 75% of time in

classrooms. Highly accessible to students.

*Blessings in a Backpack program. *School

clothes closet. *Regular Nurse Schedule

*Dropout Prevention Grant program. *Donation

and distribution of book bags and supplies

*Code Red and Code Blue plans and practices.

*School Safety Committee. *Monthly and bi-

annual Safety Inspection reports.




function.



ACCOMPLISHED *Partnership with several faith-based

organizations to provide food and clothing.

*Partnership with former student who provides

school supplies annually. *Partnership with a

local business *Clothing, school supplies,

blankets, and hygiene supplies provided as part

of Title I Parent Involvement events *Annual

school-wide Title I informational meeting

*Signed Parent Compacts *Teacher Phone log




function.








ACCOMPLISHED *Attendance County level Wednesday

Collaboration *Attendance of school-level

Wednesday Collaborations *Attendance of

"Second Saturday" sessions *February

collaborative refresher training on 6+1 Traits of

Writing *Staff members utilize Title I

Professional Development funding to attend

beneficial session presented by WVCPD.




function.

Function B: Teacher

ACCOMPLISHED *Weekly after-school P.L.C. sessions for each ACCOMPLISHED The evidence provided by the school and the

8

Collaboration. The


grade level *Collaborative team meetings

between Whitethorn, Memorial, and Bluefield

Intermediate Staff members, to review and

consider data, and to build collaborative

relationships that will improve student

transition to third grade *Participation in county

and school-level collaboration opportunities

Coordinated orientation visits for Pre-K to

Primary, and for Primary to Intermediate,

annually.



function.



EMERGING *Weekly P.L.C. meetings per grade level

*Mentoring for new Staff members *New

teacher orientation and training by Mercer

County Schools




function.








ACCOMPLISHED *Quarterly Safety Committee meetings

*Monthly and bi-annual safety inspections

*Work orders submitted electronically to

initiate corrections *Regular Fire Drills, Health

Dept. Inspection reports/corrective actions




function.

Comments: Although the OEPA Team found the

school to be clean and well maintained, security

remained a concern. The entrance into the

cafeteria was unsecured.


9

recommended the county assist the school in

investigating funding sources to secure the

school a two-way communication system.



ACCOMPLISHED *School Financial Audit reports *Title I Budget

information *Fundraising Information




function.



ACCOMPLISHED *New teacher mentoring agendas *School

personnel handbook given to staff members

*Annual WVEIS "Highly Qualified" report




function.



ACCOMPLISHED *Technology is central to school function, ie.

STAR Assessment and reporting, data review,

instruction, and instructional decisions all

involve the use of technology *School

Technology plan is completed annually

*School-level Sys. Op., and T.I.S. actively

involved in the efficient use of technology

throughout the school *WVEIS utilized

throughout the school, and as part of overall

operation and management of the school





Rationale: The OEPA Team observed minimal

use of technology. The Team did not find

evidence of technology utilization throughout all

classrooms or plans. Computers in classrooms

were not turned on and the checkout sheet for

iPads had not been signed since 10/09/2015.

Recommendation: The OEPA Team recommended the county assist the school in exploring opportunities for professional development in the use of technology integration for teachers.

10








ACCOMPLISHED *L.S.I.C., School Leadership Team, P.T.O., and

Title I Parent Advisory Committee review the

Strategic Plan at quarterly meetings

*Assessment data reviewed with stakeholders

*Teachers maintain data notebooks *Parent

surveys and evaluations of meetings/trainings




function.



ACCOMPLISHED * After school P.L.C.meetings/agendas

*Wednesday collaboration agendas *Walk-

through's *Title I parent "trainings" *STAR

Reading and Math data Collaborative staff

meetings, with Primary and Intermediate school

involvement, embedded training, information

sharing, and data review.




function.



ACCOMPLISHED *After-school P.L.C. team meetings/agendas

*L.S.I.C., School Leadership Team agendas *

Summative and Formative assessment data *

Regular Staff Meetings *Data notebooks

maintained and reviewed





Rationale: Although the school gathered data to

guide instruction, the OEPA Team found little

evidence of adjusting instruction according to

student needs and implementation of data to

guide instruction.

Recommendation: The OEPA Team recommended professional development in

11

using data to drive instruction.




We have no facility needs that are impacting student

performance.





We have been provided with P.D. funding and resources

through our Title I program. No impacting needs.


evidence, the OEPA Team recommended professional

development in the use of multiple strategies, student

inquiry, technology, and on using data to impact student

performance. No professional development needs were

listed by the school.



"Science Fridays" for second grade, implemented by Mr.

Furrow, students and teachers from our P.D.S. partner,

Bluefield State College. First grade science lessons,

conducted by Mr. Furrow. Stability Ball seating utilized in

several classrooms, to promote focus, and engagement in

classroom instruction. Second grade students are

participating in the Reasoning Mind program. This group

has seen significant gains in Math achievement.


Science lessons conducted by the principal

The use of Tumble books





POLICY and CODE






12










YES Develop Knowledge of Policy 2322 The Administrator attended training on Plociy 2322, Fall of 2014. Policy 2322

was included in several Staff trainings, and was discussed during a September,

2014 L.S.I.C. meeting.

YES Complete the School Monitoring Report O.E.P.A. School Monitoring Report completed by the Administrator, with

input from school faculty and L.S.I.C.






· 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


Faculty meeting agenda and discussions will include Policy 2322, the O.E.P.A.

monitoring process, the 5 year plan, and the expectations and progress of the

school toward meeting the standards.

13





Implementation



















The Administrator has established the School Leadership Team, the L.S.I.C.,

the Title I Parent Advisory Council, and has informed these groups of the

standards, the expectations, and their roles in these areas. During the course of

the '14-'15 school year, we have scheduled collaborative work sessions for

staff members to review data, to include grades K-2, 3,4,and 5. Also, teacher

visits to similar schools.

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

After-school Staff meetings will be conducted, to review the standards, and

accountibility documentation needed to verify compliance. Teachers will be

14

school. (S3,FA) made aware of the contributions to this data pool, that will be expected of

them.




Each staff member will receive a copy of the finalized School Monitoring

Report. It will be reviewed at L.S.I.C., P.T.O., and Parent Advisory Committee

Meetings each quarter. Employee evaluations will be discussed with staff

members, and weakness in achievement as well as P.D. needs, both short and

long-term, will be addressed.






5-year plan revised in September, 2014, and per need throughout the school

year. It contains all components listed, and was developed with direct input

from L.S.I.C.. The school's progress on the plan will be included on all

L.S.I.C., Parent Advisory Council, and P.T.O. meeting agendas. Information

from collaborative data review at K-5 staff meetings will be considered during

revision.










K-2

School

15


K-2

School


K-2

School











The Administrator will monitor the developmental appropriateness

of instruction via walk-through's, observations, lesson plan checks,

attendance of grade-level P.L.C. meetings, and through interaction

with student leadership team members.


Appropriate, required K-2 curriculum is taught at the school, per

policy 2510. Students receive developmentally appropriate

instruction in Reading/Language Arts, Math, Music, Integrated

Science and Social Studies, Visual Arts, and Wellness.



Utilize Early Learning Readiness grades (Pre-K/K)

Instruction is based on the WV Nx. Gen. standards, and is

monitored regularly via walk-through's, observation, lesson plan

checks, and interaction with students. Formative Assessment is

conducted, via STAR Reading and Math assessment tools.

16

components of the Ready, Set, Go! WV developmentally appropriate practices as described in the policy pages 6 to 9:







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

17

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









Implements technology practices that facilitate student development and meet requirements in areas such as critical thinking, decision-making, academic knowledge,

The school schedule is in line with STate policy requirements for

instructional time per day. S.P.L. time is provided for extra help,

and for extra differentiated instruction. All staff members receive a

40 minute planning period. Regular walk-through's are done by the

Administrator to assure that plans and instruction are research and

standards-based. STAR assessment data are review and

instructional decisions are made based on data review during

weekly P.L.C. meetings.

18

work place programs, etc. (S6,FD) Has technology infrastructure that allows multiple

applications in enabling students to achieve at higher academic levels. (S6,FD)




Agendas will be on file to demonstrate the regular meetings of

these teams, and of the Faculty Senate, and will include topics

discussed.












School Discipline policy adheres to State and County policy. It is

displayed throughout the school, and is sent home with students

at the beginning of the year. The Guidance Counselor teaches a

program of Character Education to students, throughout the year,

and reinforces the expectations of the discipline policy. The

school has a Crisis Response Team, trained annually in Crisis

19


21).






Intervention. The Administrator operates a Positive Behavior

Support and Student Leadership program.










K-2 School


RESOURCE DOCUMENT





20








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

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

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

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


Physical Education classes are conducted for

40 minutes, at least two times per week, with

an extra 40 minutes of P.E. provided by

classroom teachers, at least one time per week.


Non-applicable for K-2.

YES Results are shared with students and parents. (S7, FC) K-2 School


RESOURCE DOCUMENT







21







Counselor logs will demonstrate that Ms. Simpson spends

75% of her alloted time, providing developmental

guidance, character education, and counseling to our

students.


Our Counselor works as an Itinerant. 75% of her time at

our school is devoted to the teaching of Developmental

Guidance, and to counseling with students. 25%, or less of

her time is spent on her work with the S.A.T. process.




NOT APPLICABLE Zero findings YES


NOT APPLICABLE zero findings YES


NOT APPLICABLE Zero findings YES


YES Work orders submitted for

all findings

YES


NOT APPLICABLE No non-compliances NOT APPLICABLE


NOT APPLICABLE zero findings YES


1. School Site


22


performance.)

2. School Building

A. General Safety

A-3. Security access was not controlled at the main entrance. (May adversely impact students’ health and safety.)















performance.)





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




15. Art

School did not provide a separate art facility.

23

16. Band/Music





Team Leader – Judy Johnson, OEPA Consultant

Team Member – Paula Athey, Principal, Wiley Ford Primary School, Mineral County Schools

Team Member – Melissa Isaacs, Principal, Scott Teays Elementary School, Putnam County Schools

Team Member – Suzanne Armstrong, Principal, Andrews Heights Elementary School, Kanawha County Schools


SCHOOL PROFILE

51-240 BLUEFIELD INTERMEDIATE SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 350 353 354 333


Attendance Rate 97.82 97.79 96.96 97.32





not available 100.00 99.43 98.48

1


BLUEFIELD INTERMEDIATE SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED *Strategic Plan *Leadership Team

*Collaboration schedules *Faculty Senate

*LSIC *WVEIS Reports/Discipline system

*Culture surveys *School Motto *Celebrations

and student incentives *Parental Involvement

*School mission revised, agreed upon and

posted in all classrooms *Multicultural plan

*Teams collaborate weekly *Social Contract

designed by students in each classroom. It is

signed and posted in the classroom and revisited

often *Teacher Social Contract designed, signed

and posted *Character Education Plan *School

Fairs and Contests: Science Fair, Social Studies

Fair, Spelling Bee, Writing Contests, Math

Field Day, Reading Bee and Battle of the Books

*School Marquee *Staff meetings *Parent

meetings *Positive Behavioral Interventions

and Supports Program *School Counselor's




function.

2

"Bucket Filler" lessons



ACCOMPLISHED *Social contracts are written, signed by every

student and posted in every classroom

*Employee Code of Conduct *Rewards for

meeting expectations *Established rules and

procedures according *Capturing Kids Hearts

strategies *Student of the Month

*Awards/Distinctions *Students are rewarded

academically and behaviorally *P.B.I.S. goals

*Professional Development School in

Partnership with Concord University &

Bluefield State College * Bluefield College in

VA also partners with us to send college

observers and student teachers *Each Nine

weeks students go shopping at the Beaver Buck

store *Good Behavior celebrations each nine

weeks *Attendance is recognized each nine

weeks *Bible as an elective resource *Student

Planners *Teachers Social Contract

*Walkthrough data *Student data folders

*Student Handbook *LEA support *First

Wednesday is county arranged collaboration 2

hrs after school *Once a month early out 1 hr

for teacher collaboration pd 1 extra hr




function.



ACCOMPLISHED *Clean building *Doors remain locked *Those

visiting must must be buzzed in at the front

door *Employees have a badge to swipe for

access at various doors *Building is always

maintained-work orders for repairs *Procedures

are in place in case of an emergency. *Social

Contracts that are agreed upon by each member

of the class *Discipline data *Student health

care plans *Health reports *Attendance data

*Lesson Plans *Student data folders *MDT




function.

3

meetings & monthly reports/Attendance

*Employees sign in/out *Crisis plan *CPI team

*SAT team *Discipline data from WVEIS

WOW *Hallway/Cafeteria/bathroom

monitoring *Security system *Professional

development *Upgrading Intercom *Schedules

*Incentives *Classroom management

*Guidance schedule *Crisis Mental Health plan

*Fire drill procedures *Emergency procedures

*Lock Down procedures *Alternative site for

emergency relocation








ACCOMPLISHED *Principal/student conversations *Visible and

accessible *Lesson plans checklist

*Walkthroughs *Technology use *Observations

*Evaluations *LIVE Grades *Principal goals

*Strategic plan *Support groups: PTO, business

partners *Monthly newsletters *School

Messenger information *Leadership team

*Faculty Senate *LSIC *Student handbook

*Schedules for collaboration *Staff retention

rate *Student achievement data *Data Walls

*Student data folders *SAT log & meetings

*IEP meetings *Parent surveys *Staff surveys

*Student surveys *Attends professional

development sessions with the teachers *Safety

Team




function.


school teams and councils function effectively to advance the

ACCOMPLISHED *Grade Level Teams *PBIS *LSIC *PTO

*Technology team/Curriculum team *PLCs

*Common planning *Grade level meetings

*Safety Patrol *Beaver Bistro each week

*Student of the Month *IS, CE, CD, ans SC day




function.

4

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

agendas *Faculty Senate *Team meetings

weekly *Leadership Team meetings

*Conferences *Safety Patrol *PBIS meetings

*Safety meetings



ACCOMPLISHED *Numerous professional development

opportunities to bring back and train others

*Second Saturday trainings *Summer Trainings

*New Teacher Seminar *Team Leaders

*Faculty Senate *LSIC *CE day agendas *SC

day agenda *Team meetings *Safety Team

*Leadership Team *Conferences *Subject area

meetings *Multi-discipline meetings *Vertical

Team meetings with the two primary schools

and middle school




function.



EMERGING *Bible Program as a weekly resource class

*Science Fair (School, County and State)

*Social Studies Fair (School, County and State)

*Reading Bee *Spelling Bee (School, County

and State) *Young Writers *5th grade Choir

*5th grade Beginning Band *Handbells

*Beaver Bistro at lunch each day *Safety Patrol

*Winning grade level class gets to display the

banner in class for a week *Student of the

Month *Safety Patrol *Character Education

*Classroom helpers *Morning Pledge Leaders

*the Wade Center after school program *Girl

Scouts - once a month after school *Student

Data Folders




function.

5








ACCOMPLISHED *Walkthroughs *Observations *Evaluations

*Whole group instruction in the classroom

*Differentiated Instruction in the classroom

*Small Group Instruction in the classroom

*Classrooms are equipped with a variety of

technology *Small groups are utilized with Sp

Ed and Title I (pull out and push in) *Partners

and groups working together *Project based

learning is used in each grade level *STAR

Reading and Math *Odyssey *Mid-term

progress reports *Nine week report cards

*School Messenger *Telephone calls *Live

Grades includes a communiction section

*Formative and Summative assessments

*Intervention groups *Accelerated groups

*Assignment books-parent and teachers check




function.



EMERGING *Pacing guides *Lesson Plans *W. V. Next

Generation Standards and expectations by grade

level *STAR Reading & STAR Math

*Accelerated Reading & Math *WESTEST 2

data for our 4th graders in Science *Smarter

Balance Summative test results for 4th and 5th

to see growth *Odyssey *Technology training

*Webinars *Smarter Balance Interims *STAR

custom made assessments to target weak areas

*Common Assessments *Read Alouds daily

during breakfast **Lessons are designed by

deconstructing Next Gen standards integreted

with inidivual student data





Rationale: Based on the observations and

interviews by the OEPA Team, the school

evidence was substantiated in most classroom.

The Team determined the amount of evidence

merited an increase in the school rating of the

function.


EMERGING *Unit plans are made within team meetings

*PLC schedule *"One Book One School" for



6


everyone to listen to as it is being read aloud

during breakfast several times per year. Other

books are teacher or team selected *Grouping

students for reteaching and excellerated

instruction *Formative assessment data

*Summative assessment data *Benchmark data

*Student work samples *Lesson plans *Parent

training *Collaborative teams *Professional

development *Students data notebooks

*Walkthroughs *Student/teacher conferences


function.



EMERGING *Observations *Walkthroughs *Assessment

data *Technology integration *Student data

folders *Samples of student work *Use of

graphic organizers *Writing across the

curriculum *Faculty Senate meetings *Common

Planning *Lesson plans *Small groups

*Intervention groups *Accelerated groups

*Pull-out by Title I in reading and math *Pull-

out by Sp. Ed. in reading and math *Wide

variety of teaching strategies *Progress

monitoring every 2 weeks with urgent

intervention and intervebtion students




function.

Comment: Based on interviews and

observations, the OEPA Team found the Title I

program provided excellent support to

classroom teachers.








EMERGING *Student assignment books *School messenger

*School marquee *Teachers use of Live grades

to keep parents informed of student progress

*Monthly newsletter •PTO meetings *LSIC

meetings *School volunteers *Emails *Phone

calls/phone log *Parent trainings *Referrals to

outside agencies *Social Services





Rationale: All evidence collected by the OEPA

Team supported positive relationships between

staff, students, and community. School

7

*Developmental Guidance *Parent surveys

*Parent/student/teacher Compacts *Letters

home *Annual Title I meeting *SAT meetings

*Parent nights *Open House *Meet the

Teachers *Notifications of upcoming events

*Parent Involvement Policy *Brochures

*Positive post cards mailed home *Welcome

post cards mailed over the summer

evidence was determined to be in place through

most parts of the school.



ACCOMPLISHED *School wide monthly character education

lessons *School wide monthly multiculture

lessons *Thirty minutes of recess daily

*Physical Education with an elementary

certified teacher regularlly *All students recieve

free breakfast in the classroom each morning

and free lunch daily *ESL teacher *Crisis Plan

*PBIS team *Blessings in a Backpack *School

Nurse per schedule *Letters to parents about the

assessments *STAR Reading & Math reports

*Counselor's schedule for Development

Guidance *Safety Patrol *Leadership Team

*Grade level teams *Safety Committee

*Related Arts *Parent Resource Center *5th

grade Cardiac Project *Extracurricular activities

planned and held after school *Gifted teachers

provides pull-out services *OT, PT, and speech

provides pull out services *Southern Highlands

Community Mental Health Center will provide

services each Wednesday *Innovation Grant

shared with Bluefield High School and

Bluefield Middle School




function.


school staff forms partnerships with various community

ACCOMPLISHED *City of Bluefield and BB&T bank are our

business partners. *Innovation Grant wshared

with Bluefield High School and Bluefield

Middle School *Professional Development




function.

8

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

School partnership with Bluefield State College

and Concord University *Girl Scouts once a

month after school *PTO meetings followed by

student performances each month *Meet the

Teachers *Open House *Blessings in a

Backpack *LSIC meetings *Professional

Development School partnering Bluefield State

College and Concord University *WVU

Extension Program/4H *Open House/Parent

Night *Parent meetings *Brochures *Flyers

*Title I Parent Council *the Wade Center-after

school program








ACCOMPLISHED *Peer Observsations *IPI training for several

staff *PLCs *Webinars *New teacher seminars

*New teacher academy *Data analysis

*Agendas and Minutes *Sign in-sheets *Book

studies *County Collaboration *School based

collaboration in SC (1 hour early dismissal

days). Teachers are stipended to continue for an

additional hour *Second Saturday trainings

*Professional development through RESA I

*The Center of Professional Development

training sessions *School based professional

development through school Title I funds

*Cohort through Marshall University for a

certificate or Masters in Literacy Education

*Graduate courses




function.


teachers participate in high functioning

ACCOMPLISHED *Teams collaborate weekly *County designed

collaboration *School based collaboration on

SC days *New Teachers Seminar *New

Teachers 3 day Academy *Team meeting




9

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.

agandas, sign-in sheets and minutes *Formative

& summative data *Discipline data

*Benchmark data *Attendance data *PLCs

*Common planning *Book studies *Leadership

team, sign-in sheets and minutes *PBIS team,

sign-in sheets and minutes *Faculty Senate,

sign-in sheets and minutes *Student data folders

function.



ACCOMPLISHED *Self reflections and goal setting *Pre/Post

conferencing *Walkthroughs *Common

Planning *PLCs *Leadership Team *New

teachers seminars *New teachers 3 day

Academy *New teacher mentorships *School

survey *Principal Mentor Program *Lesson

plans checked and feedback provided




function.








ACCOMPLISHED *The building is clean and very well

maintained. *Doors are closed and locked

*Emergency procedures are practiced with a fall

and spring "lock down" *Monthly Fire drills

*Work orders are submitted on line through

Maintenance Direct *Leadership team, sign-in

sheets and minutes *LSIC, sign-in sheets and

minutes *Safety Committee, sign-in sheets and

minutes *Monthly Safety Reports *Health

Department Reports *Fire Marshall Reports

*Playground Safety Reports *Lock down




function.

10

procedures practiced *Alternate site plan

developed *Emergency procedures in place



ACCOMPLISHED *School Audits *ISA (Instructional Supply

Allocation) *Copier Allocation *Special

Education-supplies *Special Education-copier

*Title I budget *Fundraising approvals and

disclosures *Facility checklist *Faculty Senate

funds report *Teacher Cash Summary Sheets

are required with all money turned in *Purchase

orders are completed in advance *State and

County Policies followed *Secretarial reports

*End of the month reports/procedures *Payroll

procedures and due dates *Music Allocation

*Media Allocation *Custodial Allocation *PTO

funds *Pepsi funds




function.



ACCOMPLISHED *Teacher attendance *New teacher seminars

*New teacher mentors *Parent right to know

form *School Hiring Procedures *A percentage

of staff hold a Master’s Degree or are working

towards one. *Certification is checked at the

beginning of every year.




function.


The school has appropriate technology infrastructure and utilizes data information systems and technology tools to support

ACCOMPLISHED *Itinerant TIS, shared with Mercer School

*WVEIS WOW *Live Grades *LSIC *School

Technology Plan *School Systems

Operator/Email coordinator *A new mobile lab

has been purchased: that gives the school 4

mobile labs and 1 stationary computer lab.

*Responders *ELMOS and projectors in every

classroom *Computer lab time (in the stationary

lab) is given to every class *IPads are available




function.

Recommendation: While the OEPA Team

substantiated the school's rating to strengthen

the function, the Team recommended students

be provided additional opportunities to utilize

hands-on technology devices in authentic

11

management, instructional delivery, and student learning.

learning experiences.








ACCOMPLISHED *Leadership Team *School Collaborative teams

*LSIC *Faculty Senate *Formative and

summative data *SAT log *Parent Advisory

committee *Student Data Folders *Benchmark

assessments *Attendance *Discipline data

*Walkthroughs *Retention data

*Culture/climate surveys *Parent surveys *PTO

*Student/Parent/Teacher compacts *Read

Aloud Coordinator *Business Partners




function.



EMERGING *Team meeting agendas, sign-in and minutes

*School based professional development

*County professional development *Lesson

plans *Flyers *Handouts *Walkthroughs

*Interventions/small group *Odyssey computer

program *STAR Reading and Math

*Accelerated Reading and Math *Cursive

writing




function.

Rationale: The OEPA Team determined the

school's evidence supported an accomplished

rating.


monitors changes in practice and implements adjustments, evaluates the results of student learning, and

ACCOMPLISHED *Leadership Team *Grade level teams *Faculty

Senate *LSIC *Summative & formative data

*Reports are sent home on a regular basis for

STAR Reading and Math *4 1/2 week mid-term

report cards *9 week report cards report

*Progress reports on IEP goals every 4 1/2

weeks *Student data folders *Live Grades




function.

12

communicates the progress to all stakeholders.




None at this time. The OEPA Team did not confirm the school’s resource and/or facility needs as none were provided by the school.


None at this time. The OEPA Team did not confirm the school’s professional development needs as none were provided by the school.



PBIS-B.I.S. behaviorial program=developed "H.A.P.P.Y."

Helpful, Accept responsibilty, Participate, Prepared, Y "It

Does Matter " *"Happy" song played over the intercom in

AM *Beaver Bistro-special table in cafe'-4 students get to sit

& eat lunch daily for showing good lunch behavior *Earning

the best class banner-1 per grade level-to hang in class for

the week *Staff wearing HAPPY shirts on designated days

*HAPPY postcards mailed home *Safety Patrol *Student of

the Month *Beaver Buck








POLICY and CODE






13



















Implementation



14





















B . Policy 2340: West Virginia Measures of Academic Progress


15



















16













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

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













21).







Alternative education programs meet the requirements of Policy 2510 and Policy

This is the fourth year that Bluefield Intermediate School has

been included in a three school Keystone Grant for Mercer

County. This grant provides for a Keystone teacher and aide to

teach up to 12 students for four days. They assist the students

that have violated school rules. While in the Keystone classroom

the students get the same instruction they would have gotten in

the regular setting and the have daily character lessons that goes

19

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







along with the Capturing Kids Hearts Program.


RESOURCE DOCUMENT














20







RESOURCE DOCUMENT















21



NOT APPLICABLE No non-compliances YES












2. School Building

A. General Safety

A-2. Asbestos Management Plan was not developed and maintained. (May adversely impact students’ health and safety.)





B-6. Reading and reference materials. (May adversely impact program delivery and student performance.)







22






Team Member – Shannon Rayburn, Assistant Principal, Milton Elementary School, Cabell County Schools


SCHOOL PROFILE

51-245 PRINCETON PRIMARY SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 565 576 563 565


Attendance Rate 94.67 97.15 97.00 97.08






1


PRINCETON PRIMARY SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED Strategic Plan LSIC School Mission & Goals ACCOMPLISHED The evidence provided by the school and the



function.



ACCOMPLISHED SPL Targeted Reading Instructional Charts

Principal Observations/Walk Throughs Teacher

Goals




function.

2



ACCOMPLISHED Capturing Kid's Hearts Keystone Program

Multi-Colored Behavior Chart




function.

Comment: The OEPA Team observed inconsistent use of the schoolwide color chart for behavior.








ACCOMPLISHED Milken Award Differentiated PD Faculty

Handbook




function.



ACCOMPLISHED LSIC Leadership/Curriculum Team Grade Level

Team Meetings




function.


Teachers assume responsibility for school and classroom improvement and

ACCOMPLISHED Grade Level Team Leaders Sub-Team Common

Planning, Resource & Lunch Teacher

Community Service Club




function.

3

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



EMERGING Classroom Job Assignments Chimes/Show

Choir Club Pledge Leaders






observations, the OEPA Team verified the

school’s evidence and determined additional

student leadership opportunities such as

Student of the Month, STAR attendance, and

Mental Math Challenge existed.








ACCOMPLISHED SPL Targeted Reading Instructional Chart CKH

Social Contract Primary Classroom Design

(Smartboard, Rug, Pods, Sound/Spelling Cards,

etc.) - pictures Smart board




function.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function the Team recommended staff further develop strategies for student self-reflection, intellectual inquiry, and self-direction.


Teachers implement a standards-focused curriculum aligned

ACCOMPLISHED Faculty Handbook Lesson Plan Standards

Tracker Lesson Plans





Rationale: While teachers discussed current

4

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

standards, the OEPA Team did not observe a

pervasive use of the learning skills and

technology tools aligned with state standards.

Recommendation: The OEPA Team recommended teachers implement instructional practices to enhance standards-based instruction, learning skills, and technology tools.



ACCOMPLISHED Lesson Plan Check List Targeted Instruction

Lesson Plans SPL Targeted Reading

Instructional Chart




function.

Comment: The OEPA Team observed well

designed, long-term planning by the

Kindergarten team.



ACCOMPLISHED Ashlock Customized Lesson Map Eureka Math

Math Core 2K





Rationale: The OEPA Team observed teacher-

led, textbook-driven instructional practices in

most classrooms.

Recommendation: The OEPA Team recommended teachers incorporate a variety of instructional strategies, learning resources, digital tools, and processes aligned with instructional targets.

5








ACCOMPLISHED PTO LSIC Title I Parent Involvement ACCOMPLISHED The evidence provided by the school and the



function.



ACCOMPLISHED PE and Alternate PE Plan Developmental

Guidance ESL Program




function.



ACCOMPLISHED Weekend Food Program with First Methodist

Church EPAT with Concord University PDS

with Concord University and Bluefield State

College




function.

6








DISTINGUISHED School Professional Development Plan Dr. Jean

Feldman Student Engagement Dr. Ed Thomas -

Math Core 2K PD





Rationale: The OEPA Team commended the

variety and quality of professional development

opportunities provided to the staff. While the

OEPA Team observed authentic professional

development opportunities, the Team could not

substantiate pervasive implementation within all

classrooms.

Recommendation: The OEPA Team recommended professional development focus on the needs of the teachers and students. In addition, the administrator should monitor implementation of professional development.



ACCOMPLISHED Grade Level Team Meetings Sub-Team

Common Planning and Lunch Collaboration

Wednesdays




function.

7



ACCOMPLISHED Teacher Self-Reflection and Goal Setting

Quarterly Lesson Plan/Data Conferences

Classroom Observations and post conferences




function.








ACCOMPLISHED Custodial Schedules & Duties Fire Drill Reports

Monthly Safety Checklists




function.

Comment: The OEPA Team observed door 8,

from the kitchen area, was open to the outside

and the magnetic door closer was broken in one

of the stairwells.



ACCOMPLISHED School Audit Report Title I budget and

purchasing Faculty Handbook




function.


quality personnel are selected according to West

ACCOMPLISHED Faculty Senate Hiring Participation Sample

Interview Questions Teacher Observations and

post conferences




8

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

function.



ACCOMPLISHED TIS Schedule Smart Boards Websites - Math

Core 2K, Reading A to Z, Starfall, Brain Pop,

etc.






infrastructure could not support wireless

access throughout the entire building. Also,

technology tools were not available to meet the

needs of such a large population.

Recommendation: The OEPA Team recommended teachers receive support in technology integration across the curriculum at all grade levels.








ACCOMPLISHED Strategic Plan Star (summative) and DIBELS

(formative) Assessment Data Grade Level Team

Meetings Leadership/Curriculum Team

Meetings




function.


staff has well-defined structures

ACCOMPLISHED Strategic Plan MDT Meetings SAT Mettings ACCOMPLISHED The evidence provided by the school and the



9

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

function.



ACCOMPLISHED SPL Targeted Reading Instruction Grade Level

Team Meetings Benchmarking/Progress

Monitoring - student data




function.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function the Team recommended staff continue to monitor student progress data and strengthen instructional practices.




While the school did not identify any significant resource and/or facility needs, based upon observations, interviews, and general review of evidence, the OEPA Team determined the following resource needs:

additional technology tools;

stabilized and strengthened infrastructure; and additional secretarial and/or administrative support

to decrease instructional disruptions.


While the school did not identify any significant professional

development needs, based upon observations, interviews,

and general review of evidence, the OEPA Team

determined professional development focused on the needs

of the teachers and students. In addition, the administrator

should monitor implementation of professional

development.

10



Professional Development Schedule/Collaboration with

Oakvale Elementary Mick Souter/Collaboration with

Oakvale & Montcalm Elementary John Schacter

Comprehension & Descriptive Writing Ashlock Customized

Lesson Maps SPL Targeted Instruction Dr. Ed Thomas -

Math Core 2K Smartboards/Technology Integration Heidi

Songs Morning Comprehension/Mental Math String

Program (2nd Grade) Weekend Food Program with

Methodist Church Chimes Club - Ms. Reed


Professional Development Schedule

Comprehensive/Mental Math String Program

Weekend Food Program

Show Choir/Chimes Club







POLICY and CODE














11









Implementation















12









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

NOT APPLICABLE Pre-kindergarten through Grade 2 do not participate in statewide assessments.









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

13

Team. (Policy 2340; 4.3) (S2, FA)



FULL COMPLIANCE

PARTIAL COMPLIANCE Additional documentation was requested to be provided by 12-1-15 to clarify posted class schedules which did not match instruction or lesson plans, and schedules which contained blocks of time for which instruction was not identified. Documentation received 12-1-15 revealed most classes received recess or unstructured physical movement for 20 minutes per day, and not the required 30 minutes. In addition, the beginning and ending of the school day were not consistently reported on every schedule. Beginning times ranged from 7:20 a.m. to 7:40 a.m. and dismissal times ranged from 2:10 p.m. to 2:20 p.m.









14











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

15

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)






16

DIRECTIONS: To be considered fully compliant with Policy 4373, your school must adhere to the core areas in Policy 4373. 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:


















· 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.

17

· Compliance with State policies and federal regulations in the education of exceptional students.


RESOURCE DOCUMENTV




















RESOURCE DOCUMENT



18















YES YES


YES YES


YES YES


YES YES


NOT APPLICABLE YES


YES YES

19










health and safety.)




Team Member – Ashley Garrett, Assistant Principal, Point Harmony Elementary School, Kanawha County Schools



Team Member- Terry Sauvageot, Principal, Kenna Elementary School, Kanawha County Schools

Team Member - Serena Collins, Principal, Southside Elementary School, Cabell County Schools

Team Member- Greg Boso, Retired Administrator, Wood County Schools


SCHOOL PROFILE

51-301 BLUEFIELD MIDDLE SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 550 548 549 575


Attendance Rate 95.44 96.26 94.78 94.41

Dropout Rate 0.0 0.0 0.0 0.0





not available 97.99 99.25 97.39

1


BLUEFIELD MIDDLE SCHOOL in MERCER 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:







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



ACCOMPLISHED -Strategic plan -Core Behavior Team -Team

planning -Discipline system -Faculty Senate -

PBIS -LINKS advisory program -Booster

program -Social studies/Science fair -Battle of

the Books -Golden Horseshoe -LSIC -Core

Belief Statement -Mission Statement -BMS

Pledge and Creed



substantiated the school’s self-rating for this function.



ACCOMPLISHED -Leadership team -Walkthrough data -Lesson

plans -Observations -Student Data notebooks-

Title 1 -PBIS -Team planning -Carnegie math -

STAR Assessment -Honors courses -

Computerized supplemental math/reading -

Parent letters -Livegrades -Schedules -Flexible

grouping -Teacher/student conversations





Rationale: The OEPA Team observed

differentiated instruction and student

engagement in some classrooms, however,

several classrooms did not include multiple

learning strategies to engage all students at their

specific level.

2

Recommendation: The OEPA Team recommended staff investigate multiple learning strategies to increase student engagement.



ACCOMPLISHED -Discipline system -PBIS -Health Care Plans -

Attendance data -1st, 2nd and 10th month reports

-Lesson plans -Student rewards -Hallway,

stairway and restroom monitoring -Security -

Camera systems -Behavior plans (BIP) -A-I Buzz

in system -Bus duty monitoring -Fire Drills -

Code red drills




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

action for improved school performance. STANDARDS AND






ACCOMPLISHED -Student data notebook -Retention rates -School

climate survey -Strategic plan -LSIC -Livegrades

-Technology team -Lesson plans -Walkthroughs

-Observations -Visibility of administration -

Principal student conversations -BMS app -

Marquee -School messenger -Leadership team -

Email correspondence




Comment: The OEPA Team observed

administration was highly visible and actively

engaged throughout the school.



ACCOMPLISHED -Leadership team -Technology team -LSIC -

Student council -Team planning -Clubs -Extra

curricular academic teams -Faculty senate -

LINKS -MDT meetings




Function C: Teacher

ACCOMPLISHED -CE/CD days -Team planning -Department

meetings -Leadership team -Conferences -On-



3

Leadership.


line correspondence substantiated the school’s self-rating for this function.



ACCOMPLISHED -Student council -LINKS -Student of the Month -

School garden project -Student data notebooks -

Clubs -6th grade orientation -Meet the BUCS





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






ACCOMPLISHED -Live grades -Walkthroughs -Observations -

STAR -Odyssey -Interim reports -Report cards -

BMS app -School messenger -Administrative

conference notebooks -Teacher call logs -

Formative and summative assessment -WVCF -

Honors courses -IXL -Odyssey




Function B: Standards-Focused

ACCOMPLISHED -Lesson plans -Vertical teams -Smarter ACCOMPLISHED The evidence provided by the school and the

4

Curriculum.


balanced/Westest -Leadership team -Data

notebooks -Technology training -STAR -

Carnegie Math -IXL -Odyssey





ACCOMPLISHED -Formative/Summative assessment -STAR data -

Student work samples -Team/Student meetings -

LDC/MDC modules -Title 1 parent training -

Team planning -Data notebooks -Walkthroughs -

Carnegie math -IXL -Odyssey






teachers adjusting instruction based on student

performance in most classrooms. While staff

discussed collaborative planning during team

meetings, the OEPA Team did not observe

evidence during classroom observations and

through lesson plan reviews.

Recommendation: The OEPA Team recommended

teachers engage in authentic instructional

planning to deliver differentiated instruction

based on current standards.


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

ACCOMPLISHED -Lesson plans -Observations -Walkthroughs -

Assessment data -Technology integration -

Student data notebooks -Samples of student work

-Framing/Graphic organizers -News ELA -Cross

curricular teams -Faculty senate -Team planning

-Reading circles

EMERGING

The evidence provided by the school and the




Rationale: The OEPA Team observed teacher-led

instruction in the majority of classrooms.

Recommendation: The OEPA Team recommended staff receive support in differentiated instruction

5

digital tools, and processes aligned with instructional targets.

to address students’ needs.


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






ACCOMPLISHED -Boosters -LSIC -Parent volunteers -School

messenger -BMS app -School marquee -

Livegrades -Email -Classroom procedures -Title

1 parent training -Referrals to SPARKS -

Referrals to WADE -School climate survey -

Team/parent meetings -MDT meetings -SAT

meetings -Teacher phone logs -Administrative

conference notebooks -Open house -Flyers -Title

1 parent compact -Planners -Teacher/parent

conferences






ACCOMPLISHED -Wellness reports -Health care plans -PE -Extra-

curricular activities -Tobacco cessation program

-Teen court -Leadership team -County DHHR

and probation contacts -STAR reports -BMS app

-PEP -Clubs -LINKS -Breakfast in the classroom





school staff forms partnerships with various community agencies and organizations to

ACCOMPLISHED -Business partnerships: Bob Evans, 1st Century

Bank, Wendy's -SPARKS -WADE -CASE WV -

Box tops -Sweet Frog -Chik-fil-a -WVU

extension service -Grandparent volunteer -Teen

court -United way -Open house




6

enhance the ability to meet the needs of all students.


professional growth and development in order to impact student learning. STANDARDS AND






ACCOMPLISHED -Peer observations -Team planning -New teacher

seminar/mentoring -Data analysis -Professional

development -Agenda/sign in sheets -Strategic

plan -County and school collaboration






ACCOMPLISHED -110% club -Leadership team agenda and

minutes -Formative/Summative data -STAR data

-Discipline data -Attendance data -Team

planning -Data notebooks -County and school

collaboration






ACCOMPLISHED -Self reflection -Evaluation -Goal setting -

Pre/post observation conferences -Team planning

-Leadership team -County and school

collaboration -School climate survey




7

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

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






ACCOMPLISHED -Leadership team -LSIC -Monthly safety checks

-Custodial reports -Health department reports -

Fire marshall reports -Emergency/Crisis plans -

Fire drills -Lock down drills -Custodial

walkthroughs -Law enforcement walkthroughs




Function B: Fiscal Resources. Policies


ACCOMPLISHED -Fiscal audits -Title 1 budgets -Faculty senate

budget -Faculty senate fund reports -State/county

policies -Financial secretary reports -Bank

reconciliation -End of month reports -

County/Levy funds budgeting






ACCOMPLISHED -Teacher attendance -New teacher mentorship -

State/county hiring procedures -Procedural rights

handbook -Highly qualified data





The school has appropriate technology infrastructure and utilizes data information systems and technology tools to support

EMERGING -Technology team -LSIC -TIS -Technology

coach -System operator -Livegrades -WVEIS





Rationale: The OEPA Team observed teacher and

student use of technology on a consistent basis.

8

management, instructional delivery, and student learning.


changes necessary to continuously increase student learning. STANDARDS AND






ACCOMPLISHED -Leadership team -LSIC -Team planning -

County/school collaboration -Faculty senate -

Formative/summative assessment -Data analysis

-WVCF -LDC/MDC modules -Data notebooks -

STAR reports -Odyssey reports -CASE WV -

Attendance reports -Discipline reports -PBIS -

Retention rates -Observations -Walkthroughs -

School climate survey -Boosters






ACCOMPLISHED -Leadership team -LSIC -Faculty senate -School

messenger -BMS app -Flyers -Lesson plans -

Walkthroughs -Observations -STAR -Odyssey -

IXL -Carnegie math






ACCOMPLISHED -Leadership team -Faculty senate -Team

planning -Summative/formative data -Data

analysis




9

SECTION 2: What Support do you need for improvement? Needs Analysis, Capacity Building and Efficiencies


-Locker mechanics need replaced -Increase technology by

adding mobile labs/ipad labs





-Teaching to higher standards -Student led learning -

Student/parent motivation -LDC/MDC module creation

training -Science/Social Studies




needs.



-PBIS -Team planning -Collaboration -Data notebooks -BMS

app -LINKS -Leadership team -LDC/MDC modules


PBIS

Leadership of the Administrative Team





POLICY and CODE

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

FULL COMPLIANCE The school was knowledgeable and prepared for the on-site review.





10


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 ).






YES Develop Knowledge of Policy 2322 -Faculty senate agenda

YES Complete the School Monitoring Report Report is being completed and turned in at this time.

NO Participate in the on-site review process








Will not participate in the review process until the 2015-16 school year.





11

Implementation



















-CBT -Technology team -LSIC -Student council -Team planning -Clubs -Extra

curricular academic teams -Faculty senate -Peer observations -Team planning -

Vertical planning -New teacher seminar/mentoring -Data analysis -Professional

development -Agenda/sign in sheets -Strategic plan -County and school

collaboration


-Edline -Walkthroughs -Observations -STAR -Fastforward -Interim reports -

Report cards -BMS app -School messenger -Administrative conference

notebooks -Teacher call logs -Formative and summative assessment -ACT

explore -Honors courses



o summary employee evaluation data and professional

-CBT -Faculty senate -Team planning -Summative/formative data -Data analysis

-Self reflection -Goal setting -Pre/post observation conferences -Team planning -

CBT -County and school collaboration -School climate survey

12

development needs to guide improvement priorities (S5,FC)






-CBT -Faculty senate -Team planning -Summative/formative data -Data analysis






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



-Student data notebook -Retention rates -School climate

survey -Strategic plan -LSIC -Edline -Technology team -

Lesson plans -Walkthroughs -Observations -Visibility of

administration -Principal student conversations -BMS app -

Marquee -School messenger







13







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

PARTIAL COMPLIANCE Through interviews and a review of documentation, the OEPA Team determined a technology team existed in name only. Also, the curriculum team was comprised of three administrators and two counselors but did not include teachers.





Non-Compliant = Compliant with half or less of the items below. 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. (S_,F_ below identify the Standard and Function correlating to the High Quality Standards in Policy 2322).



-Edline -Walkthroughs -Observations -STAR -Fastforward -Interim

reports -Report cards -BMS app -School messenger -Administrative

conference notebooks -Teacher call logs -Formative and summative

assessment -ACT explore -Honors courses -Lesson plans -Vertical

teams -Smarter balanced/Westest -CBT -Data notebooks -

Technology training -STAR -Carnegie Math -Fastforward -

Formative/Summative assessment -STAR data -Student work

samples -Team/Student meetings -LDC/MDC module


-Lesson plans -Vertical teams -Smarter balanced/Westest -CBT -

Data notebooks -Technology training -STAR -Carnegie Math -

14

Fastforward 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:



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

Implement appropriate early learning programs (pre-k to 5) classroom learning environments, routines, and instructional practices as outlined in Chart II of the policy (Pages 8-9)




awareness Offers visual arts, choral, and instrumental music courses

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

-Edline -Walkthroughs -Observations -STAR -Fastforward -Interim

reports -Report cards -BMS app -School messenger -Administrative

conference notebooks -Teacher call logs -Formative and summative

assessment -ACT explore -Honors courses -Lesson plans -Vertical

teams -Smarter balanced/Westest -CBT -Data notebooks -

Technology training -STAR -Carnegie Math -Fastforward -

Formative/Summative assessment -STAR data -Student work

samples -Team/Student meetings -LDC/MDC module

15



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








-Lesson plans -Observations -Walkthroughs -Assessment data -

Technology integration -Student data notebooks -Samples of student

work -Framing/Graphic organizers -News ELA -Cross curricular

teams -Faculty senate -Team planning -CBT -Faculty senate -Team

planning -Summative/formative data -Data analysis -Core Behavior

Team -Walkthrough data -Lesson plans -Observations -Student Data

notebooks-Title 1 -PBIS -Team planning -Carnegie math -STAR

Assessment -Honors courses

16


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)


NO 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

-CBT -Technology team -LSIC -Student council -Team planning -

Clubs -Extra curricular academic teams -Faculty senate






Non-Compliant = Compliant with half or less of the items below. The following items will be reviewed (1) by examining the school and/or county policies and procedures; (2) by visiting alternative education classrooms; and (3) by interviewing staff, students, and placement team members. (S_,F_ below identify the Standard and Function correlating to the High Quality Standards in Policy 2322).




-Discipline system -PBIS -Health Care Plans -

Attendance data -1st, 2nd and 10th month reports -

Lesson plans -Student rewards -Hallway, stairway

and restroom monitoring -Security -Camera

17

· 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).


systems








-Discipline system -PBIS -Health Care Plans -

Attendance data -1st, 2nd and 10th month reports -

Lesson plans -Student rewards -Hallway, stairway

and restroom monitoring -Security -Camera

systems


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:


18






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

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

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



-Lesson plans -Vertical teams -Smarter balanced/Westest -

CBT -Data notebooks -Technology training -STAR -

Carnegie Math -Fastforward


-Lesson plans -Observations -Walkthroughs -Assessment

data -Technology integration -Student data notebooks -

Samples of student work -Framing/Graphic organizers -

News ELA -Cross curricular teams -Faculty senate -Team

planning

YES Results are shared with students and parents. (S7, FC) -CBT -Faculty senate -Team planning -Summative/formative

data -Data analysis


NON-COMPLIANCE Counselor logs did not verify at least 75 percent of work time was spent in a direct

counseling relationship with student.

RESOURCE DOCUMENT



19











-Wellness reports -Health care plans -PE -Extra-

curricular activities -Tobacco cessation program -

Teen court -CBT -County DHHR and probation

contacts -STAR reports -BMS app -PEP -Clubs


-Wellness reports -Health care plans -PE -Extra-

curricular activities -Tobacco cessation program -

Teen court -CBT -County DHHR and probation

contacts -STAR reports -BMS app -PEP -Clubs




YES Manual on file and non-

compliances addressed as

necessary.

YES


YES

Deadlines are posted and

given to caseload teachers.

Meetings are being

scheduled and held in

advance.

YES


YES YES


YES YES


NOT APPLICABLE YES

F . Federal Programs? Has the school addressed all non- YES School nutrition program YES

20

compliances identified during the WVDE federal monitoring? asked that faculty lounges be

closed to student view. Title I

reports are uploaded and

deadlines are being met.

Finding

Counseling Services W. Va. Code §18-5-18b: Ensure counselors spend at least 75 percent of the work day in a direct counseling relationship with students.




safety.)









A. Classrooms were not of adequate classroom size (28-30 ft.²/student). (May adversely impact program delivery and student performance.)

15. Art


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



Team Leader – Mike Boyd, OEPA Consultant

Team Member – Wendy Imperial, Asst. Superintendent, Harrison County

Team Member – Gary Higginbottom, Principal, Ravenswood Middle School, Jackson County

Team Member – Rob Dial – Principal, Chapmanville Middle School, Logan County

21

Team Member – Jaclyn Swayne -Asst. Principal, Sissonville Middle School, Kanawha County


SCHOOL PROFILE

51-302 PIKEVIEW MIDDLE SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 0 600 563 574

Average Class Size 25.2 24.4 24.6

Attendance Rate 96.39 95.16 95.48

Dropout Rate 0.0 0.0 0.0

Pupil Admin Ratio 200.0 187.7 191.3

Pupil Teacher Ratio 16.4 15.0 15.9



not available 0.00 100.00 99.13

1


PIKEVIEW MIDDLE SCHOOL in MERCER COUNTY SCHOOLS SECTION 1: What areas should be the focus of school improvement?














ACCOMPLISHED The staff works collaboratively around a set of

shared educational beliefs and values by using

the following; *Daily grade level team meetings

*Weekly resource and special education team

meetings *Bi-monthly Wednesday continuing

education classes and collaboration *Developing

cross-curricular Project Based Learning plans

LDC's were incorporated in the curriculum

*Assisted with Strategic Plan *Collaboration

with the LSIC *Office collaboration on students'

attendance/excuses *Faculty Senate members

assist in interviewing prospective employees

*Panther Bucks incentive program *National

Junior Honor Society *Battle of the Books

*Young Writers Contest *Spelling Bee *Social

Studies Fair



substantiated a higher rating than the school’s

self-rating for this function.

Rationale: The OEPA Team observed all

aspects of the function present throughout

the school.


establishes high expectations for self and student that are

ACCOMPLISHED The staff establishes high expectations for self

and students by; *Collaborating to develop a

school-wide discipline plan *Students and

parents are required to read and sign school-wide





2

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

discipline plan *6th grade team visited

Spainishburg School for transition night for

parents/students *Edline accounts provided to

students and parents *Mission and Vision

Statement in student planners and posted in

classrooms * Walkthrough data *Employee

Evaluation Goals *Yearly WESTEST 2 data

analysis *Inclusion teachers *Benchmarking

*Formative and summative assessments *Math 1

and Spanish 1 high school credit *Test Strategies

classes *Special Education Academic Skills

Classes *Carnegie Math pilot program

*Interactive Math Notebooks (6th grade) *Data

Walls in rooms *Data Room


evidence of high expectations in every aspect

of the school.



ACCOMPLISHED The school environment is safe, well-managed

and clean and contributes to engaging and

inclusive atmosphere for learning by; *Security

System (buzz in system) *Lesson plans checked

(every 9wks) *Observations/Walk-throughs

*Staff monitors hallways, bathrooms, and

classrooms during class changes *Exceptional

janitorial staff *Attendance monitored weekly

*SAT team *Incentive Program *Health Care

Plans *504 Plans *Practice Lockdowns

*Classroom procedures posted *Nonviolent

Crisis Intervention Team






school was safe, well-managed, orderly, and

clean.


collective action for improved school performance. STANDARDS AND





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

ACCOMPLISHED The principal exhibits the professional

knowledge skills, and dispositions that reflect

strong leadership and effective management by:

*Attends professional development *Analyzes

achievement data *Checks lesson plans

*Conducts walkthroughs/observations *Attends





3


team meetings *Develops staff handbooks

*Develops substitute handbooks *Member of

LSIC *Assists with Strategic Plan *Principal

Goals Collaborates with all stakeholders to

develop a good climate for learning


observations, the OEPA Team determined the

principal exhibited strong leadership and




ACCOMPLISHED The school team and councils function

effectively to advance the mission and goals of

the school through leadership, planning, and

problem solving by; *Daily grade level team

meetings *Weekly resource and special

education team meetings *Parent and student

team conferences *LSIC *National Junior Honor

Society *Nonviolent Crisis Intervention Team

*IS Days




function.9877





authentic opportunities and resources to lead and

influence professional practice by *CE days

*Wednesday collaborations *Daily grade level

team meetings *Weekly resource and special

education team meetings *Conferences with

administration, parents, or students *Attends

SAT, 504 plan, or IEP meetings Provides input

into the strategic plan, school procedures,

handbook, discipline, etc.




function.


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

ACCOMPLISHED Students are engaged in age-appropriate

leadership opportunities by; *Honor Society

*Greater Appalachian Outreach Program

*Yearbook Staff *4-H Club *Chess Club *Battle

of the Books team *Math Counts *Math Field

Day *Social Studies Fair *Fellowship of

Christian Athletes *Spelling Bee *Young Writers

*Golden Horseshoe winners *State Capital Pages

*Color Guard *Choir *Band *Sports This year

we will provide the students the opportunity to




function.

4

school, and community.

serve on a Student Council








NOT EVALUATED Teachers create and manage an inviting

classroom environment by; *Project Base

Learning *Literacy Design Collaborative *Next

Generation Standards *Carnegie Math

*Interactive Math Notebooks *Data Walls in

rooms *Data Room *Writing Across the

Curriculum *Differentiated Instruction

*Walkthroughs *Observations *Lesson Plans

checklist *Mid-term reports *Grade Cards

*Telephone calls home *Conferences with

students and parents *Formative and Summative

assessments *Test Strategies classes *ACT

EXPLORE *Math 1 and Spanish 1 high school

credit courses




function.

Comment: The OEPA Team observed inviting

classrooms, however, a few classrooms did

not foster self-direction.




curriculum aligned with Next Generation

Standards by; *Lesson plans *Check off list

*Bridge from Content Standards to Next

Generation Standards *Cross curricular and

subject area PBLs *Literacy Design

Collaborative for subjects by nine week periods

*Carnegie Math program *Smarter Balanced

assessments *Interim Assessments *WESTEST

analysis *Data Wall in classroom *Data Room






standards-based instruction in all classrooms.


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

ACCOMPLISHED Teachers design long and short term instructional

plans for guiding student mastery by: *Cross

curricular and subject PBLs *Literacy Design

Collaborative by nine week periods *Data

Analysis *Benchmark data *Walkthroughs

*Observations *Lesson plans *Professional




function.

5

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

Development *Daily grade level team meetings

*Weekly resource and special education team

planning *Student/teacher conferences *Career

Folders *Vocational School field trip (8th grade)

*Smart Goals developed by subjects *Smart

Goals developed by special education team by

subjects





progress by: *Carnegie Math *Interactive Math

Notebooks (6th grade) *Test Strategies classes

*Inclusion classes *Project Based Learning

activities *Literacy Design Collaborative

*Activating Strategies *Smart Goals developed

by subjects *Smart Goals developed by special

education team by subjects *Writing process

with graphic organizer (6th grade) *4-square

writing method (7th/8th) *Walkthroughs

*Observations *Daily Grade level team meetings

*Weekly Resource and Special Education Team

meetings *Lesson plans




function.


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






ACCOMPLISHED Positive relations exist between the school staff

and the students, families, and the larger

community by; *LSIC *Meet the Staff (day

before students report in fall) *Open House

(American Education Week, November)

*Fallapollooza (NJHS fundraiser) *Game Night

*Conferences with the grade level teams *School

Messenger *Agendas used as a form of

communication between parents and teachers

*Edline (Parents can email teachers) *Concord

University Students (observation and student





Rationale: The OEPA Team observed strong,

positive relationships between school staff

and the students, families, and the larger

community.

6

teachers) *Concord University Bonner Scholars

*Transition to Middle School brochure (6th

grade) *Career Day *Counseling Plan

*Memorandum of Conference for parent

meetings *SAT meetings *504 Plans *ESL

training *IEP meetings *Transition to high

school (field trip, special education teacher at

IEP meetings)



ACCOMPLISHED The school staff attends to student physical,

social, emotional, and academic well-being

through coordinated student support services by;

*Wellness Committee *PE *Related Arts

*Character Ed program during Advisory/Advisee

*Morning tutoring in Math *School Counseling

Plan *Nonviolent Crisis Intervention team

*Emergency Procedures *School nurse

services/schedules *Letters to parents about

assessments *Letters to parents about attendance

*Letters to parents concerning academics

*Transition for upcoming 6th grade students

*Transition for 8th grade student going to the

high school *Extracurricular activities *ESL

program *ESL continuing education for staff

*Chess Club *National Junior Honor Society

*President Physical Fitness *ESL student

monitored *Special Education students

monitored *504 students monitored **HEAP

testing




function.




community agencies and organizations by;

*LSIC *Greater Appalachian Outreach Program

*Partnerships with Concord University *National

Junior Honor Society *Career Day




function.

7









opportunities by; *Wednesday Collaborations

*CPI training *CPR/First Aid training *Carnegie

Math training *Literacy Design Collaborative

*Meet the Staff *Open Houses *LSIC

*Continuing Education Classes *New teacher

orientation *New teacher seminar




function.



ACCOMPLISHED The teachers participate in high functioning

professional learning communities to collaborate

improvement of student learning by;

*WESSTEST 2 Data Analysis *Teacher/student

counseling *Benchmark testing to drive

instruction *Grade level teams collaborate daily

*Strategic Plan *Writing across the curriculum

*Lesson Plans *Data Walls *Data Room

*Research based PBLs *Conduct grade by teams

*Grade level team notes *Resource and Special

Education team notes *Memorandum of

Conference when meeting with parents/students

*Weekly monitoring of attendance




function.



ACCOMPLISHED The staff participates in process of evaluation

that facilitates self reflection by; *Assisted with

Strategic Plan *Self refection and goal setting for

professional staff *Walkthroughs *Daily grade

level team meeting *New teacher orientation

*New teacher mentorship




function.

8


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






ACCOMPLISHED Facilities are clean, well, maintained, safe and

secure, aesthetically pleasing; *Exceptionally

well-maintained *AEDs in nurses station and

gymnasium *Health Department Reports *Fire

Marshall Reports *Safety Committee *Custodial

Reports *Emergency/Crisis plan *Fire Drills

*Lock Down *Security System (buzz in)

*Cameras throughout the building *Excellent

custodial staff *Students know expectations for

keeping school clean





Rationale: The OEPA Team observed all

aspects of this function implemented

throughout the entire facility.





manage school fiscal resources by; *Approval of

fundraiser activities *Purchase orders

*Faculty/Senate treasurer and report *Secretarial

Reports *State and County Policies * School

audits




function.




West Virginia Code by; *Faculty/Senate

Committee for hiring *Guidelines for hiring

*HQT report *Professional staff licensed and

certified in their field




function.


The school has appropriate

ACCOMPLISHED The school has appropriate technology

infrastructure and utilizes data by; *TIS

*Technology used daily and listed in lesson plans

*LSIC *Carnegie Math program *School Sysop





9

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


technology and mobile labs utilized in all

classrooms to support student learning and

instructional delivery.








ACCOMPLISHED Staff establishes a coherent approach for

improving the performance of students based on

mission and goals outlined in strategic plan by;

*Staff assists with strategic plan *LSIC *Faculty

Senate *Formative and Summative data *SAT

*Benchmark assessment *Test Strategies

*Benchmark assessments *Weekly Attendance

monitoring *Walkthroughs *Smart Goals

*School Mission Statement *School Vision

Statement *Mercer County Board of Education

Goals




function.



ACCOMPLISHED The staff has well defined structures for building

professional relationships and processes

necessary to collaborative engage stakeholders;

*Daily grade level team meetings *Weekly

resource and special education meetings

*Morning tutoring in Math *Lesson Plans

*Walkthroughs/Observations *Test Strategies

classes *Differentiated instruction *School

Messenger *Edline *Carnegie Math program




function.



implements adjustments by; *Daily grade level



10


team *Weekly resource and special education

team meetings *Summative and formative data

*Faculty/Senate *Parent and teacher conferences

*Teacher and student conferences *Failure

Letters requesting conferences *Phone calls to

parents *IEP meetings *SAT *504 Plan *Data

Walls *Data Room





The PikeVeiw Middle School staff believes that there are no

significant resources and/or facility needs that substantially

impacts student performance. This will be brought up at the

staff meeting on August 10 and will be updated at that time.

Neither the school nor the OEPA Team identified any

resource or facility needs.


After review of professional development, PikeVeiw Middle

School does not feel that there is anything that substantially

impacts student performance; however, the following list of

professional development will assist with improving student

performance; *Carnegie Math program *Project Based

Learning *Next Generation Content Standards *Smarter

balance assessment *Literacy Design Collaborative




needs.



*Awarded Innovation Zone grant in 2011 *Implementing

Project Based Learning curriculum *Panther Buck incentive

*National Junior Honor Society *Sandy Moorefield 2014

Middle School PE Teacher of the Year, WVAHPERD

Outstanding Hoops for Heart Coordinator, V-President elect

secondary PE *Keith Bowling 2014 Young Professional

Award, WVAHPERD President *Dan Stadvec 2014

WVAHPERD Outstanding Coordinator Hoop for Heart An

annual Career Day to give the students an overview of many

careers

The OEPA Team commended these practices :

Data Walls

Respect and Protect Program





POLICY and CODE

11

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












YES Develop Knowledge of Policy 2322 LSIC Staff Meeting Faculty Senate

YES Complete the School Monitoring Report LSIC Central Office Meetings RESA 1 Work Session

Curricular Team Collaborations


· 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


*Meet with staff *Workshops with RESA 1

12





Implementation
















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

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

classroom processes and strategies (S5,FA)

LSIC Professional Development Collaborative

Wednesday Daily grade level team meetings Weekly

Special Education and Resource Team meeting


Data Analysis Develop Smart*Goals Data Wall Data

Rooms Benchmark Assessment Formative and

Summative Assessment

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

defined in Policy 2322 (S7,FC)

LSIC Faculty/Senate Meetings WESTEST 2 Data

Analysis Smart*Goals Data Wall Data Room

13


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.)

Observation Walkthroughs WESTEST 2 Data Analysis

Teacher Input Parent Input Staff Collaboration LSIC

Collaboration









County training sessions

School training sessions


WVS 326 Testing

Accommodation Sheet in

current IEP


WVS 326 Testing

Accommodation Sheet in

540 Plan

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




14






Next Generation Standards and Objectives County Adopted

Textbooks Teacher Observation Walkthroughs Daily grade level

team meetings Weekly Special Education and Resource team

meetings Master Schedule LSIC Faculty/Senate


Master Schedule

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:



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


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

Lesson Plans PBLs LDC 18 weeks of Physical Education per year

Wellness Committee Members Technology Used Daily Carnegie

Math Program (40% on computers) Career Folders (by AA)

Career Interest Inventory (career Cluster) Career Interest Survey

Benchmark test Active Band and Choir Visual Arts program

Weekly AA

15

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



awareness Offers visual arts, choral, and instrumental music courses




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


YES The school implements the following procedures and systems as Daily instructional spreadsheet filled out by principal Each

16

specified in Administrative Practices in Policy 2510:









planning period 45 minutes Lesson plans checked Observations

Walkthroughs WESTEST 2 Analysis Benchmark testing Next

Generation Standards and Objective checklist Failure list

generated each 4 1/2 weeks Letters mailed to parents when

student is failing at 4 1/2 interval Parents conferences School

Messenger Weekly attendance (more than 5 days unexcused)

Conferences and Letters mailed home Technology used Daily

NJHS



Leadership Team

Daily team sign in sheets Memorandum of Conference IEP

Memorandum of Conferences Conference Logs LSIC Faculty

Senate Team Leaders SAT Special Education Team Resource

Team Grade level teams



Expected Behaviors in Safe and Supportive Schools DIRECTIONS: To be considered fully compliant with Policy 4373, your school must adhere to the core areas outlined in Policy 4373. 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:


17






· 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



Procedures in the Classroom Nonviolent Crisis Intervention Team

(CPI) Social Studies (6-8th) Health PE AA (Character Education)

Rules and Expectations in Planner Rules and Expectations Lesson in

AA at beginning of the year Parent and student sign Respect and

Protect Pledge daily Panther Bucks Incentive Program Anti-bullying

"Silent Strength" Program Harassment/Bullying Policy Counseling

Referral Policy (to see counselor)




· 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

Annual Review of IEP State Assessment given at Alternative School

Referral forms Conference with parents Review conducted each 9

week period

18

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



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.


One semester of PE per year PE one

full period per semester taught Walking

around bus circle during lunch weather

permitting

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

YES Results are shared with students and parents. (S7, FC) Fitness Gram mailed home with the end

of the year progress report

F . Counseling Services W. Va. Code §18-5-18b FULL COMPLIANCE NON- COMPLIANCE Counseling logs did not verify at least 75

19

percent of the work day was spent in a direct counseling relationship with students.

RESOURCE DOCUMENT













Weekly attendance Classroom lessons

Individual counseling Group counseling

Student referral list active in office


Developing comprehensive school counseling

program and maintaining counseling logs on a

daily basis Student referral list active in office




YES PVMS is in compliance

Documentation in OEPA

files in principal's office

YES


YES PVMS is in compliance



YES

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

PVMS is in compliance

Documentation in OEPA YES

20


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


August 21, 2014, PVMS had

2 Critical and 1 Noncritical

September 26,2014 PVMS

had 0 Critical and 0

Noncritical Documentation

in OEPA files in principal's

office

YES

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




YES

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




YES

Finding

Counseling Services W. Va. Code §18-5-18b: Ensure counselors spend at least 75 percent of the work day in a direct counseling





B-5. On-line periodical indexes. (May adversely impact program delivery and student performance.) 17. Science Laboratories and Facilities

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

and student performance.)

21




Team Member – Wendy Imperial, Assistant Superintendent, Harrison County Schools

Team Member – Gary Higginbottom, Principal, Ravenswood Middle School, Jackson County Schools

Team Member – Rob Dial, Principal, Chapmanville Middle School, Logan County Schools

Team Member – Jacklyn Swayne, Asst. Principal, Sissonville Middle School, Kanawha County Schools

Team Member – Tina Lou Edwards, Retired Administrator, Upshur County Schools


SCHOOL PROFILE

51-403 PRINCETON MIDDLE SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 590 577 535 568


Attendance Rate 94.96 96.95 96.32 95.67

Dropout Rate 0.5 0.3 0.0 0.0





not available 99.65 99.63 98.93

1


PRINCETON MIDDLE SCHOOL in MERCER COUNTY SCHOOLS SECTION 1: What areas should be the focus of school improvement?














EMERGING Our school exhibits shared beliefs and values

through the following processes- LSIC Strategic

Plan Grade letvel collaboration- daily Faculty

Senate Safe and Supportive Schools survey

Discipline system Tiger Buck program Social

Studies and Science Fairs


additional evidence collected by the OEPA

Team substantiated the school’s self-rating for

this function.



ACCOMPLISHED Princeton Middle School shows high

expectations for all by- Walkthrough data

Differentiated instruction Technology integration

Inclusion model Benchmarking Team teacher

meetings with students Formative and summative

assessments Emails Edline Parent letters

Computerized supplemental math and reading

programs Reteach Accelerated courses Tutoring

before/after school




this function.

Function C: Safe, Orderly and Engaging


and clean which is evidenced by the following-



2

Environment. The


Discipline data Observations Health reports

Attendance data Lesson plans Schedules

Incentives Classroom management practices

Professional development SAT team

Hallway/cafeteria/bathroom monitoring Security

Team did not substantiate the school’s self-

rating; the Team determined a lower rating for

this function.

Rationale: The OEPA Team observed several

doors propped open throughout the day and

cleanliness concerns throughout the

building. The Team also observed items

stored in stairwells and concerns about

Recommendations: The OEPA Team recommended staff secure all exterior doors and have a security officer near the front entrance the entire day. In addition, the Team recommended removing clutter under stairwells. Some areas of the building needed additional custodial attention such as the second floor boys and first floor girls restrooms, dirt pile left in the hallway, etc.


collective action for improved school performance. STANDARDS AND






EMERGING Princeton Middle School's principal exhibits

leadership through the following actions- LSIC

Attends professional development Checks lesson

plans Conducts walkthroughs/observations

Strategic plan Completes data analysis Visible

and accessible



Team substantiated a higher rating than the


Rationale: The OEPA Team recognized the

leadership qualities of the new principal to

be accomplished.


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

ACCOMPLISHED Princeton Middle School teams and councils

function effectively by- LSIC Student Council

Grade level meetings/planning periods Clubs-

Chess, Builders club National Honor Society IS

days




this function.

3

school through leadership, planning, and problem-solving.



EMERGING Teacher leadership is evident through the

following practices- Grade level team leaders

Grade level meetings Common plannings Subject

area meetings Conferences




this function.



ACCOMPLISHED Student leadership opportunities are shown in the

following way- Student council Character

Education program VIP award Community

service projects Clubs




this function.







Teachers create and manage an inviting classroom environment that is student-centered

ACCOMPLISHED Teachers create and manage an inviting

classroom environment through- Differentiated

instruction Walkthroughs Mid-term reports

Grade cards Electronic messages Telephone calls

Formative and summative assessments

EXPLORE test





Rationale: The OEPA Team observed limited

4

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

student-centered learning.

Recommendation: The OEPA Team recommended teachers receive support to develop student-centered learning opportunities.




curriculum through- Lesson plans Grade level

expectations Year end assessments LDC models

Data notebooks/walls Webinars Professional

development




function.



ACCOMPLISHED Teachers design long and short term instructional

plans for guiding student mastery by- LDC

lessons Benchmark data Formative and

summative assessments Lesson plans

Collaborative plannings Professional

development Data notebook/walls Walkthroughs

Student meetings with teams




function.


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

ACCOMPLISHED Princeton middle school teachers facilitate

engaging instructional experiences through-

Technology integration Use of graphic organizers

Extensive writing across the curriculum Faculty

Senate meetings Common planning Professional

development





Rationale: Although the OEPA Team observed

some teachers using multiple instructional

strategies and digital tools, the majority of

classrooms lacked instructional variety and

5

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

technology integration.

Recommendation: The OEPA Team recommended teachers receive additional support to implement multiple instructional strategies and digital integration to enhance curriculum delivery.

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

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






EMERGING Positive relationships exist between the school

staff and the students, families, and the larger

community through- LSIC Parent volunteers

Edline Electronic message board Emails Letters

home SAT meetings Open House Meet the

Tigers night Trunk or Treat night Spring festival





Rationale: The OEPA Team observed positive

relationships between the school and

community through the reinstatement of PTO,

community funding for facilities

improvements, and materials for elective

classes.



EMERGING The school staff attends to student well- being

through the following ways- PE Fitness Gram

HEAP test Breakfast program Character

Education program Guest Speakers Letters to

parents Extracurricular activities Clubs Nursing

services ESL program




function.

Function C: Parent EMERGING Princeton Middle School forms partnerships with ACCOMPLISHED The evidence provided by the school and the

6

and Community Partnerships. The


various community agencies and organizations-

LSIC Concord University Bluefield State College

Greater Appalachian Outreach program National

Junior Honor Society Meet the Tigers Open

House




Rationale: The OEPA Team observed positive

relationships between the school and

community. In addition to the school’s

evidence, the Team observed an active PTO

and financial support from the community.








EMERGING The staff engages in continuous learning

opportunities for professional growth evidenced

by- Webinars Professional development Data

analysis Collaboration Wednesdays CPI training

LDC training Meet the staff Open House LSIC

Continuing Education New teachers seminar




function.



EMERGING Princeton Middle School's teachers participate in

high functioning professional learning

communities by- Minutes of collaborative teams

Data analysis Benchmark data Discipline data

Common planning Grade level meetings Data

notebooks/walls




function.

Function C: Evaluation, Feedback, and


that facilitate self-reflection and informs the



7

Support. The staff


process of professional growth through the use

of- Self-reflection Smart Goals Post conferencing

Walkthroughs New teacher seminar Safe and

Supportive Schools survey Principals' Leadership

Academy



Rationale: Although staff support was

evident, the OEPA Team did not observe

formal feedback from walkthroughs and

lesson plans.

Recommendation: The OEPA Team recommended administrators develop a walkthrough process with written feedback and consistent lesson plan reviews with feedback.


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






EMERGING Princeton Middle School's facilities are clean,

well maintained, safe and secure, aesthetically

pleasing, and configured to meet the learning

needs of students evidenced by- LSIC Safety

reports Health Department Reports Fire Marshall

Reports Emergency/Crisis plans Fire Drills

Custodial walkthroughs




function.



EMERGING Policies and processes established and applied to

obtain, allocate, and efficiently manage school

fiscal resources include- School audits Faculty

senate fund reports State and County Policies

Secretarial reports End of the month

reports/procedures





Rationale: The OEPA Team determined

policies and processes were being followed.


quality personnel are selected according to West Virginia Code and are

ACCOMPLISHED High quality personnel are selected and retained

through- State hiring policy New teacher seminar




function.

8

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



EMERGING Princeton Middle School has appropriate

technology to support management, instructional

delivery, and student learning evidenced by-

LSIC Technology Integration Specialist Sysops

WVEIS Edline RESA I technicians New

computer labs Smartboards ELMOs Mobile lab




function.








ACCOMPLISHED A focused and coherent plan is shown through-

LSIC Faculty Senate Formative and summative

data SAT meetings Teacher Data walls and/or

notebooks Benchmark assessments Data analysis

Attendance Discipline Walkthroughs and

observations Safe and supportive schools survey





Rationale: The OEPA Team determined the

strategic plan was not current (last published

provided was dated 11/1/13).

Recommendation: The OEPA Team recommended staff update and publish a current strategic plan to incorporate results from the School Monitoring Report.


staff has well-

EMERGING Professional relationships are built and processes

necessary to engage all stakeholders are

structured by- Collaboration days Walkthroughs




9

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

Observations Team planning periods Tutoring

Professional development Lesson plans LDC

modules

function.



ACCOMPLISHED Changes in practice and adjustments are

monitored and implemented through- LSIC

Faculty Senate Grade level meetings Data walls

and/or notebooks LDC modules Benchmark

assessments




function.



We feel it would be beneficial and substantially impact our

students' performance if we could have the WESTEST results back

sooner so we can better prepare for our students and their needs.

More access to computers through another mobile lab would

greatly benefit the 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. Available computers were not being used to full capacity.


We feel that the professional development needs for our school

include- Smarter Balanced Assessment MDC/LDC Evaluation

process Teachers would also like to see the collaboration

Wednesdays available within our school each time or within the

same area as our school.

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.



Tiger Bucks reward program Volunteer morning tutoring Have

lunch with the teacher- Dinner cards Communication with teachers

Moby Max Classroom Websites available to parents Class Dojo

The OEPA Team commended the Tiger Bucks reward

program. However, the Team did not verify, through

data, a positive impact on student performance and

10

MathCounts winner Spelling Bee winner Golden Horseshoe

winners Social Studies winners National Junior Honor Society

Builders Club Student Council Chess Club Letters about literature

winners Battle of the Books- 2nd place Young Writers

Competition winner

well-being required for consideration as a best

practice.




POLICY and CODE













YES Develop Knowledge of Policy 2322 LSIC Grade Level Meetings Faculty Senate

Meetings

YES Complete the School Monitoring Report Central Office meetings RESA I work sessions

LSIC Staff meetings


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

OEPA

LSIC Grade level team meetings Complete SMR

Faculty Senate meetings

11

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


· 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
















12



LSIC Professional Development Collaboration

Wednesdays Grade level team meetings


Development of SMART Goals Data Analysis

Benchmark assessments Formative and

Summative assessments

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)

LSIC Faculty Senate Meetings WESTEST data

analysis SMART Goals

YES · Develop and Implement the Strategic Plan. The Plan and process shall include: (S7,FC) o school’s core beliefs, mission, goals, measurement evidence, action plan, and professional

development needs. o direction of the principal with collective involvement and input from the staff and the LSIC. o strategies and action plan based on examination of best practices and innovative approaches to

improving student performance and addressing student needs. o principal monitoring the implementation of the plan and for communicating progress to staff and

stakeholders. (Annual updates to the plan must consider the OEPA School Monitoring Report when this report identifies deficits in quality or compliance.)

Observations and Walkthroughs WESTEST data

analysis Teacher input Parent input



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





Teacher trainings Pre-test

walkthrough Teacher monitoring test

rooms Appendix G and Appendix E

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

IEP check WVEIS WOW Review of

13

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

.326


504 check WVEIS WOW Review of

.326










Next Generation Standards and Objectives County

adopted textbooks Observations/Walkthroughs Daily

Grade level team meetings


Master Schedule

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:




Lesson Plans LDC Semester of Physical Education

per year Technology use Benchmark test Weekly

AA

14

Develops global competence Utilizes formative assessment processes Utilizes technology integration Develops student success and career readiness




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




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

15

Awards a regular and modified diploma Is offered a high school credential Provides alternative delivery of education programs





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



45 minute planning periods Lesson plans checked

Observations/walkthroughs Data Analysis Parent

conferences School messenger Failure list



Leadership Team

LSIC Faculty Senate Conference Logs IEP

Memorandum of Conference





16

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.





· 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).


Student handbook Modeling Discipline

plan







· Employ licensed, certified staff in core subject areas.

Annual review of IEPs State assessments

given at Alternative School Referral forms

Conference with parents Review completed

every nine weeks

17

· Participate in State assessment program. · Compliance with State policies and federal regulations in the education of exceptional students.


RESOURCE DOCUMENT













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-



All students take physical

education for a total of one

semester each year- Scheduling.

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

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

and progress reports


NON- COMPLIANCE Counselor logs did not verify at least 75 percent of the work day was spent in a direct counseling relationship with

18

students.

RESOURCE DOCUMENT













Student sign up sheet Student concern forms

Suspension follow ups Teacher referrals

Team/parent conferences Developmental

guidance


Student sign up sheet Student concern forms

Suspension follow ups Teacher referrals

Team/parent conferences Developmental

guidance SAT Meetings



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

NOT APPLICABLE YES

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

NOT APPLICABLE YES

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

All non-compliances have

been addressed.

YES

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

All non-compliances have

been put into the work order YES

19

system.

E. School Building Authority (if applicable). Has the school addressed all non-compliances during the SBA review? NOT APPLICABLE

NO

The SBA report stated classrooms had elevated carbon dioxide levels. Administrative staff were not aware of problem.

F. Federal Programs? Has the school addressed all non-compliances identified during the WVDE federal monitoring? NOT APPLICABLE

YES

Findings

Counseling Services W. Va. Code §18-5-18b: Ensure counselors spend at least 75 percent of work time in a direct counseling relationship with students. School Building Authority: Ensure air quality is within acceptable limits.


1. School Site


A-2. Middle School - 11 usable acres + 1 acre for each 100 students over 600. (Did not adversely impact program delivery and student

performance.)

2. School Building

A. General Safety


A-5. Exterior doors were not locked at all times for building security purposes, accessed only by school staff. (May adversely impact students’

health and safety.)







20



safety.)





A-7. First aid kit(s). (May adversely impact students’ health and safety.)




16. Band/Music



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.)



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

C-5. Fire extinguishers, first aid kits, blankets, and emergency eye wash stations and showers. (May adversely impact students’ health and

safety.)




Team Member – Wendy Imperial, Assistant Superintendent, Harrison County Schools

Team Member – Gary Higginbottom, Principal, Ravenswood Middle School, Jackson County Schools

Team Member – Rob Dial, Principal, Chapmanville Middle School, Logan County Schools

Team Member – Jaclyn Swayne, Assistant Principal, Sissonville Middle School, Kanawha County Schools

Team Member – Tina Lou Edwards, Retired County Administrator, Upshur County Schools


SCHOOL PROFILE

51-502 BLUEFIELD HIGH SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 692 706 734 669


Attendance Rate 92.74 95.40 93.57 93.91

Graduation Rate 4 yr cohort

66.85 70.59 74.59 82.18


70.26 70.49 not available 75.69

Dropout Rate 3.3 3.8 2.9 2.3




Participation Rate-Reading not available 97.30 96.45 96.03

1


BLUEFIELD HIGH SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED The staff of Bluefield High School works

collaboratively around a set of shared

educational beliefs and values and uses these to


culture as evidenced by the following: * Display

of Bluefield High School's mission statement

throughout the building in every classroom, the

main office, guidance office, front entrance TV,

and website * Input for the mission statement

was provided by numerous groups within the

school including but not limited to the LSIC,

Student Council, Principal Student Leadership

Team, and the Faculty Senate. * Collaborative

Strategic Planning by all stakeholders. * Faculty

Senate * LSIC Meetings * IZ Grant- Mentorship

Program/Pete Sarver * Mentorship Program *

9th Grade Academy * Strategic Plan * School

Motto/Creed "We Believe" * Bluefield High

School Student Handbook * Bluefield High




function.

2

School Incentive Program * School Messenger

System * Stakeholder involvement and

communication



ACCOMPLISHED Bluefield High School's staff has established

high expectations for themselves and for their

students by : * Analysis of WV Smarter

Balanced /WV Formative Test Data * Analysis

of AP Courses/DATA * Teacher Syllabi *

Benchmarking/Interim Assessments to establish

goals for teachers and students * Distribution of

parent letters - Back To School, Testing Letters

* Implementation and utilization of LiveGrades

* Implementation of an ACT Prep Course. *

Adminstration and analysis of data from the

ACT Plan test * Administration and analysis of

data from the ACT test * Development of the

Bluefield High School Student Handbook *

Student/Teacher Conversations *

Administration/Student Conversations *

Department Chair Meetings * SAT meetings *

Counselor/Student Conferences *

Implementation of the LINKS Program * Block

Meetings * Use of email for communication *

Class meetings with administration




function.

Recommendation: While the OEPA Team

substantiated the school’s rating, to improve

the function the Team recommended support

to develop professional learning communities

in order to improve communication and

educational practices.



ACCOMPLISHED Bluefield High School's staff works to maintain

a clean, well-managed environment that

contributes to an engaging and inclusive

atmosphere for learning by utilizing the

following: * Security Cameras. * Door Buzzer

system * Security Guards(3) * SAT Team

meetings for at risk students * Implementaion of

a Tardy Sweep Program to keep hallways clear *

Teacher placement during class transitions *

Cafeteria/Hallway/Restroom monitoring *

Establishment of a Safety Committee * Crisis

Intervention Plan * Observation * Health




function.

Comment: Through student interviews, the

OEPA Team determined problems with rodents

and bugs in some areas of the school.

3

Reports * Ninth Grade Academy * Mentorship

Program * Student Incentive Program *

Classroom Management Discussions/Practices

during Block Meetings * Morning/Afternoon

Announcements * SAT team meetings *

Attendance Committees * Green Corps Club *

Participation in city recycling program * App for

cellular phones/ Parent Link








ACCOMPLISHED The principal of Bluefield High School exhibits

professional knowledge, skills, and dispositions

that reflect strong leadership and effective

management in the following ways: * Analysis

of student achievement data * Maintainig a high

staff retention rate * Participating in and

establishing focus groups * Visibility in the halls

and at school events * Accessibility / Ease of

Approach * Noticeable School and Community

Pride * Principal/ Student Conversations *

Principal/ Parent Communication * Utilization

of the school messenger system to communicate

with parents, students, and staff * Participation

in the LSIC * Department Chair Meetings *

Email and use of technology for communication

* Walk Throughs * Teacher/Staff Evaluations

and conferences




function.



EMERGING Evidence that Bluefield High School's teams and

councils function effectively to advance the

mission and goals of the school through

leadership, planning, and problem-solving are

evidenced by the following list: * Focus Teams

for school Improvements as follows: * ACT

Improvement Team *School Safety Committee




function.

4


* National Honor Society * Key Club *

Principal Student Leadership Team *Co-

Curricular Activities - Band and Choir *

Academic Quiz Bowl Team * Pep Club *

Athletics * Mission Statement Team





authentic opportunities for and resources to lead

and influence professional practice through the

following: * Participation in and serving as

officers in Faculty Senate * Serving on the LSIC

* Serving as Department Chairs * Serving on the

Safety Committee * Participating in Ninth Grade

Academy Meetings * Assisting with and making

recommendations for the Mentorship Program *

Participating in SAT team meetings * Assisting

with CE/ IS Day agendas * Attending the High

Schools that Work Conference * Developing

Literacy Design Modules for use in the

classroom * Serving as leaders in county wide

staff development * Utilizing and designing

MDC modules for use in the math classroom




function.



DISTINGUISHED * Bluefield High School has the following

opportunities for students to be engaged in

leadership roles: * Serving on the Bluefield High

School Student Council * Serving on the

Principal's Student Leadership Team *

Obtaining Student of the Month honors *

Participating in the Key Club * Serving as a

student member of the LSIC * MOMI students

serve as leaders and role models with service in

the Recycling Club * JROTC Leaders *Co-

Curricular Activities - Band and Choir * Student

Led announcements * Selection for and

participation in the National Honor Society *

Participation in the Bluefield City Government





Rationale: Through student interviews, the

OEPA Team determined all students were not

aware of leadership opportunities.

Recommendations:

The OEPA Team recommended the school ensure all students are aware of leadership opportunities available.

The OEPA Team recommended the school cultivate an environment where

5

Day * Student- Led Graduation * Selection for

and participation in the Chamber of Commerce

Youth Leadership Program * Participation in the

SADD Club ( Students Against Destructive

Decisions) * Completion of a student centered

Capstone Project during senior year.

students seek opportunities to improve self, school and community.








EMERGING Teachers create and manage an inviting

classroom environment that is student-centered

and fosters student reflection, intellectual

inquiry, and self direction as evidenced by the

following: * Student work displays in the

classrooms, corridors and the media center *

Student-centered curriculum utilizing the

LDC/MDC * Teachers use LiveGrades to

engage students and parents * Use of journaling

and notebooks in many classrooms * Use of

Next Generation Standards * Walk- throughs

and observations * The Beaver Voice an online

student newspaper created and maintained by

students * AP Courses that challenge students

and encourage critical thinking * ACT Prep

Courses * ACT/SAT Prep embedded in teacher

instruction * Teacher collaboration to unite core

curricula * Business classes that encourage

creativity to develop business plans




function.


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

EMERGING 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 as evidenced by the

following: * Incorporation of Next Gen

Standards in lesson plans * Department




function.

6

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

Meetings * Incorporation of the LDC/MDC in

most courses * Participation in Staff

Development * Common Core/ Next Generation

Standards training * Administration of and

training relevant to the WV Formative

Assessment/ Smarter Balanced Assessment *

Developing and utilizing technology based

curriculum * Technology incorporated in

science labs through the use of Mini- Ipads and

probe ware * Lessons designed to incorporate

SmartBoards and Smart Technology



EMERGING 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 as evidenced by: *

Design and implementation of LDC/MDC

modules * Use of teacher designed formative

assessments * Teacher designed summative

assessments * Creative and engaging lesson

plans * Observations and walk throughs *

Evaluations * Teacher led staff development




function.





progress in mastery of the curriculum using



aligned with instructional targets as evidenced

by: * Creative and engaging lesson plans *

Observations and walk throughs * Analysis of

assessment data * Character and career

development through implementation of the

LINKS Program * LINKS Folders containing

pertinent achievements throughout high school *

Participation in Faculty Senate * Participation in






majority of instruction was teacher-led with

limited variety of instructional strategies.

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

7

Block Meetings * Use of Graphic Organizers *

Use of Essential Questions * Field trips to local

universities to enhance curriculum ( chemistry

labs) * Use of Ipads and probeware in science

classrooms * Use of responder technology in

classrooms * Computer labs and mobile laptop

labs * Participation in Concord University

Business Challenge








ACCOMPLISHED Positive relationships exist between the school

staff and the students, families and the larger

community as evidenced by the following: *

Development of the Mentorship Program with

community volunteers serving as mentors *

Development and implementation of the Ninth

Grade Academy * Comprehensive School

Counseling Plan * Participation of staff,

students, and the community in the LSIC *

School Web-Site * School Wide APP for mobile

phone users * Parent/Teacher Conferences *

Student/Teacher Conferences * School Marquee

which is updated almost daily with new and

relevant information * Ninth Grade Orientation

attended by new students, parents, and the

Principal's Leadership Team * Meet the Beavers

community night where athletes are introduced

to the community at a location downtown * SAT

meetings * Student Government Day with City

of Bluefield * Student Incentive Program *

Continual relationship with the local town band

and various other groups




function.


ACCOMPLISHED The school staff attends to student physical,

social-emotional and academic well being



8


through coordinated student support services for

health, child nutrition, character education,

guidance and counseling, special education, and

English as s Second Language as evidenced by

the following; * One required credit of Physical

Education * Health Care Plans distributed as

needed * Suicide Prevention Resources for

students * Extra-Curricular Activities * Teen

Court * Silent Strength Assembly * Breakfast

during LINKS * County DHHR/ Probation

Contacts * Co-Curricular Activities * Individual

Counselor/Student Conferences *

Student/Community Mentorship Program - Pete

Sarver * Ninth Grade Academy * ESL Program

* Multicultural Activities * Hall of Fame

induction. * Crisis Plan * College Day *

Transition Plans * Participation in county wide

court truancy program


function.




community agencies and organizations to

enhance the ability to meet the needs of all

students as evidenced by the following: *

Community members serve on the LSIC *

Mentorship Program with community members

volunteering to serve as mentors * Ninth Grade

Orientation with community sponsors *

Business Partnerships * Cooperation with

Blessings in a Backpack program * Students and

staff participate in the Community Christmas

Tree Program * Students job shadow at various

businesses within the community * Student

internships at local businesses during senior year

* Community participation in booster club *

Cooperation with Blue Mountain Performing

Arts to bring events to the community *

Participation with the local Chamber of




function.

9

Commerce to provide students with an

opportunity to tour and learn about local

businesses and opportunities *Workplace

Internships in community








EMERGING The staff of Bluefield High School engages in

continous learning opportunities for professional

growth designed to improve school and

classroom practice as evidenced by the

following: * Attending the High Schools That

Works annual conferences * Designing and

implementing LDC modules * Designing and

implementing MDC modules * Participating in

county collaboration activities * Participating in

school collaboration activities * Attending AP

Institutes * New Teacher Orientation * New

Teacher Mentor Program




function.



EMERGING The teachers of Bluefield High School

participate in high functioning professional

learning communities to collaborate on the

improvement of student learning througt the

study of relevant data, problem analysis, and the

implementation fo strategies that improve

instructional practice as evidenced by: *

Participation in county collaboration for teachers

* Participation in school level collaboration *

Participation in Block Meetings * Department

Head Meetings * Attendance at AP Institutes *

Participation in Ninth Grade Academy Meetings

* Participation in the Microsoft IT Academy (

Integration Technology) for business classes *

Participation in the MBA Learning Curriculum

sponsored by the state of WV * Core curriculum




function.

10

departmental test item analysis and

disaggregation * Ninth Grade Academy data

analysis to determine participants for the

Mentorship Program



ACCOMPLISHED The staff of Bluefield High School participates

in processes of evaluation that facilitate self-

reflection and informs the process of

professional growth as evidenced by the

following: * Participation in the Self Reflection

process * Instructional Goal Setting by all

teachers * Test Item Analysis by the

departments of core curriculum classes * Walk

Throughs * Teacher/Administrative Conferences

* Department Meetings * Department Chair

Meetings




function.








EMERGING The facilities at Bluefield High School are clean,

well maintained, safe and secure, aesthetically

pleasing, and configured to meet the learning

needs of all students as evidenced by the

following: * Discussion of facilities at LSIC

meetings * Establishment of a Safety Committee

to address areas of concern * Fire Marshal

Reports * Health Department Reports * Safety

Reports * Building Walk Throughs * Lock down

procedures * Cooperation with local law

enforcement * Custodial Checklists * Grounds

provided for and cared for by local garden clubs

* Clubs such as the National Honor Society have

clean up days regularly




function.


Policies and processes are



manage school fiscal resources at Blufield High




11

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

School as evidenced by the following; * Fiscal

audits * Faculty Senate fund reports * End of the

Month Reports * Bank reports * State and

County Policies *Fundraising Disclosures *

Booster Club Reports

function.



ACCOMPLISHED High quality personnel are selected for Bluefield

High School according to West Virginia Code

and are purposefully assigned and retained to

effectively meet the identified needs of students

as evidenced by the following: * Maintaining a

standard interview process as prescribed by state

and county policy * Standard Hiring Procedures

* New Teacher Mentoring Program




function.



EMERGING Bluefield High School has appropriate

technology infrastructure and utilizes data

information systems and technology tools to

support management, instructional delivery, and

student learning as evidenced by: *

Establishment of a Technology team *

Discussion of technology issues during LSIC

meetings * The TIS position which assists

teachers with the incorporation of technology

within their classrooms and their respective

curriculum * The utilization of WVEIS * The

implementation and use of Edline *

Establishment of a School SysOp * School

Technology Plan * Use of technology in science

labs * WiFi throughtout the building




function.







The staff

ACCOMPLISHED The staff of Bluefield High School establishes a

coherent approach for improving the

performance of students based on the mission




12

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

and goals outlined in the strategic plan as

evidenced by the following: * Discussion of

school goals and plans during LSIC meetings *

Discussion during Faculty Senate meetings *

Walk Throughs * Analysis of data received from

formal assessments such as the ACT Plan,

ASVAB, and Compass Tests * County and

School collaboration * Block Meetings * ACT

Plan analysis * LDC/MDC modules *

Community Organizations ( CASE of WV) *

Greater Appalachian Outreach * Department

Meetings * Graduation Rates * Drop Out Rates

function.



ACCOMPLISHED The staff of Bluefield High School has well-

defined structures for building professional

relationships and processes necessary to

collaboratively engage all stakeholders in

actions to increase student learning as evidenced

by the following: * LSIC * School based

Professional Development * Faculty- Senate *

School Messenger System to communicate

important events via phone * Parent LInk App

for use by those with mobile phones * Walk

throughs * Observations * School and County

collaboration activities * Participation in AP

Institutes * Counselor work with the Greater

Appalachian Outreach Program * Cooperation

with Upward Bound Program at Concord

University





Rationale: The OEPA Team determined

teachers were not utilizing available planning

time for teacher collaboration.

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


monitors changes in practice and implements adjustments, evaluates the results of student learning, and

EMERGING The staff of Bluefield High School monitors

changes in practice and implements adjustments,

evaluates the results of student learning, and

communicates the progress to all stakeholders as

evidenced by the following: * LSIC *

Department Chair Meetings * Analysis of data

from standardized tests * Faculty Senate

discussions * Ninth Grade Academy meetings *




function.

13

communicates the progress to all stakeholders.

Counselor/Teacher discussions * Block

Meetings




Standardized testing is now almost entirely computer based

and as a result Bluefield High School is in need of new

computers and tablet like devices that are compatible with

the tests or able to be used for testing purposes. The

acquisition of new computers and tablets would allow for a

much smoother testing season in the spring of each year.

Bluefield High School teachers and staff could also use new

laptops compatible with the Microsoft Office 365 email

system mandated for use by the state.





Bluefield High School teachers and staff would benefit from

professional development in the following areas: * Common

Core and West Virginia Next Generation Standards. *

Continued professional development on Literacy Design

Collaborative and Mathematics Design Collaborative. * The

Administrative Team needs professional development on the

new evaluation process for teachers and counselors. * Staff

Development to generate a plan to raise ACT/SAT scores




needs.



Bluefield High School has numerous best practices that we

are proud of which include but are not limited to the

following: * Establishing an academy for ninth grade

students * Design and implementation of a Tardy Sweep

Program. This program insures that students are in class on

time and ready to begin instruction. * Implementation of a

mentoring program for at risk ninth and tenth grade

studnents * Increasing the graduation rate from sixty-six

percent to eighty-two percent

The OEPA Team commended the community mentoring

program for at-risk students. However, the Team did not

verify, through data, a positive impact on student

performance and well-being required for consideration as a

best practice.

14




POLICY and CODE














YES Develop Knowledge of Policy 2322 * Explanation and discussion of Policy 2322 at Faculty-Senate meetings

* Opportunity for staff input into completion of school monitoring

report during faculty senate meeting individually and in break out

groups.

YES Complete the School Monitoring Report * School monitoring reports were completed using input from the staff




Report documenting and summarizing the school’s overall progress

* Continued discussion about upcoming OEPA visits so that staff and

other stakeholders are aware of the review process. * Full participation

of the principal and staff in all areas of the on-site review process

15


· 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



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

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

* Established Focus Groups to address specific concerns * LSIC

discussion of school needs and improvement efforts * SAT meetings for

at-risk students * Input to implement relevant and productive staff

development


* Analysis of WESTEST DATA * Analysis of ACT PLAN results *

Compass Test




* Staff involvement of completion of the School Monitoring report *

Employee evaluations and conferences * School Climate Survey






* Staff involvement in design, completion and implementation of the

Strategic Plan * Staff and student body involvement of the school

mission statement * LSIC participation in the development, completion,

and implementation of the Strategic Plan






17






* Test Administrator training * Testing Coordinator

* Secured Storage for testing materials * Test

Administrator training of Policy 2340


* Accommodations are provided when called for in

the IEP's * Test administrator training specifically

for teachers providing testing modifications


* Accommodations are provided when called for in

student's 504 plans * Test administrators are

provided with specific training when testing students

with accommodations











Next Generation standards are used and evidentt in teacher lesson

plans.

18


Students must obtain the prescribed number of credits as

established by the state.









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


* WV Next Generation Standards are used when planning and

implementing curricula * Two courses each of Spanish and

French are offered. * !8 specified graduation requirements are

provided * All students are given the opportunity to tour the

career and technical center as sophomores. * Job Shadowing

opportunities assist with career readiness *

19



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








* Length of school day is greater than prescribed number of

minutes by the state * Teachers have ninety minute planning

periods * Lesson plans are monitored and checked on a regular

basis * WESTEST Two and other standardized test data are

analyzed to insure student learning * Parents are involved in

student education through the use of Edline and the ParentLINK

App * The Ninth Grade Academy and Early Warning System are

used to reduce the drop out rate * Technology utilization in all

areas

20






All aforementioned committees and teams are in place and

functioning at Bluefield High School. These teams all work to

improve and maintain the learning, facitiities and traditions at

Bluefield High School.










Each county board of education shall have approved policies and procedures for

*Development and utilization of Bluefield High School

Handbook which defines rules as set forth by both the county and

21

implementing Policy 4373, including but not limited to:



21).






the school * Distribution of county student and staff calendars

which outline county policies and procedures * Development of

a crisis plan * SAT meetings to identify and assist at risk

students * Incentive program










* PASS Program at Bluefield High School which meets Monday

through Thursday each week to meet the needs of students

unable to function in the traditional educational environment.


RESOURCE DOCUMENT


22












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-



* All students are required

to complete one credit of

physical education

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

in physical education classes

YES Results are shared with students and parents. (S7, FC) * Reports are sent home

through physical education

students


NON-COMPLIANCE One counselor’s logs did not verify at least 75 percent of the work day was spent in a direct counseling relationship with students.

23

RESOURCE DOCUMENT













Bluefield High Schools' counselors work is evidenced by the

following: * Participation in the School Mentorship Program *

Identifying at risk students utilizing the Early Warning System to

help prevent drop outs * Assistance with and participation in LINKS

* GED Option Program * Individual Counseling Sessions *

Conducting FAFSA Meetings * Teacher Referral System *

Conduction of SAT Meetings


* Dependent upon the time of the year, counselors often spend a large

amount of time on test administration and preparation.




YES

During the 2014/2015

school year no issues were

found to be non compliant

during district accounting

audit.

YES

B . Policy 2419: Education of Students with Exceptionalities. YES During the last state audit YES

24

Has the school addressed all non-compliances identified during WVDE monitoring processes?

of Mercer County's special

education procedures all if

any non compliant issues

were addressed and

corrected per Mercer

County Schools Special

Education Director.


YES No non-compliant issues

exist currently.

YES


YES

All health department

reports have been reviews

and all issues are reported

BOE and school level

issues are corrected.

YES




YES No non compliant issues

exist at this time.

YES

Finding





safety.)



Team Leader – Clyde Stepp, OEPA Consultant

Team Member – Katie Hayes, Assistant Principal, Fayette County Schools

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

25

Team Member – Bev Nichols, Special Education Director, Clay County Schools

Team Member – William Cottrill, Principal, Point Pleasant High School, Mason County Schools

Team Member – Rachel Pauley, Principal, Beckley Stratton Middle School, Raleigh County Schools


SCHOOL PROFILE

51-505 MONTCALM HIGH SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 340 326 317 317


Attendance Rate 94.78 95.08 95.09 95.82


82.14 79.66 76.27 80.70


79.10 82.14 not available 82.76

Dropout Rate 0.9 1.2 1.6 2.9





not available 96.75 98.66 95.60

1


MONTCALM HIGH SCHOOL in MERCER COUNTY SCHOOLS












STANDARDS AND FUNCTIONS SELF-RATING SCHOOL 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 Collaborative Team Network-Collaborative

Team Committees-School Leadership Team,

School Safety Team, First Responders, School

Mission Statement, School’s Core Beliefs,

Lesson Plans, Classroom Observations,

Strategic Plan, Safe and Supportive Schools

Grant Leadership Team, Teacher Evaluation

Program, Administrator Evaluation Program,

School Counselor Evaluation Program, Focus

Support Plan,




this function.

Function B: High Expectations for All. The

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

ACCOMPLISHED School Mission Statement School’s Core

Beliefs Lesson Plans Classroom Observations

Strategic Plan Safe and Supportive Schools

Grant Leadership Team Teacher Evaluation

Program Administrator Evaluation Program

School Counselor Evaluation Program Focus

Support Plan




this function.

Function C: Safe, Orderly and Engaging

ACCOMPLISHED Collaborative Team Network-Collaborative ACCOMPLISHED The evidence provided by the school and the

2

Environment. The school

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

Team Committees-School Leadership Team

School Safety Team First Responders

Recycling Program Service Personnel

Evaluation Teen Court



this function.





Function A: Principal Leadership. The principal

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







Support Plan Service Personnel Evaluation No

Zero Policy Summative assessments

Formative assessments Interim Assessments

Smarterbalanced Assessments




this function.

Function B: School Teams and Councils. The school

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

EMERGING Teen Court Office 365-student email

addresses issued by the state department

Fellowship of Christian Athletes Student

Council Association National Honor Society

Local School Improvement Council

Personalized Education Plan Transition

Services with Department of Rehabilitation

Services Job Shadowing Get a Life Program

JROTC Recycling Program




this function.

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 AP Literature Course Read Naturally Program

Special Education Services 504 Plans English

Second Language Plans Individualized

Education Plans School Mission Statement

School’s Core Beliefs Lesson Plans Strategic

Plan School Monitoring Report Support for

Personalized Learning Student Assistance

Teams Collaborative Teaching Teen Court




this function.

3

Office 365 Advisory Program MHS Open

House ESL Training Student Attendance

Report Monthly Student Truancy Report

Attendance Rewards Program with S3 Grant

Behavior Rewards Program with S3 Grant

Symbaloo Common Curriculum Edline

WVEIS Local School Improvement Council

Implementation and support of WVNGS

Training for LDC/MDC Module

Implementation of LDC/MDC Module

County Collaborative Wednesday Meetings

School Collaborative Wednesday Meetings

Summative assessments Formative

assessments Interim Assessments

Smarterbalanced Assessments EXPLORE

PLAN

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 Teen Court Office 365-student email

addresses issued by the state department

Fellowship of Christian Athletes Student

Council Association National Honor Society

Local School Improvement Council

Personalized Education Plan Transition

Services with Department of Rehabilitation

Services Job Shadowing Get a Life Program

JROTC Recycling Program EXPLORE PLAN






multiple opportunities for student

leadership. Students knew when and how

they could participate in leadership

offerings.







EMERGING Collaborative Team Network-Collaborative


School Safety Team School Climate Index

Survey-Report School Mission Statement

School's Core Beliefs Strategic Plan School

Monitoring Report Safe and Supportive





Rationale: The OEPA Team observed most

classrooms had a student-centered

4

Schools Grant Leadership Team Random Acts

of Kindness Program Student of the Month

Program

learning environment.



EMERGING School Mission Statement School's Core

Beliefs Strategic Plan School Monitoring

Report Local School Improvement Council

Implementation and support of WVNGS

Training for LDC/MDC Module

Implementation of LDC/MDC Module

County Collaborative Wednesday Meetings

School Collaborative Wednesday Meetings

ESL Training FERPA Training Lesson Plans

Summative assessments Formative


Smarterbalanced Assessments Technology

tools Symbaloo Common Curriculum Edline

WVEIS Office 365




this function.

Function C: Instructional Planning. Teachers design

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

ACCOMPLISHED School's Core Beliefs Strategic Plan School

Monitoring Report Local School

Improvement Council Implementation and

support of WVNGS Training for LDC/MDC

Module Implementation of LDC/MDC

Module County Collaborative Wednesday

Meetings School Collaborative Wednesday

Meetings Symbaloo Common Curriculum

Edline WVEIS AP Literature Course Read

Naturally Program Special Education Services

504 Plans English Second Language Plans

Individualized Education Plans Support for



Office 365




this function.

Function D: Instructional Delivery. Teachers facilitate

engaging instructional experiences that enhance individual student progress in

EMERGING School's Core Beliefs Strategic Plan School






5













Office 365 Summative assessments Formative


Smarterbalanced Assessments



teachers facilitating engaging instructional

experiences that enhanced student

learning. Furthermore, technology was

regularly integrated into the curriculum.





Function A: Positive Relationships. Positive

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

ACCOMPLISHED School's Mission Statement School's Core

Beliefs Strategic Plan Collaborative Team

Network-Collaborative Team Committees-

School Leadership Team School Safety Team

Safe and Supportive Schools Grant School

Climate Index Survey-Report School





Module MHS Open House Student of the

Month Program Random Acts of Kindness

Program




this function.


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

EMERGING School's Mission Statement School's Core









Rationale: The OEPA Team verified

6

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

Climate Index Survey-Report Implementation

and support of WVNGS Training for

LDC/MDC Module Implementation of

LDC/MDC Module County Collaborative

Wednesday Meetings School Collaborative

Wednesday Meetings FERPA Training

Attendance Rewards Program with S3 Grant

Behavior Rewards Program with S3 Grant

Teacher Evaluation Program Administrator

Evaluation Program School Counselor

Evaluation Program Focus Support Plan 504

Plans ESL Plans Support for Personalized

Leaning Personalized Education Plan Student

Assistance Team Special Education Services

Individualized Education Plans Monitoring

Reports Progress Reports Transition Services

with Department of Rehabilitation Services

Job Shadowing Get a Life Program

through student and staff interviews that

students’ physical and social-emotional

well-being were highly regarded.








Climate Index Survey-Report Local School


support of WVNGS




this function.

Rationale: Through interviews, the OEPA

Team determined the school had

effectively developed multiple partnerships

with the community. In addition, teachers

communicated with parents through Live

Grades.





Function A: Professional Development. The staff

engages in continuous learning opportunities for


Beliefs Local School Improvement Council

Strategic Plan Collaborative Team Network-




7

professional growth designed to improve school and classroom practice.

Collaborative Team Committees-School

Leadership Team School Safety Team Safe

and Supportive Schools Grant School Climate

Index Survey-Report Implementation and





Meetings FERPA Training

this 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 Collaborative Team Network-Collaborative


School's Mission Statement School's Core

Beliefs Strategic Plan School Safety Team


Climate Index Survey-Report Implementation

and support of WVNGS Training for

LDC/MDC Module Implementation of

LDC/MDC Module County Collaborative

Wednesday Meetings School Collaborative

Wednesday Meetings 504 Plans ESL Plans

Support for Personalized Leaning

Personalized Education Plan Student

Assistance Team Special Education Services

Individualized Education Plans



Team did not substantiate the school’s self-

rating; the Team determined a lower rating for

this function.


observations, the OEPA Team could not

verify staff participated in high functioning

professional learning communities (PLCs)

that collaborate on student learning.

Recommendation: The OEPA Team recommended staff investigate other opportunities to develop PLCs.

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 Lesson Plans Classroom Observations

Collaborative Teaching Focus Support Plan

Teacher Evaluation Program Administrator


Evaluation Program School's Mission

Statement School's Core Beliefs Local School

Improvement Council Strategic Plan

Collaborative Team Network-Collaborative


School Safety Team




this function.

8








Beliefs Strategic Plan Service Personnel

Evaluation Safe and Supportive Schools Grant

School Climate Index Survey-Report

Recycling Program




this function.

Function B: Fiscal Resources. Policies and

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


Beliefs Strategic Plan Recycling Program

Local School Improvement Council Service

Personnel Evaluation Faculty Senate Funds

Grant Writing Safe and Supportive Schools

Grant




this function.

Function C: Personnel.

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

EMERGING Policy 5000 School's Mission Statement

School's Core Beliefs Strategic Plan Teacher


Evaluation Program Focus Support Plan

Service Personnel Evaluation




this function.

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

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


Beliefs Strategic Plan Safe and Supportive

Schools Grant Service Personnel Evaluation

Tech Steps Advisory Program




this function.





Function A: Focused and Coherent Plan. The staff

establishes a coherent approach for improving the







9

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




Support Plan Service Personnel Evaluation No

Zero Policy Summative assessments

Formative assessments Interim Assessments

Smarterbalanced Assessments Advisory

Program College Foundation of West Virginia

Personalized Education Plans

this function.

Function B: Processes and Structures. The staff has

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














Teams Collaborative Teaching No Zero

Policy Office 365




this function.

Function C: Monitoring for Results. The staff monitors

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



Improvement Council Safe and Supportive

Schools Grant School Climate Index Survey-

Report MHS Open House Edline WVEIS

Attendance Reports Monitoring Reports

Progress Reports 504 Plans ESL Plans

Individualized Education Plans Advisory

Program Support for Personalized Learning

Student Assistance Team Office 365




this function.

10




Technology tools need to be updated. All doors that lead

outside need to be locked during the daytime and a security

setting should be provided to screen visitors. Cleanliness of

the school needs to improve





LDC and MDC training provided to all teachers who are

responsible for implementing these modules Training for

Interim Assessments and Smarterbalanced Assessments

Reading Assessments for middle and high school students to

gage reading level, strengths, and weaknesses.




needs.



LDC and MDC Modules Tier 1 and Tier 2 Common Core

Vocabulary Advanced questioning techniques Student led

activities Collaborative Team Network Collaborative Team

Committees School Leadership Team No Zero Policy-

student who do not have assigned work completed attend

lunch detention to compete work until finished in lieu of

earning a zero Safe and Supportive Schools Grant Random

Acts of Kindness Program Student of the Month Program

Advisory Program School Club Program

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






POLICY and CODE






11


















Implementation





12

















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

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




DIRECTIONS: To be considered fully compliant with Policy 2340, your school must adhere to the core areas outline in Policy 2340. Before you begin

13




















14











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

15

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)







16





















17

RESOURCE DOCUMENT




















RESOURCE DOCUMENT





18













YES

YES


YES

YES


YES YES


YES YES


YES YES


YES YES


2. School Building

A. General Safety


19






C. Kitchen aisle widths did not measure 4 to 6 ft. to accommodate carts and personnel. (May adversely impact program delivery and student

performance.)


safety.)







15. Art

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

16. Band/Music




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.)





Team Leader – Tom Sanders, OEPA Consultant

20

Team Member – Dr. Paula Potter, Principal of Ben Franklin Career Center, Kanawha County Schools

Team Member – Rachel Pauley, Principal, Beckley Stratton Middle School, Raleigh County Schools

Team Member – William Cottrill, Principal, Point Pleasant High School, Mason County Schools


SCHOOL PROFILE

51-507 PRINCETON SENIOR HIGH SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 1075 1082 1101 1061


Attendance Rate 96.02 97.10 96.67 95.98


74.15 80.17 82.51 88.41


74.91 78.79 not available 84.49

Dropout Rate 2.7 2.5 1.7 0.9





not available 99.17 98.40 95.67

1


PRINCETON SENIOR HIGH SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED Staff input on School Monitoring Report which

drives the Five Year Strategic Plan. Department

Chair meetings. Block meetings to plan fro 5 yr.

strategic plan and School Monitoring Report.

LSIC meetings quarterly.




function.



ACCOMPLISHED Student handbook and county calendar with

policies distributed at the beginning of the

school year. Frequent walk-throughs and lesson

plan checks. Mercer County Board of Education

goals embedded in the school plan.





Rationale: The OEPA Team did not observe high

level teaching strategies as evidenced by low

level questioning and lack of bell to bell

instruction in the majority of classrooms.


2

recommended support to increase instructional rigor and implement bell to bell instruction.



EMERGING Safety Committee established. Safety

Inspections completed. Security staff maintained

at the front gate and through out the building.

All doors locked with the exception of the front

door during the school day. Visitor sign-in

procedure in place. Cleanliness of the building is

a work in progress. We still have many areas of

the building that we are working on cleanliness.




function.








ACCOMPLISHED Leadership team. Works to be the instructional

leader. Attends professional development with

the teacher. Has been trained in LDC. Writes

weekly Friday Focus Reflections and shares

with staff. Communicates via email and

establishes a monthly calendar of events.

ACCOMPLISED The evidence provided by the school and the



function.



ACCOMPLISHED Teams in place include: Technology Team

Curriculum Team Leadership Team/Dept Chair

Testing Team SAT Team Faculty Senate




function.


Teachers assume responsibility for

ACCOMPLISHED First Wednesday of each month--County level

Collaboration/Training Third Wednesday of

each month--School level




3

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

Collaboration/Training School is dismissed 1

hour early to collaborate. Other trainings are

offered before and after school and mini-

sessions during the planning periods. Monthly

Professional Learning Communities (PLC's)

function.



ACCOMPLISHED Various Clubs offer Student Leadership

opportunities: Key Club, Interact Club, FCCLA,

FBLA,, Student Council, National Honor

Society, Model UN, and Academic Quiz Bowl.

Other leadership opportunities are offered

through athletic teams .Leadership is also

offered through the award winning band as

students step up to be section leaders. The

pledge, word of the day, quote of the day are all

student led each morning over the school PA.

Students expressed interest in reviving the

SADD chapter and administration helped

students to make the proper contacts to ensure

that this chapter would be revived for the 2015-

2016 school year. Two students are members of

the LSIC PSHS is home to an active JROTC

program.




function.

Commendation: The OEPA Team commended the availability of student leadership opportunities.







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

ACCOMPLISHED Literacy Design Collaborative implementation.

Walk-throughs LINKS program in A/A






classrooms were inviting, however, most

instruction was teacher-led with low level

4

reflection, intellectual inquiry, and self-direction.

questioning.


recommended teachers seek professional

development on student-centered instructional

strategies that promote intellectual inquiry.



ACCOMPLISHED Lesson Plan Checks WV Next Gen Standards

implemented through LDC and two teachers

currently being trained in MDC. WV Educator

Evaluation system is in place.




function.

Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function the Team recommended staff carefully review all components of the function and provide evidence specific to the language of the function.



ACCOMPLISHED LDC Implementation Plan: 1st nine weeks---

ELA 2nd nine weeks--Social Studies 3rd nine

weeks--Science 4th nine weeks--Related Arts





Rationale: Through interviews and lesson plan

reviews, the OEPA Team determined long term

planning was not occurring in most classes.

Further, the Team did not observe instruction

based on performance levels of students in

most lesson plans.

Recommendation: The OEPA Team recommended support for long and short term planning aligned with students’ needs, interests, and performance levels.

Function D: Instructional

ACCOMPLISHED LDC Modules Computer Labs available

SMARTboards Capstone Experience for Seniors



5

Delivery. Teachers




Rationale: The OEPA Team did not observe high

student engagement, use of technology, and

multiple instructional strategies in most

classrooms.


recommended teachers seek professional

development in effective technology integration

and increased student engagement.








ACCOMPLISHED Interact club has a positive relationship with the

local Rotary Club. The Key Club has

connections in the community to the local

Kiwians club. The American Red Cross

conducts a blood drive each year. Tobacco

cessation classes offered at the school level. The

school has developed positive relationships with

the local juneivile justice program and local law

enforcement. Positive relationships have been

developed with Sheetz, Aaron's, and Bojangles.

Bojangle's and STAR95 have teamed up to

sponsor the PSHS Student of the Week where

students are nominated by faculty and then the

students are recognized on the local radio station

and will be considered for $1,000 scholarship in

May.




function.


school staff attends to student physical, social-emotional

ACCOMPLISHED Breakfast in the Classroom. CEO option--free

breakfast and lunch for all. ESL Program

LINKS A/A program Truancy Program ACT

Prep class will be offered 2nd semester within




function.

6

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.

the school day. ACT prep class taught after

school by volunteers Students have access to

GED Option Pathway, PASS Program, Second

Chance Programs.



ACCOMPLISHED School Wide Sports Booster Club Senior Night

for parents to discuss financial aid, FAFSA, etc

ASVAB testing Professional Development

School with Concord University. EPAT class

(Educational Psychology, Assessment and

Testing ) taught on PSHS campus.




function.








ACCOMPLISHED New Teacher Seminar Literacy Design

Collaborative Mathematics Design Collaborative

Southern Regional Educational Board (SREB)

High Schools that Work LINKS




function.


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

ACCOMPLISHED First Wednesday Collaboration Third

Wednesday Collaboration Informal department

Meetings Professional Learning Communities

(PLC's) Department Chair Meetings




function.

7

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



ACCOMPLISHED New Evaluation System Principal offered before

and after school sessions with teachers to assist

with self-reflection and goal setting.




function.








EMERGING Custodial Concern/Compliment Form to

recognize good work and bring attention to areas

of concern Frequent walk-throughs to identify

areas of concern. On-going process to improve

this area.




function.



ACCOMPLISHED Follows accounting procedures manual. Audits 2

times per year. ISA money allocated to teachers

in addition to Faculty Senate Funds.




function.

8



ACCOMPLISHED New Teacher Seminar offered monthly by the

county. Faculty Senate participates in the hiring

process.




function.



EMERGING Use of Live Grades Interactive SMARTboards

WVEIS English department received classroom

sets of the T-Books for writing in the

classrooms.




function.








ACCOMPLISHED County Goals, Five Year Strategic Plan Goal,

Results from School Monitoring Report are all

used to develop a collaborative plan.

WESTEST2, ACT, SAT, ACT PLAN, Compass

are all used to set goals. Five Year Plan Updated

at Faculty Senate Meetings and Block Meetings





Rationale: The OEPA Team determined most

staff were not aware of plan proposed for

student academic improvement.

Recommendation: The OEPA recommended the strategic plan and the School Monitoring Report be aligned and communicated to all

9

stakeholders.



ACCOMPLISHED LSIC Meetings School Wide Sports Booster

Meetings SAT meetings School messenger




function.

Comment: The OEPA Team could not determine whether collaborative teams were impacting student learning.



ACCOMPLISHED Progress reports 4.5 weeks. Failure list turned in

before it is too late in the semester. Credit

Recovery Monitoring Reports Attendance

Reports




function.




Based upon staff input of the School Monitoring report, the

lowest rating was in the area of facility cleanliness. Frequent

walkthroughs will be done by administration and

communication with custodial staff to ensure that the

building and grounds are well kept.





With the implementation of LDC(Literacy Design

Collaborative) and MDC(Mathematics Design

Collaborative), it is important that we continue with

professional development in these areas. With the

implementation of the LINKS advisory program it is also




needs.

10

important that support professional development in the areas

of advising.



PSHS is currently offering AP English and AP History on an

AB schedule. . PSHS has good community support with

various groups. The award winning Key Club has built

numerous relationships within the community and the

Interact Club is active with the Princeton Rotary Club.

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














YES Develop Knowledge of Policy 2322 YES

YES Complete the School Monitoring Report YES

11


· 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


PSHS will be visited

in October 2015





Implementation














12





y YES


YES


YES

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.)

Y YES










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

13

Team. (Policy 2340; 4.3) (S2, FA)


















14









15

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


(S6,FD)













16














RESOURCE DOCUMENT









17












NON-COMPLIANCE Only one of three counselors verified at least 75 percent of work time was spent in a direct counseling relationship with students. Most students interviewed were not aware of available counseling services.

RESOURCE DOCUMENT









18









YES YES


NOT APPLICABLE YES


YES YES


YES YES


YES YES


YES YES

Findings

Counseling Services W. Va. Code §18-5-18b: Ensure all counselors spend at least 75 percent of the work time in a direct counseling relationship with students.




safety.)



19






A. Auditorium was not of adequate size. (seats 1/3 student body or a minimum of 250 people for middle and high schools). (May adversely





Team Member – Dr. Paula Potter, Principal, Ben Franklin Career Center, Kanawha County Schools


Team Member – Katy Hayes, Assistant Principal, Fayette County Schools

Team Member – William Cottrell, Principal, Point Pleasant High School, Mason County Schools

Team Member – Dr. Michael Cutright, Director, Fred W. Eberle Tech Center, Upshur County Schools


Team Member – Tom Sanders, Retired Administrator, Pocahontas County Schools

Team Member – Mike DeRose, Retired Administrator, Wood County Schools

Team Member – Rachel Pauley, Principal, Beckley Stratton Middle School


SCHOOL PROFILE

51-509 PIKEVIEW HIGH SCHOOL – MERCER COUNTY

2011 2012 2013 2014

Enrollment 708 697 740 717


Attendance Rate 94.67 96.76 96.07 96.13


76.37 76.97 77.32 82.12


75.00 79.44 not available 78.35

Dropout Rate 3.0 3.2 2.6 3.0





not available 100.00 96.58 99.39

1


PIKEVIEW HIGH SCHOOL in MERCER COUNTY SCHOOLS

















ACCOMPLISHED The staff collaborate to provide a positive

school climate by developing a set of shared

beliefs and values demonstrated by the

following: * School motto *Incentives *Staff

meetings *Reward program *LDC and MDC

collaborations *LSIC * Teacher block meetings




function.



ACCOMPLISHED The staff establishes and practices high

expectations in a variety of ways including the

following: *Walk-through documentation

*Inclusion teachers *Bulletin boards *AP

courses *Math tutoring *Actively looking for

ways to help at-risk students *Emphasize rigor

with changes to master schedule *Lesson plans

*Cross-curricular lesson implementation *Block

meetings *Block leadership teams




function.

2




and provides an inclusive atmosphere for

learning by utilizing the following: *Security

guards *Code red practice and procedures *Fire

drills *Extra-duty rosters *Designated area

teacher supervision responsibilities *Attendance

data *Classroom management procedures

*Security system with camera and alarm

detection *Security guards present to monitor

doors, grounds and halls *Key code system to

enter/exit building with monitoring *Gym floor

refinished during summer of 2015 *Lockers

repainted during summer of 2015




function.








ACCOMPLISHED The principal effectively exhibits the

professional skills and practices that

demonstrate strong leadership and management

by utilizing the following: *LSIC *Strategic

Plan collaboration *Administrator goals *Walk-

through checklist *Lesson Plan monitoring

*Remind accounts established for staff *Class

meetings/with goal setting *Block meetings

*Teacher evaluations *LDC conference

attendance summer 2014 (Nashville TN)

*Principal Leadership Academy *Technology

use




function.

Comment: During staff and student interviews, the OEPA Team determined the Remind system was an effective means of communication among parents, students, teachers, and administrators and was to be commended.



ACCOMPLISHED The school teams and councils effectively

advance the goals and mission through

leadership, planning and problem solving by:

*Monthly teacher and student recognitions

*Team meetings *Student Council *Club days

*Faculty Senate *LSIC




function.

3





classroom improvement and utilize

opportunities and available resources to lead and

influence professional practice by participating

in: *SREB *HSTW *Teachers serving on

county committees *SAT teams *Teacher

conferences




function.



ACCOMPLISHED Students are actively engaged in leadership

opportunities that develop self-direction and a

sense of responsibility by participating in the

following: *Student Council *Student body

officers *National Honor Society *JROTC

*Sports team captains *Band section leaders

*Students on LSIC committee *Extra-curricular

clubs Teen Court




function.







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

ACCOMPLISHED Teachers create and foster an inviting classroom

environment that is student-centered by

utilizing: *Display student work in classroom

and hallways *Small group work *Student

presentations *RAZE activities *Observations

*Differentiated instruction *Mid-term reports

*AP courses




function.

4

intellectual inquiry, and self-direction.




curriculum that aligns with the Next Generation

Standards by using: *Cyber-safety lessons

*Policy 2510 training *Lesson Plans *Teacher

collaborations *Department goals *Technology

training




function.



ACCOMPLISHED Teachers design and use both long and short-

term instructional plans for guiding student

mastery of the Next Generation Standards by

using: *LDC and MDC modules *Daily lesson

plans *Department meetings *Implementation

of IEP plans *Grade level meetings

*Collaborative teams *Summative and

formative assessments




function.


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

ACCOMPLISHED Teachers use multiple strategies to facilitate

engaging instructional experiences that enhance

student progress in mastery by: *Technology

integration *Samples of student work

*Formative and summative assessment

*Observations *Walk-throughs *Use of graphic

organizers *Writing across the curriculum

*Opportunities for student choice *Grade level

meetings *Lesson plans




function.

5

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








DISTINGUISHED There are positive relations between staff,

students, families and the community by

utilizing the following: *Meet the Teacher/Open

House *Teachers calling parents for positive

reasons *Clown Troupe *Professional

Development partnership with Concord

University *Prom *Remind *Positive

relationships with DHHR and local law

enforcement *Edline *LSIC *Emails *School

Website *Parent-teacher meetings *SAT

meetings




function.



ACCOMPLISHED The school staff provides multiple student

support services in order to attend to a variety of

student needs by the following means: *Free

lunch/child nutrition *Extra-curricular clubs

*Charity contributions and drives *Panther

Bucks reward system *Breakfast in the

Classroom Program *PE classes *Dropout

programs *Related arts *Counselor plans

*Extracurricular activities




function.


ACCOMPLISHED the staff fosters and develops community

partnerships to enhance the ability to meet the

needs of all students by organizing and




6


participating in: *Orientation *Open House

*Project Graduation *Parent volunteers *Local

businesses that provide scholarships *Job

shadowing *LSIC *Concord University

partnership

function.








ACCOMPLISHED The staff regularly engages in learning

opportunities such as the following which are

designed to improve school and classroom

practice through professional development:

*Collaboration Wednesdays *FERPA training *

LDC/MDC training *APTA training *Westtest

training *Employee Code of Conduct training

*New Teacher Seminar *Bi-monthly team

meetings *PLAN *Explore




function.



ACCOMPLISHED Teachers collaborate within high functioning

learning communities and implement strategies

that improve student learning by participating

in: *Block team meetings *Collaboration

Wednesdays *Department meetings *Teacher of

the Month *Discipline data *Attendance data




function.

Function C: Evaluation, Feedback, and

ACCOMPLISHED The staff participates in self-reflective

evaluation processes in order to foster



7

Support. The staff


professional growth by using: *Reflections and

goal setting *New staff training *Best Practices

*New Teacher Academy *Policy 5310

*Walkthroughs


function.








ACCOMPLISHED Facilities are well-maintained, safe and secure

and designed to meet the learning need of the

students: *Monthly safety reports *Work

requests *Adopt-a-Highway program *LSIC

*Custodial reports *Code Red plan *Fire drills




function.



ACCOMPLISHED School fiscal resources are obtained, allocated

and efficiently managed by: *Fundraising

documentation *Facility checklists *Faculty

Senate fund reports *Kim...describe *Financial

in service at end of the year




function.



ACCOMPLISHED Through the hiring process, high quality

personnel are assigned and retained to

effectively meet the needs of the students by:

*Faculty Senate vote on how they participate in

hiring procedures *Sample grid sheets

*Recommendaation form *Teacher attendance

*New teacher mentors




function.

Function D: Data, EMERGING The school uses data systems and the integration ACCOMPLISHED The evidence provided by the school and the

8

Information Systems, Technology Tools, and Infrastructure.


of technology tools to support and enhance

student learning by utilizing: *TIS *WVEIS





widespread use of technology by both teachers

and students to support instruction and learning

through:

LiveGrades

Remind

Schoology

Kahoot








ACCOMPLISHED *The methods that we use to improve student

performance are outlined in our strategic plan,

which is a working document. They include:

*Staff involvement in the Strategic Plan goals

*Data: SAT, Work Keys, West test, AP scores,

ACT, and HSTW *LSIC *Faculty Senate *SAT

teams *Attendance *Discipline *Dropout

prevention plans *School climate survey

*Graduation rate




function.


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

ACCOMPLISHED The staff collaboratively engages all

stakeholders in order to increase student

learning by utilizing: *School Messenger

*Remind accounts *School marquee *Truancy

program




function.

9

actions to increase student learning.



ACCOMPLISHED The staff monitors changes in practice, evaluates

the results of student learning and

communicates the progress to stakeholders by

the following types of data: *Compass *Explore

*Edline *Westtest results *SAT *Vo tech

completers *AP classes pass rates *Special

education monitoring reports *Faculty Senate




function.




The extensive testing window greatly diminishes the daily

capacity of student learning in the classroom. During the

testing process, only students who are actively testing are

allotted computer usages time; therefore, all other

instructional activities and lessons which require computer

technology are prohibited due to lack of bandwidth and

available computers. Our goal is to increase the number of

testing devices available to students.





We have already requested professional development to

assist in the analysis of test scores in order to improve

student learning. We want to continue professional

development regarding the LDC and MDC implementation

process.




needs.



We have established a new communication process with

students, parents and faculty that has been very successful.

By utilizing the Remind text service, the dedicated

announcements monitor in the commons area and the School

Messenger system, we are able to relay important

information in a timely manner. Our school climate survey

The OEPA Team commended the Remind system,

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



10

indicates that our students feel they are treated fairly, they

are strongly supported by faculty, and there is an open-door

policy of communication with Administration.




POLICY and CODE


PARTIAL COMPLIANCE

FULL COMPLIANCE Staff was prepared and knowledgeable of the on-site review process.












YES Develop Knowledge of Policy 2322 Information is disseminated during facility meetings throughout

the school year.

YES Complete the School Monitoring Report Information meeting was first held with all teachers during a

facility meeting. Teachers were given one week to discuss and

share ideas. Then small block meetings were held and all topics

were discussed and graded.

11

NO Participate in the on-site review process



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


Pikeview High School has prepared for an on-site review but has

not actually participated in a review.





Implementation













12





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


Block team meeting Faculity meetings LDC team MDC team


Faculity meetins Block/team meetings


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

guide improvement priorities (S5,FC)

All staff has participated and on infprmation is file






Faculity meeting Team meetings LSIC






13


















Monitor lesson plans

Classroom observations Walk-

through



14




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

15

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)




Technology Team and

Curriculum teams are not in

place but will be created.

16





















17




RESOURCE DOCUMENT



















F . Counseling Services W. Va. Code §18-5-18b FULL COMPLIANCE NON-COMPLIANCE Counselor logs did not verify at least 75

18

of work time was spent in a direct counseling relationship with students.

RESOURCE DOCUMENT













Dropout prevention meetings Individual meeting and large groups

Alternative program options discussed, PASS Program, Second

Chance, Option Pathway 1 and 2, Mountaineer Challenge

Academy, Job Corp Peer mediation Teen court Department of

Rehabilitation Services IEP, SAT Teams, 504 meetings


Alternative program options discussed, PASS Program, Second

Chance, Option Pathway 1 and 2, Mountaineer Challenge

Academy, Job Corp Peer mediation Teen court Department of

Rehabilitation Services IEP, SAT Teams, 504 meetings




YES No non-compliances were

noted

YES


YES

It has been 3 years since the

last WVDE monitoring

process.

YES

19


YES

Work requests have been filed

with our maintenance dept.

after our inspection from

monitoring company. Fire

Marshall report has been

completed this year.

YES


YES

All items listed were

addressed. This included

cleaning, seal repairs and floor

repairs.

YES




YES

There were no non-

compliances in our federal

lunch program. Currently we

be believe all non-compliances

have been addressed.

YES

Findings









Team Member – Katie Hayes, Assistant Principal, Fayette County Schools

20



Team Member – Dr. Michael Cutright, Director, Fred W. Eberle Tech Center, Upshur County Schools


SCHOOL PROFILE

51-701 MERCER COUNTY TECHNICAL EDUCATION CENTER – MERCER COUNTY

2011 2012 2013 2014

Enrollment 0 0 0 0

Average Class Size

Attendance Rate 100.00

Pupil Admin Ratio

Pupil Teacher Ratio




1


MERCER COUNTY TECHNICAL EDUCATION CENTER in MERCER COUNTY SCHOOLS

















ACCOMPLISHED * School vision and mission in the strategic plan

* Strategic plan goals * Cross-curricular projects

* Local School Improvement Council meeting

agendas and minutes * Improving academic and

technical skills




function.



ACCOMPLISHED * Student handbook policy and procedure * CTE

data scorecard * Program accreditation

(NATEF, ADA, NCCER,) * Program industry

credentials




function.

2



ACCOMPLISHED * Drug testing passage rate * Floor markings *

Student surveys to illustrate positive school

climate * Clean Zone Award * Record of

practice for fire, lock down, and evacuation




function.

Commendation: The OEPA Team commended all staff for the cleanliness of the building.








ACCOMPLISHED * Leader of the Technology Centers that Work

initiative * Providing professional development

to all staff members * Local, state, and national

presentations * Attends WVDE's CTE

administrators' conferences * Recipient of a

WVDE Innovation Zone Grant * WV School of

Excellence * Exemplary School * National Gold

Readiness Award (SREB) * WVDE Community

Involvement Award * WVDE Best Academic

Partnership Award * 100% Chapter SkillsUSA

Lowe's Grant Award * Monthly birthday

celebrations




function.



ACCOMPLISHED * TCTW focus teams * Advisory councils

member list *Advisory councils minutes and

agenda with meeting two times per year * LSIC

member list *LSIC minutes and agenda with

meeting two times per year * Faculty Senate

meetings * Collaboration Wednesday meetings




function.


ACCOMPLISHED * Professional development opportunities for

faculty (1st and 3rd Wednesday of every month,



3


local, state, and national conferences) *

Simulated Workplace * TCTW Plan * TCTW

focus teams * CTSO participation * Post-

secondary and secondary travel, equipment

replacement, and supply funds


function.



ACCOMPLISHED * CTSO membership rosters * Competitive

events data * CTSO integral part of instructional

program * Live-work projects * Pearson View

testing center * Clinical experiences * Cross-

curricular projects * CTE Portfolio




function.








ACCOMPLISHED * MCTEC approved curriculum list LEA 1.1 *

School handbook * School master schedule *

Program sequencing form * Advanced Careers

program * Policy 5202 Appendix C * NCCER,

CASE, and MBA




function.

Function B: Standards-Focused

ACCOMPLISHED * Program industry credentials * Learning-

focused lesson plans * CTE Coaches * CTE



4

Curriculum.


skills sets and programs aligned with labor

market and Next Generation Learning Skills *

Syllabus * Project-based classrooms * Bell

ringers * Smartboards and Smart TVs * Tier 2

and 3 posters * Embedded Credits * Teacher

evaluation


function.



ACCOMPLISHED * LEA Form 1.2 - improving academic and

technical skills strategies * CTE English, math,

and technology coaches * Learning- focused

lessons aligned with CTE skill sets * WIN,

ToolinU, CDX, Today's Class usage *

Instructional lab work stations




function.



ACCOMPLISHED * Classroom replicates an authentic workplace

environment * Variety of instructional strategies

and assessments * Student portfolio process *

Live-work projects * Use of Edline for tracking

student achievement * CTE skill sets * Clinicals

* Enhanced CT projects




function.

Commendation: The OEPA Team commended the staff for being 100 percent Simulated Work Place.

5








ACCOMPLISHED * CTSO membership roster * Participation in

community service projects * LSIC meetings *

Advisory council meetings * Open house *

Parent contact * Live-work projects * Guest

speakers




function.



ACCOMPLISHED * LEA Form 1.6 - Access non-discrimination

and special needs support * LEA Form 1.7 -

Nontraditional * LEA 1.8 - Career Guidance and

Academic Counseling Strategies * LEA Form

1.10 - Preparation for High Skills * Career

Clusters * IEP Accommodations * Parent and

student surveys * Advisor/Advisee * School

nurse * CTE coaches * Student support service

facilitator * Retention and recruitment

facilitators




function.



ACCOMPLISHED * LEA Form 2A,B, C * Advisory councils are in

place and active, meet two times per year,

agenda, minutes, sign-in sheets * Student

internships * Lowe's SkillUSA Grant * Clinical

experiences * Princeton Mercer County

Chamber of Commerce membership *

Cosmetology service projects * Exhibit at

Women's Expo and Autumnfest * Electrical

Technician competition in Christmas Parade




function.

6








ACCOMPLISHED * SREB Conferences * Collaboration

Wednesday training * Program specific

professional development conferences and

webinars * Form 1.3 - Professional

Development Strategies * Form 1.9 - Improving

CTE Staff Recruitment and Retention Strategies

* WVDE CTE Summer Conference * Enhanced

CT professional development training




function.



NOT EVALUATED

* TCTW Improvement Plan * Focus teams

(Guidance, Curriculum Alignment, Quality

Career Technical Instruction, Post-secondary

transition, Evaluation/Data Assessment) *

Strategic Plan * LSIC agenda and minutes *

Professional memberships




function.



ACCOMPLISHED * TCTW improvement plan review * TCTW

teacher survey * Business and industry surveys *

Evaluation of the data profile with required

improvement plans for standards not met * Self-

reflection on the teacher evaluation system *

Student and parent surveys * Post-secondary

exit surveys




function.

7








ACCOMPLISHED * Clean Zone Award * Mercer County Schools

Monthly Safety Inspection Report * Bi-annual

Safety Inspection Checklist *Safety committee

meeting minutes * OSHA guidelines followed *

Emergency Evacuation Plan (Fire drills, lock

down drills, bomb threat procedures) * Bomb

threat checklist * Emergency phone numbers




function.



ACCOMPLISHED * LEA Form 1 - Use of Funds * LEA Form 6 -

Approval of Equipment * CTE budget * WVEIS

financial reports * Fiscal control and funding

accounting * School finance manual * Audit

reports




function.



ACCOMPLISHED * Policy 5202 Appendix C * Certified list *

Mercer County Schools Policy * LEA Form * -

Continuing Secondary Technical Education List




function.


The school has appropriate technology infrastructure and utilizes data information systems

ACCOMPLISHED * CTE Scorecard * NCCER form 200 * WVEIS

* IT Academy * Office 365 * Technology coach

* CNC equipment * Virtual welder *

Smartboarda and Smart TVs * Mobile laptop lab

* SREB data * Edline * Computer labs *

Wireless classrooms




function.

8

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








ACCOMPLISHED * LEA Plan * Strategic Plan * TCTW

Improvement Plan * Teacher Goals




function.



ACCOMPLISHED * LEA Form 1.1 - Programs of Study and

Industry Credentials * LEA Form 1.5 - Program

Evaluation * Teacher evaluations and

observations * LEA Form 14 - Required Levels

of Performance * Advisory council meeting

agendas and minutes




function.


monitors changes in practice and implements adjustments, evaluates the results of student

ACCOMPLISHED * LEA Form 1.5 - Program Evaluation * Data

profile analysis * Mercer County Board of

Education LSIC Annual Executive Summary *

Portfolio scorecard * Surveys * EDGE credits *

Placement data




function.

9

learning, and communicates the progress to all stakeholders.




* Technology constantly changing presents a challenge for

the center to remain up-to-date with business and industry *

Facility built in 1969 brings challenges for updating lighting

in halls and some classrooms * Additional program

concentrations to meet students' and business needs (i.e.

criminal justice, biomedical. etc.) * Employment and

retention of CTE teachers





* Strategies for working with a millennial child for

achievement and classroom management * Implementation

of Simulated Workplace protocols * Teacher/parent

communication strategies




needs.



* Innovation Zone Grant (Embedded Credits) * Academic

Coaches (Math, English, and Technology) * Option Pathway

Program * Positive school climate * Positive relations with

feeder schools, business, and community leaders *

Participation in Technology Centers That Work Initiative

(continuous quality improvement) * Simulated Workplace *

High expectations for all * Industry credentials * Enhanced

CT Projects * CTSO participation

The OEPA Team commended the practice of embedded

credits, 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

10






















11


Implementation
















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




needs.

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The following items will be reviewed (1) by examining the school master schedule, strategic plan, school handbooks, district policies, school procedures,

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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.














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(S6,FD)



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Leadership Team




















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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.

County

provided

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

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provided

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

provided

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

FULL COMPLIANCE Students receive counseling services at their home high school

FULL COMPLIANCE

RESOURCE DOCUMENT













County

requirement


County

requirement




NOT APPLICABLE

YES


NOT APPLICABLE

YES

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None noted.



Team Leader – Tom Sanders, OEPA Consultant

Team Member – Dr. Paula Potter, Principal, Ben Franklin Career Center, Kanawha County Schools

Team Member – Dr. Michael Cutright, Director of Fred W. Eberle Tech Center, Upshur County Schools

Date of School Visit – October 22, 2015


NOT APPLICABLE YES


YES YES




NOT APPLICABLE YES

MERCER COUNTY SCHOOLSoepawv.state.wv.us/documents/51-MercerCountySchools_001.pdf · 2015. 12....

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