roane county schoolsoepawv.state.wv.us/documents/79-roanecountyschools_002.pdfroane county policy...

MAY 2015

RESA 5 REPORT

ROANE COUNTY SCHOOLS

WEST VIRGINIA BOARD OF EDUCATION

ROANE COUNTYTotal Standard-

Functions Reviewed Distinguished Accomplished Emerging Unsatisfactory

Standard-Functions Rated for All Schools 144 4 107 33 0

Percentage of Standard-Functions Rated for All Schools in Each Designation 3% 74% 23% 0%

Standard-Functions Ratings Raised 2 1%

Standard-Functions Ratings Lowered 19 13%

Standard-Functions Ratings Unchanged 123 85%

Standard-Functions Reviewed for All Schools 144

Rating Scale:

4 = Distinguished

3 = Accomplished

2 = Emerging

1 = Unsatisfactory

1. Positive Climate and Cohesive Culture

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

School

Rating

Team

Rating

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

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

3.Standards=Focused Curriculum, Instruction, Assessment

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

4.Student Support Services and Family/Community Connections

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

6A - Facilities 2 2 3 3 3 3 3 3 3 2 3 36B - Fiscal Resources 3 3 3 3 3 3 4 4 2 2 3 36C - Personnel 3 3 3 3 3 3 3 3 2 2 3 36D - Data, Information System,Tech Tools, Infrastructure 3 2 3 3 3 3 3 3 2 2 2 27.Continuous Improvement

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

79-503 R

oane

County H

igh

79-202 G

eary

Elem

./Mid

dle

79-203 R

eedy

Elem

entary

79-205 Sp

encer

Elem

entary

79-206 W

alton

Elem

./Mid

dle

79-301 Sp

encer

Mid

dle

1

ROANE 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 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

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

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

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

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

Full 6 5 6 5 5 6

Partial 0 1 0 1 1 0

Noncompliance 0 0 0 0 0 0

Verification of Monitoring Reports

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

Policy 1224.1: Accounting Procedures Y Y Y Y Y Y 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

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

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

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

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

Yes 6 5 6 4 6 5

No 0 0 0 0 0 0

Not Applicable 0 1 0 2 0 1

Full 33 Yes 32

Partial 3 No 0

Noncompliance 0 Not Applicable 4

TOTAL COUNTY

79-503 R

oane County

High

79-202 G

eary

Elem

./Mid

dle

79-203 R

eedy

Elem

entary

79-206 W

alton

Elem

./Mid

dle

79-205 Sp

encer

Elem

entary

79-301 Sp

encer M

iddle

SCHOOL PROFILE

GEARY ELEMENTARY/MIDDLE SCHOOL - ROANE COUNTY

2011 2012 2013 2014

Enrollment 318 326 318 325

Average Class Size 17.6 17.9 18.2 16.9

Attendance Rate 97.63 98.21 97.99 94.17

Dropout Rate 0.0 0.0 0.0 0.0

Pupil Admin Ratio 300.0 305.0 318.0 325.0

Pupil Teacher Ratio 11.1 11.7 12.2 12.0

Participation Rate-Math not available 100.00 100.00 98.98

Participation Rate-Reading

not available 100.00 100.00 98.48

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

GEARY ELEMENTARY/MIDDLE SCHOOL in ROANE 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 PLC, Strategic Plan development,

focus groups, staff collaboration on

core beliefs and mission statement.

“PAWS-itive” Expectations, school

newsletter, book studies, PLC

Agendas, Minutes, and Lesson Plans

posted on web-site

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.

Recommendations: While the OEPA Team substantiated

the school’s rating, to strengthen the function, the Team

recommended that even though expectations were in

place, a simplified version of behavioral expectations

would benefit students. Additionally, the Team

recommended adopting a single behavioral expectations

program.

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 Lessons based on the Next Gen

standards, Educator Evaluation, Set

individualized goals for students

based on benchmark data, data

notebooks, rubrics, Live Grades,

lesson plan Google site, assignment

books, eWalks for verification, "I

Can" Statements, newsletters, PLC,

parent phone calls, open house, parent




Comment: The OEPA Team only observed a few

classrooms with “I Can” statements displayed.

2

teacher conferences, Title I Compact,

Surveys 90% returned), Expectation

Sign off, Student of the Month

celebrations, student work posted

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 Safe – Emergency Plan practiced,

Safety Committee, Safety Patrol,

Recite Respect and Protect Pledge

every morning, security cameras,

Crisis Prevention Plan, Lyncs, CPI

training and team Orderly- teachers

monitor and accompany students from

class to class, fire drill, sign out

sheets, one student out at a time,

student reports, safety patrol,

maintenance requests; a safe and

orderly environment is conducive to

an engaging learning atmosphere.

EMERGING The evidence provided by the school and the additional

evidence collected by the OEPA Team did not substantiate

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

for this function.

Rationale: Through interviews, teachers revealed that the

building cleanliness had improved from last year;

however, teachers did not feel it was clean enough.

Teachers reported that they were responsible for cleaning

their own classrooms (i.e., mopping, sweeping, and

emptying trash cans). The physical education teacher

reported that the gymnasium had not been cleaned this

school year. The physical education teacher was told by

the custodian that it was her responsibility to clean the

gymnasium. The OEPA Team noted that the stairwell was

also dirty.

Teachers also reported that the water fountains did not

function properly.

Students reported that toilets flooded and rest rooms

were unsanitary. They also shared that students had

gotten locked in stalls because doors did not function

properly. One girl said that she did not use the school

rest rooms. The school leadership team attempted to

address the rest room issue by adjusting the custodian

schedule.

The Team observed multiple laptop cords and the

SmartBoard cord extended across the students’ path

posing a safety hazard in the Title I classroom.

Recommendations: The OEPA Team recommended the

principal define and schedule duties for each custodian

and monitor the effectiveness of the work done. The Team

further recommended the Title I classroom be rearranged

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for safety purposes.

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 School Leadership Team, eWalks,

Lesson Plans, Educator Evaluation,

Collaboration for Strategic Plan,

Grade Level Teams, Student Council,

LSIC, Title I knowledgeable, familiar

with students, families, and

community's needs, provides a weekly

"Looking Ahead," requests input from

staff in decision-making, shared

leadership, attends RESA V

Trainings, RESA V Principals' PLC

Meetings, provides feedback through

lesson plan comments. observations,

and walkthroughs.




Function B: School Teams and Councils.

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

ACCOMPLISHED iLead "Courage Up-Let's Do This,"

Student Council, Focus Groups,

Respect and Protect, PTO, SAT,

National Junior Honor Society, Safety

Patrol, Mentors – They meet

periodically to evaluate progress

towards meeting established goals;

LSIC, Safety Committee, Wellness

Committee, Read Aloud Volunteers,

and Business Partners




Comment: The school collapsed several teams

(leadership, curriculum, and technology) into one team.

Recommendation: The OEPA Team recommended teams

have agendas and minutes for all meetings and devote

specific time to each team and its function.

Function C: Teacher Leadership.

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

ACCOMPLISHED data analysis, IPI, observe other

districts (ex. Kenna Elementary),

Faculty Senate, teacher-led staff

development, teacher mentors,

Respect and Protect Mentors, School

Leadership Team, Focus Groups,

Math Field Day Coordinator, Literacy

Committee, AIMSweb Building Level




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resources to lead and influence professional practice.

Coordinator, webmaster, Early

Learning Reporting System Trainer

(Linda Farrar), LSIC Teacher

Representative, Faculty Senate Hiring

Committee, Glenville State College

Mathematics Professional

Development Trainer of Teachers

(Brittney Berkhouse) , Homeless

Grant Tutors, Save the Children After

School Program/Tutors, PATCH

Program, and NASA Teacher Trainers

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 iLead - "Courage Up - Let's Do This,"

Student Council Class

Representatives, line leader, peer

coaching , National Jr.Honor Society,

Safety Patrol, Boy and Girl

Scouts,LSIC Student Representative,

Reading Buddies, STARS, Governor's

School for Math and Science, athletic

team captains, All-State Choir, Math

Field Day, Literacy, Social Studies

and Science Fair Participants,

Glenville State College Hidden

Promise Scholars, Golden Horseshoe

Participants, Health Sciences &

Technology Academy (HSTA)

Recipients, RESA V and Roane

County Schools Spelling Bee Winner




Comment: While the OEPA Team substantiated the

school’s rating of the function, the Team determined

some of the school’s evidence identified student

accomplishments and not student leadership

opportunities or programs. Through interviews, the OEPA

Team could not determine the level of involvement of all

students or the actual functions of the leadership

programs, for example, student council.

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

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




Function A: Classroom Learning Environment.

Teachers create and manage an inviting classroom

ACCOMPLISHED Reflection sheets, project-based

learning, review classroom

procedures, student choice reading

selection, interest inventory-based

lessons, interest inventory surveys,




5

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

student input for positive rewards,

student ownership of “PAWSitive”

Expectations, eWalks, SPL Grouping,

Display Student Work, Student-led

technology-based lessons, data

notebooks, 21st Century Classroom,

discovery centers

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 Lessons designed around the Next

Generation Standards, eWalks,

standards posted, common planning,

mobile labs, computer lab logs, co-

teaching, Lesson Plan Template, IXL

Math, Mobymax, xtramath, Starfall,

50% hands on science labs, pacing

guide, Smartboards in all classrooms,

three Android tablet stations, surface

tablet lab,Read 180, Accelerated

Reader, web based sites, i.e. Learn 21,

telespeech, Virtual Spanish, two

computer labs, Asus tablets in each

class K-5, and two tanberg systems




Comment: Through interviews, the OEPA Team

determined that the technology infrastructure was

unstable and at times prevented teachers from

implementing lessons using the Internet as planned.

Team members did not observe a high level of technology

use by students or teachers that extended beyond

consuming to creating.

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 Lesson Plan Template/Lesson Plans

that are based on data both long term

and short term. AIMSweb Benchmark

and Progress Monitoring, SPL

grouping, Tier 2 and 3, RCS Pacing

Guide, interest inventories, lesson

plan review and eWalks, core

diagnostic, formative and summative

assessments, QPS, WESTEST 2

Analysis - The teachers were paid a

stipend to analyze data.




Function D: Instructional Delivery.

Teachers facilitate engaging

ACCOMPLISHED Students’ progress is monitored on a

weekly/daily basis. Instruction is

differentiated according to

individualized student need which is




6

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.

reflective of formative and summative

assessment. Core diagnostic,

AIMSweb, MAZE, RCBM,

MCAP,MCOMP, TEN,

TEL,responders, web sites

i.e.Learn21, MobyMax, IXL Math &

Reading, Frontrowed, xtramath, and

readworks, county coaches, co-

teaching, IPI, eWalks, Number Talks,

use of Elmos, SMARTboards,

Tablets, and SMART Exchange

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 Read Aloud, Open House, school

parent compact, newsletter, parent

volunteers, hot chocolate with parents,

Grandparents Day, Read from the

Heart, One Book One School AEP

read aloud, TIFU and RAZE students,

Agriculture Day, Westbrook

counselor, business and community

partners, athletic and academic events

and banquets, PTO, LSIC, Safety

Committee, Wellness Committee,Title

I Committee, concerts, parent teacher

conferences, Bingo for Books, Save

the Children, Early Steps to School

Success, PATCH, Veterans Program,

Cultural Arts Exhibition, promotion

ceremonies, Boy and Girl Scouts,

Alumni Events, Athletic Boosters,

Parent Volunteers, Parent

Observations, Student Services,

Homeless Grant/Clothing/School

Supplies, monthly staff birthday




7

celebrations, community partnerships,

Title I Parent Newsletter, Save the

Children, Title I Hot Chocolate, and

Parent Coordinator

Function B: Student Personal Development.

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

ACCOMPLISHED Culture Climate Survey, PATCH,

Save the Children, Dental Program,

Westbrook Mentors, Respect and

Protect Mentors, iLead, breakfast

program, A/A time, developmental

guidance, GEMS Program, Respect

and Protect Program, Virtue of the

Week, Respect and Protect Rewards,

SAT, school nurse, school-based

clinic, OT, First Aid and CPR

trainings, CPI trained, activity bus,

co-teaching, thirty minutes of outside

recess, Early Warning System Data,

Geary Clinic, READ 180, and Caring

Habits




Function C: Parent and Community Partnerships. The

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

DISTINGUISHED Recognition Plaque: CI McKown,

O’Dell's, FirstEnergy, Newton

Community Building, Newton Store,

Tanner’s Small Engine Repair,

Burnin’ 79, Clendenin Ministerial

Association, Janey Keylon, Boy and

Girl Scouts, PATCH, AEP, WV

University Extension Agency, ESSS,

Save the Children, Newton Baptist

Church, Rolling Hills Methodist, Left

Hand Baptist Church, Southern Roane

Medical Clinic, Geary Library,

Newton Fire Department, RESA V,

Appalachian Counsel Head Start,

Kerr's Music World, First

Neighborhood Bank, Poca Valley

Bank, Dr. Aaron Cottle, Delegate Bob

Ashley, Heeter Construction, Joe

DISTINGUISHED The evidence provided by the school and the additional



8

Ross, Amma Community Center,

School Supplies, Monetary

Donations, commercial sweeper,

Westbrook Services, Helping Hands,

Mid-Ohio Valley Rural Growers

Association, Glenville State College,

First Energy - John Norman,

Berkhouse's Grocery, and Woodmen

of the World

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 School district visits, IPI, eWalks,

state math conference, WVRA

Reading Conference, Carnegie Math

Academy, Summer Academy, Early

Warning System, co-teaching, Lego

Robotics, CPI training, Writing

training, Title I Parent Involvement

Training, TIS, Book Studies - Ruby

Payne, Office 365, County Literacy,

Writing, and Math Coaches, Pacing

Guides, Read Aloud Training,

Glenville State College Mathematics

Professional Development - Brittney

Berkhouse, Smarter Balance ELA

Modules/Project Training, and

Smarter Balance Mathematics

Performance Task Modules Training,

Policy Training - 2320, 2322, 4373,

2315, 2510; Early Childhood

Documentation - Mrs. Farrar; Achieve

3000, Reasoning Mind, and Read

Aloud Training




Function B: Teacher Collaboration.

DISTINGUISHED Common planning, PLC Meetings,

focus group meetings, Faculty Senate,



9

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.

SAT, SLT, Respect and Protect,

LSIC, SPL Placement, Safety

Committee, curriculum team, CPI

team, peer observation, co-teaching,

strategy sharing, staff buy in, staff

meetings after school,improved

communication across grade level,

faculty senate hiring/interview

committee, support from academic

coaching, Reading Buddies,

Mentoring Program, Wellness

Committee, Teacher Surveys, and

Focus Teams


for this function.

Rationale: The OEPA Team observed evidence that the

school optimized the schedule to allow time for all grade-

level teams to meet during the school day on a regular

basis. However, evidence did not support high

functioning professional learning communities (PLCs).

Recommendation: The OEPA Team recommended the school focus on further development of high functioning 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 Educator Evaluation System, IPI,

eWalks, self-reflection in plans,

mentoring program, PLC, surveys,

lesson plan feedback/appraisals,

Policy 5310, Goals, and Self-

Reflection




Comment: The OEPA Team could not determine the

meaning of “self-reflection in plans” as referenced in the

school’s evidence. Team members did not see self-

reflections documented in lesson plans.

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.

EMERGING Security Cameras, self-locking doors,

graphics on wall, elevator, seasonal

displays, crisis management plan, fire

drills, lockdowns, mental health plan,

maintenance work orders turned in on

time, CPI Training, LYNC, Parent

Volunteer Training, and Safety

Checklist




Function B: Fiscal

ACCOMPLISHED Fundraisers, vote of faculty senate

funds, Step 7 money, donations,



10

Resources.

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

yearly financial audit, plan to audit

finances, focus on and remedy any

findings; these processes are in place.


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 Hiring/Interview Committee, Policy

5000 Training for Members, job fair,

mentoring




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

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

ACCOMPLISHED County TIS, IT tech support site,

RESA V support, AIMSweb, MAZE,

RCBM,MCAP, MCOMP, TEN, TEL,

responders, web sites i.e.Learn21,

Mobymax, IXL, frontrowed,

xtramath, and readworks, telespeech,

Virtual Spanish, Tamberg system,

READ 180, Office 356,

SMARTboards, Title I Lab, Achieve

3000, and Reasoning Mind




for this function.

Rationale: Through interviews, the OEPA Team

determined that the technology infrastructure was not

stable and, at times, teachers could not complete lessons

using the Internet as planned.

Recommendation: The OEPA Team recommended the county upgrade and stabilize the technology infrastructure to levels that would allow consistent, predictable use.

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

ACCOMPLISHED Action steps for strategic goals,

school-wide input on strategic plan,

SPL placement, strategic plan




11

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

included in weekly PLC meetings,

focus groups will meet every 4.5

weeks, School Leadership Team

monitors plan;

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 LSIC, PLC, SPL, focus teams, SLT,

SAT, Respect & Protect, Title I, PTO,

staff development, faculty senate,

common planning, SPL grouping,

continue to analyze data, peer

observation, presentations, eWalks,

discipline reports, formative

assessment, Live Grades, Monthly

Newsletter, Teacher Weekly

Newsletters, and sharing of strategies




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 WESTEST 2 Data, regrouping SPL

groups, differentiated instruction,

AIMSweb, Live Grades, monthly

newsletter, weekly parent

emails/letters, calls, automated phone

system, parent -teacher conferences,

celebrations, Discipline Data, Early

Warning System, ACT EXPLORE,

IPI Data, Progress Monitoring,

Scaffolding Instruction, Parent Phone

Calls, Notes Home to Parents, All

Calls, Open House, LSIC




SECTION 2: What Support do you need for improvement?

Needs Analysis, Capacity Building and Efficiencies

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

, myOn, paint walls, add more graphics, install tile in various

classrooms and main office

Based upon observations, interviews, and general review of

evidence, the OEPA Team confirmed the school’s identified

resource and/or facility needs.

Achieve 3000 was used by Grades 3-8 as a pilot.

12

Given the expense, the school will need funding to

continue using this program. The OEPA Team

observed students using this program in multiple

classrooms. Students were also able to access the

program from home.

The school previously had myOn program through a

School Improvement Grant. This program allowed

students to build personal libraries based on an

individual survey. The school did not have resources

to continue this program. Grades 5 and 6 teachers

reported that students read significantly more when

this program was available. The myOn program

could also be used from home.

School volunteers started painting the school;

however, to improve the aesthetics, the painting

needed to be finished.

The Local School Improvement Council (LSIC)

presentation to the county board of education

contained a recommendation from the County

Sanitarian to replace the remaining carpet with tile.

The technology infrastructure needed updated.

The gymnasium had no communication system in

the event of an emergency during the school day,

the after-school program, or after-school athletic

events.

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

Smarter Balance Training, 6 + 1 Writing Training, Hands-

On Math Training, Book Study, Digital Library Training



professional development and/or other capacity building

needs.

Teachers used the 6 + 1 Writing Process provided to

them by county coaches last spring. However,

teachers did not receive actual training on program

implementation. All teachers needed training to

13

implement the program with fidelity.

Based upon observations, interviews, and general review of evidence, the OEPA Team did not confirm the school’s need for the remaining professional development topics listed.

.

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.

We have a model Save the Children Program. We

collaborate with PATCH 21st Century. Data Notebooks

keep students informed. "PAWS-itive Expectations"

Program and Respect and Protect Program implemented;

iLead Program; Breakfast Program

The OEPA Team commended the Save the Children and

PATCH programs. 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 VERIFIED

COMPLIANCE CHECKLIST: POLICY 2320

A Process for Improving Education: Performance Based Accreditation System

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

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

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

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

Compliance Core Areas of Policy/Code

School Responsibilities for Accreditation (Pages 13-14)

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

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

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

YES Develop Knowledge of Policy 2322 Policy 2322 was discussed at our Beginning of the Year County Meeting .

YES Complete the School Monitoring Report The School Monitoring Report was completed with input from all stakeholders

through our PLCs, CE Day Staff Development, and LSIC Meetings.

YES Participate in the on-site review process

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

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

Monitoring Report documenting and summarizing the school’s overall progress

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

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

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

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

The principal attended the RESA V OEPA Training. The administration and

faculty have prepared for the upcoming OEPA review.

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.

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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)

The School Leadership Team and our Focus Groups prepare the Strategic Plan,

which is based on student data and student needs.

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)

Our faculty reviews performance data from summative assessments to help

guide instruction.

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)

Each faculty member reviewed the School Monitoring Report and participated

in the evaluation process and professional development. Each PLC member

had the opportunity to rate each item and list evidence via charts that were

placed in a conference room. Next, we met as an entire body to determine our

ratings and compile our evidence.

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

The Strategic Plan is reviewed and monitored throughout the year by our

Focus Groups, School Leadership Team, and LSIC. Each faculty member is a

member of a specific focus group. It is a living document, and changes are

made when the need arises.

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compliance.)

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


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)

Test security is closely

monitored.

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)

All SWD participated in

assessments as required.

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 504 Plan students

participated in state

assessments.

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,

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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)

Next Gen Standards are used to

guide instruction.

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

All students receive instruction in

the curriculum specified.

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

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

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

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

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

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

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

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

GEMS follows all programs and

processes for Early Learning and

Middle School Education.

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

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

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

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

development

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

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

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

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

standards and objectives. (S3,FD) Has a process for parental involvement in a student’s education. (S7,FC) Has a system to monitor and reduce dropout rates. (S1,FB)

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

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

GEMS adheres to these procedures

and systems in Policy 2510.

YES The school utilizes the following teams and committees as specified in Policy 2510 (Evidence All of these are utilized at GEMS.

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

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

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


Expected Behaviors in Safe and Supportive Schools



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



YES Guidelines for Implementation. (S1,FC)

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

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

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

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

· Implement investigatory and reporting procedures (Page 43).

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

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

GEMS follows policies and procedures

contained in Policy 4373.

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

A referral process is in place and used

only as a last resort for students who

cannot function effectively in the regular

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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.

school program.

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

RESOURCE DOCUMENT

COMPLIANCE CHECKLIST: §18-2-7a

Legislative Findings: Required Physical Education; Program in Physical Fitness

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

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

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

Full Compliance = Compliant with all items listed below.

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

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

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



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

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

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.

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

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

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

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

RESOURCE DOCUMENT

COMPLIANCE CHECKLIST: §18-5-18b

School Counselors in Public Schools

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









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

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

Verification of Other Monitoring Reports:

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 VERIFIED

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

YES VERIFIED

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

YES VERIFIED

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

YES VERIFIED

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

YES VERIFIED

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

YES VERIFIED

Facility Resource Needs

2. Administrative and Service Facilities

Administrative personnel were not provided sufficient work space and privacy. (May adversely impact confidentiality.)

3. Teachers’ Workroom

Teachers’ work area was not adequate (150-250 ft²). (Did not adversely impact program delivery and student performance.)

5. Library, Media and Technology Centers

The school used the public library. (May adversely impact program delivery and student performance as a matter of convenience and timeliness.) 10. Specialized Instructional Areas

The art facility did not have a ceramic kiln (not installed) and black-out areas. (May adversely impact program delivery and student performance.)

12. 7-12 Auditorium/Stage Facilities

The auditorium did not have broadcasting capabilities and controlled illumination. (Did not adversely impact student performance.)

14. Food Service

The food service area did not provide seating for dining and study purposes, and a teachers’ dining area was not provided that is adequate in size

(250-300 ft²). (Did not adversely program delivery and student performance.)

15. Health Service Units

The health service unit was not adequate in size (250-400 ft²). (Did not adversely impact students’ health and well-being.)

EDUCATION PERFORMANCE AUDIT TEAM

Team Chair – Deborah Ashwell, OEPA Coordinator

Team Leader – Dr. Marsha Bailes, OEPA Consultant

Team Member – Kelli Stanley, Principal, Mercer Elementary School, Mercer County Schools

Team Member – Martica Dillon, Principal, Eastbrook Elementary School, Putnam County Schools

Team Member – Erik Eskew, Assistant Principal, East Bank Middle School,Kanawha County Schools

Date of School Visit – 3/17/2015

SCHOOL PROFILE

REEDY ELEMENTARY SCHOOL - ROANE COUNTY

2011 2012 2013 2014

Enrollment 124 119 110 95


Attendance Rate 98.16 98.48 98.74 95.96





not available 100.00 100.00 100.00

1


REEDY ELEMENTARY SCHOOL in ROANE COUNTY SCHOOLS

















ACCOMPLISHED The mission statement and core beliefs

found in Reedy Elementary's strategic

plan express the shared beliefs and

values of the staff. The mission

statement, goals, and core beliefs are

posted in the hallways and classrooms.

The Reedy Elementary mission

statement is: Developing 21st Century

Leaders One Child at a Time. Students

are involved in the morning

announcements which involves the

Pledge of Allegiance, the Mission

Statement, and Kindness Pledge. The

principal communicates the shared

beliefs in the Monthly Newsletter to

parents/stakeholders, Car Derby, student

and staff participation in the Black

Walnut Festival, LSIC Meetings, PTO

Meetings, Welcoming Schools Meeting.




2



ACCOMPLISHED Teachers begin the school covering rules

and expectations. Students are reminded

of these throughout the year. Rules are

posted in the classrooms and in the

hallways. Parents are provided with

information on student expectations at

the annual Open House and Town

Meeting. Parents are contacted

throughout the year and are provided

with information about their child's

curriculum and their child's strengths and

weaknesses. Student progress is

communicated through WESTEST2,

progress reports, report cards, and Live

Grades. Parent conferences are

scheduled to provide additional

opportunities to share expectations and

discuss interventions to target students'

needs so students can meet their

academic targets. Students are required

to write in their agendas daily. Teachers

send home a weekly parent letter to

communicate with parents about

lessons/curriculum being covered.

Student work is exhibited throughout the

building (bulletin boards in the

classrooms and hallways.






ACCOMPLISHED The Safety Committee meets during

Faculty Senate to discuss safety.

Maintenance work orders are placed to

repair facilities as needed. Staff

participates in fire drills and lock down

drills during the school year. Information

gathered during drills is used to improve

school safety. Reedy Elementary Staff

offers students opportunities to be

rewarded for good behavior/good




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citizenship through the Reedy Rocks

Program. The staff nominates students

for doing random acts of kindness. The

staff completes a form with the student's

name, a description of the act of

kindness, and the name of the person

who nominated them. This information

is read during morning announcements, a

picture of the student with a description

of their behavior is displayed on the

bulletin board. Hallways are clean and

have student work displayed. The

custodian is assigned specific duties. A

passkey security system is in place.








ACCOMPLISHED The principal communicates effectively

with students, parents, teachers, and

community. The principal and teachers

work on a calendar of events during the

school year. Teachers receive a weekly

Looking Ahead to provide teachers with

notice about upcoming events and

activities. The principal relies on staff to

be a part of the decision making process

(scheduling, collaborations, student

issues, activities, etc..) The principal

completes daily walk-throughs on an

electronic walk through template with

immediate feedback and checks lesson

plans regularly. Walk through feedback

and lesson plan feedback is provided to

make sure students are receiving quality

instruction. Teachers are encouraged to

provide suggestions about staff

development needs.




4

Function B: School Teams and Councils. The

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

ACCOMPLISHED Reedy Elementary teachers all serve on

many committees to ensure that we are:

"Developing Leaders One Child at a

Time." Teams include: Student

Assistance Team, 504 Team, IEP Team,

Collaborative Teams, Positive Behavior

Reward Teams, Leadership/Curriculum

Team, Safety Committee, Multi-Cultural

Committee, Health and Wellness

Committee, Faculty Senate. Community

based committees include: PTO, LSIC,

Volunteers help with read-a-louds,

Parents also serve on the Welcoming

Schools Committee and Parent Advisory

Council. Business Partners are also

involved in school projects: (Fruth,

Terrells Metal Roofing, Cox Well

Service, Mc Donalds of Spencer, Gary's

Sporting Goods, Nichols Graphics, and

Board-Depue Realty.





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

ACCOMPLISHED Roane County Schools offers teaches

opportunities for professional

development throughout the school year.

During the Summer of 2014 a staff

member attended a robotics training

offered by NASA. Roane County

Schools provided a Summer Institute in

which four staff members worked with

county grade level teachers to create

county pacing guides. Two teachers were

selected to serve as teacher leaders.

Teachers attended a Co-Teaching

Training in August 2014. All teachers

have been involved in disaggregation of

WESTEST2 and AIMSweb data.

Teachers serve on the Leadership Team

and Curriculum Committee. Teachers are




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given opportunities to work as a team to

solve problems with scheduling,

collaborating, carrying out of activities,

etc...



ACCOMPLISHED Students are given opportunities to come

up with solutions to problems on the

playground. Eight students from grades

3-6 serve on the Reedy Elementary

Student Council. Students meet every

two weeks with the counselor and

principal for breakfast to discuss positive

and negative issues at the school.

Students must assist in the problem

solving by coming up with ideas for

improving the school. Students work on

Community Projects. Sixth grade

students serve on the Safety Patrol and

assist younger students in getting to the

buses at the end of the day. One sixth

grade student is selected to be a

representative on the Reedy Elementary

LSIC. Students are RES participate in

the following: Math Field Day, Young

Writer's, The Book That Shaped Me,

Reading Fair, Science Fair, Social

Studies Fair, All State Choir, Spelling

Bee.




Commendation: The OEPA Team commended the staff for their active participation in student leadership opportunities such as student council, safety patrol, and community service.







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

ACCOMPLISHED Teachers provide a student centered

classroom fostering self direction and

reflection through the use of project

based learning, data folders, portfolios,

and journals. The classroom

environments are set up to maximize




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

learning. Students are engaged in math

centers, reading centers, bulletin boards

display student work, teachers utilize

rubrics, technology is utilized by staff

and students.



ACCOMPLISHED During the Summer of 2013 staff

attended training on Next Gen Standards

offered through RESA V. Roane County

Schools Teachers utilize electronic

lessons plans and administrators provide

feedback electronically. Administration

also provides electronic feedback for

walk-throughs. During the 2013-14

school year, resources were dedicated to

understanding and implementing the

Next Generation Standards. Teachers

have laptops, interactive boards, and

computer labs to integrate technology to

enhance student learning. The Title I

teacher targets student weaknesses in

reading with Read 180 and System 44.






ACCOMPLISHED Teachers have daily times to plan for

instruction. The staff was paid a stipend

to analyze WESTEST2 data. After

disagreggation of data, teachers met with

each child individually to discuss what

the teacher will do and what the student

will do to increase learning. In addition

to WESTEST2 data, teachers look at

AIMSweb data and other types of

student data to plan for instruction.

Teachers collaborate on AIMSweb

student scores. Short term plans are

driven by student data gathered from

teacher observations, quizzes, tests,

rubrics, etc... All students receive

instruction based on their needs and




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performance. To help meet the needs of

all students, the staff provide the

following supports; ( Title I, Special

Education, Counselor, SAT Team, 504

Teams, Walk To). Teachers collaborate

to discuss multi-grade student

weaknesses.

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 Teacher lesson plans are created based

on student assessments. Teachers deliver

instruction incorporating large group

instruction, small group instruction,

hands on activities, student led projects,

and inquiry-based instruction. Teachers

utilize a variety of research-based

strategies connected to the WV

Standards to increase student learning

and (Number Talks,writing across the

curriculum). Use of technology is

incorporated into lessons which is

utilized by both teacher and students to

enhance student learning.











ACCOMPLISHED At Reedy Elementary positive

relationships are key to academic

success. Title I organizes grade level Hot

Chocolates to provide academic

workshops for parents/guardians to

increase student learning and increase

parent involvement. Other relationships

with the Community: Reedy Volunteer

Fire Dept. (first aid and fire safety), Ag

Field Day at the Wood Farm, READ-A-

Louds by parents, grandparents ,RCHS

FFA Students, and the RCHS Football


evidence collected by the OEPA Team substantiated a

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

Rationale: Through interviews, the OEPA Team found

that positive relations existed between the school

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

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Team, Behavior Rewards, Santa's Secret

Shop, Reedy Baptist Church (holiday

foods for families struggling financially),

Youth League Basketball, Poca Valley

Bank (presents to students in needy

families) Family Resource Network

(grant that provides snacks to all students

for holidays-Thanksgiving, Christmas,

and Easter, PATCH After School

Program, Partners in Education-Cox

Well Service, Gary's Sporting Goods,

McDonald's (Mc Teacher Night), Board-

Depue Realty, Nichols Graphics.

Function B: Student Personal Development. The

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

ACCOMPLISHED Students receive PE and recess for 30

minutes each daily. A counselor is

assigned to RES for one day per week.

The principal, teachers and counselor

attends to the social-emotional needs of

students. The counselor provides

individual counseling (per teacher and

student request) and bi-weekly

guidance/character education lessons.

Academic supports include the SAT

process, SPL, Title I and special

education services, OT, PT. and Speech.

Other services: PATCH After school

Program, TIFU, PTO, Roane County

School Student Services, Energy

Express. Also, Fruth Pharmacy has

chosen Reedy Elementary to participate

in a Vitamin Program in which all

students will be given a voucher monthly

to pick up vitamins at no cost to the

students.




Commendation: The OEPA Team commended the school counselor’s efforts to provide exemplary programs and services with limited time in the schedule designated for Reedy Elementary School.


ACCOMPLISHED Reedy Elementary has formed

community partnerships to meet the

needs of our students and their families.



9


RES has partnered with the Family

Resource Network to provide all students

in the school with food items and snacks

during extended breaks (Thanksgiving,

Christmas, and Easter). RES has

partnered with a local church to provide

dinner items for holidays for students

whose families are struggling financially.

RES has partnered with Poca Valley

Bank to provide needy students with

Christmas presents in December. Roane

County Schools also provides students

with clothing items when there is a need.

Fruth Pharmacy has chosen Reedy

Elementary to participate in a vitamin

program in which all students are given a

monthly voucher to pick up free

vitamins. PATCH, TIFU, Black Walnut

Festival Participants, PTO, Energy

Express, Reedy Volunteer Fire Dept.,

Partners in Education-Cox Well Service,

Mc Donalds, Terrell's Metal Supply,

Gary's Sporting Goods, NIchols

Graphics, Board Depue Realty.







Function A: Professional Development. The

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

ACCOMPLISHED Roane County Schools offers teachers

opportunities for professional

development throughout the course of

the year. During the Summer of 2014

teachers attended the RCS Summer

Institute and worked with teachers across

the county to generate Grade Level

Pacing Guides. Teachers also received

training at the beginning of the school

year on Microsoft 365, and Co-Teaching.




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The principal attends county meetings

and conferences where professional

development is provided. Information

from these sessions is provided to

appropriate faculty and staff. Job-

embedded professional development

provided by the academic

coaches/technology integration specialist

occurs throughout the year. The

Professional development focus will be

the implementation of the WV Standards

with an emphasis on areas of student

weakness.

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 Collaborations are conducted informally

on a regular basis and formally when we

receive WESTEST2 data and after each

bench marking period on AIMSweb

student data. The use of IPI data is

utilized. Teachers collaborate during

their planning and informally. Teachers

are included in the following: School

Leadership Team, Faculty Senate,

Mentor-Mentee. Teachers assign student

led projects that include rubrics for

student success. Teachers collaborate on

the following projects: Penguin Project

(Kindergarten and Fifth Grade, WV

Scale Project with WV Symphony

(Grades PreK-6, Pumpkin Characters

Project (4th and 6th Grade Creates a

character from a pumpkin and writes a

story to present to the students in grades

K. 1st, 2nd, 3rd, 5th) Students in grades

3, 4, 5, and 6 work on the Pumpkin Drop

and is tied to Math and Science WV

Standards)




11



ACCOMPLISHED The principal conducts walk-throughs

and completed lesson plan appraisals.

All professional faculty participate in a

performance evaluation provided by the

state as required by Policy 5310. The

evaluation requires that staff to self-

evaluate, set goals, and review yearly. At

the end of the year, principal holds

conferences with staff on performance

evaluation. The school sends home a

school climate survey to parents three

times a year. The staff, students, and

parents have completed a culture and

climate survey for SY 2014-15. The staff

utilizes IPI data to make decisions on the

best methods of delivery of instruction.









Function A: Facilities. Facilities

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

ACCOMPLISHED Employees enter the building using a key

card. All volunteers and visitors gain

entry through the use of a buzzer and

electronic lock operated by the school

secretary. All electronic entry is

monitored on computer. Surveillance

cameras monitor hallway and cafeteria

activity. Since there is little cell phone

reception, teachers have had Lync

installed on their computers to provide

the capability to communicate if there is

an intruder in the building. Volunteers

are trained in school confidentiality and

safety procedures. Hallways are well lit,

obstruction free, and bulletin boards

display student work and

accomplishments. The custodian has

areas assigned to keep clean.




12

Maintenance work orders are placed to

repair facilities as needed. Our Partners

in Education provide the school with

mulch for the shrubs at the front of the

building and mulch that is safety

approved for the playground.

Function B: Fiscal Resources.


ACCOMPLISHED Teachers and staff are aware and follow

the state guidelines for purchasing. This

includes PTO purchases: (requisition

forms and purchase orders.) Faculty

Senate Members votes on funds. Title I

funds support parent involvement

activities, Title I Teacher, and reading

materials. The following findings in the

audit (SY 2013-14 are being addressed:

1. Checks are to be listed on the deposit

ticket. 2. The volunteer tea will be paid

from the appreciation account. 3. The

class pictures will have a fundraiser

request form filled out.






ACCOMPLISHED All teachers at Reedy Elementary are

certified in their instructional areas

except for Title I/Sp. Education Teacher.

The principal follows Policy 5000 for

hiring procedures. We welcome our

newly hired personnel and provide

supports for success. Mentors are

provided on a school and county level

for newly hired teachers.





The school has appropriate technology infrastructure and

ACCOMPLISHED The bandwidth at Reedy Elementary is

20 mgs with strategically placed access

points. Many classrooms are equipped

with (smart boards, whiteboards,

projectors, document cameras, 1 set of

responders for 4th grade, etc…) and

software to enhance instructional

delivery and facilitate student learning.




13

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

Students have access to educational

software (Tumble Books). We have two

mobile labs and one desk top lab. Title I

has purchased IPADs. WVEIS and Live

Grades are used to organize and store

basic information about the students.

AIMSweb, Smarter Balanced

Assessment and other assessments (QPS

and SRI) are utilized to collect and

analyze student assessment data to drive

instruction. The process of submitting

work orders for maintenance and

technology needs is also completed

digitally. Roane County Tech Support

repairs technology equipment after

receiving a ticket

(techsupport.roane/portal) and a

technology integration specialist works

with staff to incorporate technology into

lessons.







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 Leadership/Curriculum Team which

is made up of the entire staff is involved

in the disaggregation of student data as

well as providing input on the Strategic

Plan. The staff and LSIC which consists

of stakeholders discuss and make

revisions to the Strategic Plan. The staff

meets with the Faculty Senate and LSIC

for approval of the Strategic Plan.





staff has well-defined structures for building

ACCOMPLISHED The best way to build relationships is

through communication to students,

parents, and community. Communication

occurs through: ALL Calls, weekly




14

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

letters home to parents about weekly

academic topics, assessments, upcoming

activities, parent conferences, student

agendas, and parent involvement

activities. All parents have access to Live

Grades. The principal generates a

monthly newsletter to parents to provide

them with school news and upcoming

events and activities.



ACCOMPLISHED The following data is utilized in the

decision-making process for student

learning: E-Walk, Early Warning, IPI

data, SPL, AIMSweb. Teachers monitor

student responses to provide scaffolding,

reteaching, differentiated instruction to

target areas of student weaknesses.

Teachers meet with students to discuss

WESTEST2 Scores and both teachers

and students write a plan to target areas

of weaknesses as well as celebrating

students successes. Teachers monitor

student data such as student responses,

quizzes, weekly tests, student led

projects using rubrics, etc.. to make

adjustments in teaching. Teachers

provide parents and guardians with

feedback through phone calls, notes, all

calls, and Live Grades. Stakeholders are

invited to attend LSIC, Parent Advisory

Council, Welcoming Schools, Open

House to be provided with information

about student activities and academics.







The RES Staff is requesting the following: The ability to

communicate with teachers/students in the Gym and


evidence, the OEPA Team did not confirm the following

15

Computer Lab. We purchased two walkie talkies for a

temporary fix. We need updated wireless access points to

meet the needs of our wireless computer labs and this work

has been scheduled to be completed in February. We need a

staff member trained in troubleshooting and maintenance of

the technology we currently have in our school. We need

adequate space for a library.

identified resource and/or facility need: communication

between the gym and the computer lab. Through

interviews, the Team determined that the communication

issues between the gym and computer lab had been

addressed.



resource and/or facility needs related to troubleshooting and

maintenance of technology and the need for a school

library.


Continued assistance from the Roane County Schools

Integration Specialist, Reading Specialist, Writing Coach,

and Math Coach to provide Staff Development, modeling of

lessons for students/teachers, and websites for differentiated

instruction to increase student achievement.


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

identified professional development and/or other capacity

building needs. The professional development had been

provided.



At Reedy Elementary we believe the Positive Behavior

Program (Reedy Rocks, Behavior Reward, Community

Activities are some of our best practices. (Black Walnut

Festival, Car Derby, Halloween Celebration, Collaboration

with WV Symphony, Christmas Program.) There is a high

participation rate and students are successful in the Reading

Fair, Science Fair, Social Studies Fair, Math Field Day.

Spelling Bee, All State Choir. We are so proud of our

parent/community involvement ( READ-A-Louds),

The OEPA Team commended the school for the

comprehensive programs, activities, and community

involvement. However, the Team did not verify, through

data, a positive impact on student performance and well-

being required for consideration as a best practice.




POLICY and CODE





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

16

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:






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

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


YES Develop Knowledge of Policy 2322

YES Complete the School Monitoring Report


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




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

provide appropriate support to accomplish this intent.

Implementation




17











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

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

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



YES · 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.)




DIRECTIONS: To be considered fully compliant with Policy 2340, your school must adhere to the core areas outline in Policy 2340. Before you begin

18

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














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






19




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

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


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

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

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

Develops student success and career readiness Provides the 4 personalized graduation requirements in either a CTE or locally approved concentration Provides the requirement for 2 elective offerings Implements career development Utilizes a student advocate/advisor/mentor system Implements a program/process to assure physical activity Integrates technology

20

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)

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)






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

21














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.


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

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

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

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

PARTIAL COMPLIANCE Results of the physical assessment were not shared with students and parents.

22

RESOURCE DOCUMENT















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.




RESOURCE DOCUMENT



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

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

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

23












YES

Any non-compliance area is sent to the

Finance Department providing

information about why the methods

were used and how the issue was

corrected.

VERIFIED


YES No non compliance issues VERIFIED


YES

Any non-compliance issues are

corrected through the custodian or

county maintenance.

VERIFIED


YES

There were no non-compliance issues

during the Health Department

Inspection.

VERIFIED


NOT APPLICABLE VERIFIED


YES

There were no non-compliance issues

in the Federal Programs Monitoring.

VERIFIED

24


1. School Location and Site

School site did not have 5 usable acres, was not easily accessible, and large enough for expansion, and did not have playground/recreational areas

separated from streets and parking. (May adversely impact program delivery, student performance, and student safety.)

2. Administrative and Service Facilities

The administrative and office area did not include adequate reception/waiting area. (Did not adversely impact program delivery and student

performance.)

3. Teachers’ Workroom

Teachers’ work area was not adequate (150-250 ft²) and did not provide access to communication technology. (Did not adversely impact program

delivery and student performance.)

4. Counselor’s Office

Counselor’s office did not have adequate space (100-125 ft²). (Did not adversely impact program delivery and student performance.)


Library/Resource/Media Center did not provide appropriate space; did not have electronic card catalogs, automated circulation capacity, on-line

periodical indexes, copy equipment; and other materials adequate for general reading and reference. (May adversely impact program delivery and

student performance.)

7. Kindergarten Classrooms

Kindergarten classroom area was not adequate (50 ft² per child), not located on the ground floor, and did not have a sink with hot and cold water.

(May adversely impact program delivery and student performance.)

10. Specialized Instructional Areas

The art facility was not of adequate size (45-50 ft² per student), did not have 2 deep sinks – one medium for small schools, hot and cold water,

counter space, mechanical ventilation, ceramic kiln, and black-out areas. (May adversely impact program delivery and student performance.)

Music facilities did not have adequate storage, a podium, and acoustical treatment. (Did not adversely impact program delivery and student

performance.)

14. Food Service

A teachers’ dining area of adequate size (250-300 ft²) was not provided. (Did not adversely program delivery and student performance.)


The health service unit was not adequate in size (250-400 ft²), and did not have curtained or small rooms with cots, a bulletin board, a toilet, and

lavatory. (May adversely impact students’ health and well-being.)

25



Team Leader – Susan Collins, OEPA Consultant

Team Member – Sonya White, Principal, Kenna Elementary School, Jackson County Schools

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


SCHOOL PROFILE

SPENCER ELEMENTARY SCHOOL - ROANE COUNTY

2011 2012 2013 2014

Enrollment 531 524 528 550


Attendance Rate 97.31 96.93 97.87 95.52





not available 99.42 98.94 97.91

1


SPENCER ELEMENTARY SCHOOL in ROANE COUNTY SCHOOLS

















ACCOMPLISHED At Spencer Elementary School, we

work as a team to motivate academic

success by creating a sense of

community, safe environment and a

challenging curriculum that supports

higher level thinking. Our school's

mission statement is visible building

wide and supported by our Staff,

Passport Program, Student Leaders

and Respect Program and the Respect

and Protect Programs. The teaching

staff meets every 10 days to celebrate

Jaguar Day which is a day of school

wide collaboration to help drive

instruction, learning, culture, and

school-wide improvement.




Comments: During a classroom observation, an OEPA

Team member saw a list of behavioral consequences

assumed to be part of the discipline program. One

consequence included taking half of a student’s recess

and another took all of the recess. When asked about this

plan, a teacher indicated those were old procedures and

students did not lose recess as a consequence for

inappropriate behavior. Other staff verified students did

not lose recess for inappropriate behavior.

Based on observations, the OEPA Team did not find a

uniform, schoolwide discipline plan.

Recommendation: While the OEPA Team substantiated the school’s self-rating, to strengthen the function, the Team recommended the staff develop a consistent, schoolwide positive behavior support plan including appropriate consequences that conform to State Code and policy.

2



ACCOMPLISHED The staff at Spencer Elementary

School has set high expectations that

are communicated daily to our

students. The programs that are called

upon for this exchange of beliefs are

E-Walks, IPI, Staff & Student

Handbooks, Walk-To-Program,

Student Data Wall, Student Passport

Program, Live-Grades (1-4), SES

Website, Student of the Month

Program, Jaguar Days, Title I

Compact (98+% return), SES Title I

Parent Coordinator Face Book Page,

Jaguar days are guided by our 4

critical questions as well as our school

wide 6 + Writing Program.




Comments: The Instructional Practices Inventory (IPI) was not conducted this year. Plans were in place to code data before the school year ends. The 6 + 1 Writing was also not being implemented schoolwide. The student data wall was only being utilized at one grade level.

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 As a part of our school's vision to

provide a high quality education in a

safe, child centered environment we

feel the following strategies will

enable our children to be successful

learners: All outside doors are locked

at all times, all visitors must report to

office for ID badges, closed circuit

camera system, school wide

standardized discipline system, SES

School Safety Committee, CPI

Training, Fire & Code Practices, each

classroom has telephone system,

school administrators are present

throughout our school, emergency all-

call system to parents/guardians as

well as the Live Grades system.




Comments:

An OEPA Team member found the door at the end

of primary wing (beside Room 110) had a rock

holding it open.

The storage room door on the first floor primary

wing was unlocked and chemicals were stored in

that area.

Based on observations and interviews, the OEPA

Team did not find a uniform, schoolwide discipline

plan.

3








ACCOMPLISHED The administrators at Spencer

Elementary School have an "open

door" policy towards children,

parents, staff, and community. They

are the instructional leaders in our

school guiding daily academic

instructions encouraging and

supporting collaborations among staff

members. Administrators also seek

input and feedback from staff. Daily,

they are out in the building before

school welcoming children daily,

assisting with the supervision of

meals, conducting E-Walks,

observations, evaluations and ending

each day by seeing each and every

child boards their school bus safely.

In addition to face to face meetings

with staff, there is a weekly :Looking

Ahead" that is provided.






ACCOMPLISHED All administrators serve on

committees/groups within Spencer

Elementary School such as Teacher

Leadership Team, Student Assistance

Team, Safety Committee, jaguar Days

Collaboration, 504 meetings, student

Leadership Team, LSIC, Policy 5000

Hiring Committee as well as the

Strategic Planning Committee.




Comment: The school curriculum team was not listed on

the page of school teams, although the principal identified

members and spoke about the work of this team. One

teacher referred to the professional learning communities

(PLCs) as the curriculum team.


Teachers assume responsibility for

ACCOMPLISHED The administrators encourage all

teachers to participate in various

leadership roles within spencer




4

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

Elementary School.(i.e. School

Leadership Team, Grade Level/Team

Leaders, Policy 5000 Hiring

Committee, Student Assistance

Teams, Safety Committee, Strategic

Planning Committee, Glenville Math

Program, Summer Institute, and Local

School Improvement Committee just

to mention a few. The teaching staff is

encouraged to seek any and all

opportunities to develop their

leadership skills.



EMERGING While we have had Safety Patrols for

many years at Spencer Elementary

School, our Student School

Leadership Program is in the early

stages. Spencer Elementary does

allow it's students to lead each

morning's announcements, Pledge of

Allegiance and our Safety and Protect

pledge.










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

ACCOMPLISHED SES strives to establish a classroom

learning environment that is very

student centered and conducive to

learning, inquiry, and high student

engagement. Some examples of

current resources, procedures, and

programs to establish this

environment: student access and use

of technology (technology

integration) in every classroom with




Comment: The Instructional Practices Inventory (IPI) was not completed this year. Plans were in place to code data before the school year ends.

5

computers, tablets, SMART boards,

etc; infrastructure improvements to

sustain 21st century learning such as

new and upgraded computer labs and

laptop labs as well as installation of

an entirely new wireless networking

infrastructure; data analysis,

benchmarking, progress monitoring,

data notebooks (at select levels) all to

drive instruction and guide student

learning; monitoring of instruction

and learning with IPI, EWalks and the

formal observation process; programs

to involve all stakeholders in student

learning through Hot Chocolates,

Open House, etc.; improvement of the

physical plant through painting,

displays of student work, etc.



ACCOMPLISHED SES has a standards-focused

curriculum that adapts to student

needs through collaboration and data

analysis. Some examples of the work

done at SES to maintain a standards-

focus curriculum are: the Live Grades

system keeps all stakeholders

apprised of student achievement; data

analysis, benchmarking, and progress

monitoring are ongoing and are the

result of collaboration at grade level,

across grade levels and disciplines,

with Title I and special education as

well as administration; programs such

as Read 180, Odyssey, etc. are

utilized to improve student learning

and to address standards-based needs;

the Walk-To Intervention program

both remediates and enriches using




Comments: Based on interviews with teachers, the OEPA

Team determined the technology infrastructure was not

dependable. One group of teachers reported when

planning a lesson including the use of technology, they

prepared a back-up lesson in case the system was down.

6

standards-based student achievement

data; non-traditional resources such as

Engage NY, Georgia Math, and Bing

in the Classroom are utilized where

needed to enhance curriculum; the IPI

program, EWalks, and the formal

observation process are all used to

monitor the curriculum and provide

feedback to foster improvement.



ACCOMPLISHED SES instructional planning is both an

individual staff as well as a

collaborative affair. Through the use

of a standardized, yet customizable,

lesson plan format all teaching staff

can be sure to have the tools needed

for effective daily planning. Feedback

is provided by administration and

other staff members as the teaching

staff is encouraged to share and

collaborate. Through the collaborative

efforts of various school-wide teams

as well as the grade-level PLCs,

instructional planning becomes a

school-wide effort and is driven by

analysis of student achievement data

in an on-going fashion. The county

has established a county-wide pacing

guide initiative that also helps our

staff with planning an consistency

with the rest of the county as well as

state standards.





Teachers facilitate engaging instructional experiences that enhance

ACCOMPLISHED Instructional delivery at SES draws on

a myriad of resources in order to stay

engaging, student centered, data and

standards driven, and constantly

improving. These are just some of the

ways instructional delivery at SES is




Comments: While not all the school’s evidence was verified, the OEPA Team substantiated the school’s self-rating for this function. The Instructional Practices

7

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

kept to the highest standards: Use of

feedback through collaboration with

the IPI process, EWalk walkthroughs,

and the formal observation process;

technology integration is encouraged

and multiple resources are available to

enhance instructional delivery and

student learning; collaboration

through multiple teams and PLCs as

well as co-teaching, Title I, special

education, and the facilitation of

county academic coaches; multiple

programs are also being utilized to

enhance instruction, such as Read

180, Engage NY, Georgia Math, Bing

in the Classroom, and Odyssey to

name a few; further programs such as

6+ Writing, etc. are school wide.

Inventory (IPI) was not completed this year. Plans were in place to code data before the school year ends.

Not all programs listed in the school’s evidence were

being implemented schoolwide.








ACCOMPLISHED The students, staff and community of

Spencer Elementary School has and

continues to work hard to enrich the

academic lives of the children who

enter it's doors everyday. This due in

part of dedication of the following

programs. Local School Improvement

Council, PTO, Title I Parent

Coordinator, Parent Volunteers, Save

the Children and our local business

partners. The activities include Bingo

for Books, Family Math Night, Spring

Ice Cream Annual Back to School

Night, Parent Teacher Conferences,

SES Book Fair, Hot chocolate with

Parents, Science & Social Studies


evidence collected by the OEPA Team substantiated a higher

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

Rationale: The OEPA Team observed a number of

programs the school initiated to build positive

relationships with parents and the community. The Team

determined the school’s evidence substantiated a

distinguished rating.

8

Fair, Annual Animal Shelter Food

Drive, Manners With Moms and our

annual Car Derby. All parents have

access to Lives Grades, an online

grading & E-Mail tool for improved

communications between home and

school. Our Parent Volunteers are

visible throughout the building

assisting children and teachers.



ACCOMPLISHED Our school staff includes a full-time

counselor. She is always focused on

children at risk. The counselor

conducts Lunch Bunch with students

K-4.. Spencer Elementary School also

has a full-time nurse who attends to

the children who require medical

assistance and/or dietary

requirements. At this time SES has no

children who require the ESL

Program.




Comments: Through the counselor interview, the OEPA

Team learned that the lowest area on the Passport

(character education program) last year was

trustworthiness. As a result, the counselor set a goal to

improve trustworthiness and raise the score in that area

this school year.

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 We have numerous ongoing

community and parent partnerships

that work hand in hand with school

and staff. Yearly we offer Shop With

A Cop, Angel Tree, Save the Children

Shoe Program, the Patch after-school

program, as well as numerous

partners in education with the

business community, Of course all

stakeholders have input into the

operation of the school through Open




Comment: The OEPA Team observed additional evidence

that supported this function. The West Virginia University

Extension Office delivered programs during the school

day for students. This office also provided Energy Express

in the summer.

9

House, the LSIC, strategic planning,

PTA, etc.








ACCOMPLISHED The staff at Spencer Elementary

School has been offered and taken

advantage of such workshops as

Summer Institute (Development of

grade level Pacing Guide), SMART

Board Training, Book Studies

(Vocabulary for the Common Core,

Ruby Payne and Common Core

Math), Other professional

opportunities include Training on

Differentiated Instruction by WV

Center for Professional Development

Office 365 and Co-Teaching.




Comment: Teachers attended professional development in

addition to that listed, i.e., the State reading conference.



ACCOMPLISHED The teachers at Spencer Elementary

school meet on Jaguar Days as whole

grade levels. The other days not all

grade levels share a common

planning. On our Jaguar Days (every

10 days) our teacher meet and review

Pacing Guide status, IPI Data review,

Walk To Student Data is reviewed

and new Walk-To Groups developed,

Strategic Plan Review, Grade Level

Issues and future grade level plans to

mention a few. There are also team

level meetings to problem solve and

improve student achievement after

school.




Function C: Evaluation, Feedback, and

ACCOMPLISHED All of our teachers have received

training in the new Policy 5310. The



10

Support. The

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

new evaluation system facilitates a

self reflection that all teachers

complete. All teacher are observed

and evaluated as required by the WV

Dept. of Education. Additional

monitoring which teachers are

provided feedback include Walk-

throughs, Lesson Plan Reviews and

IPI observations.









ACCOMPLISHED Spencer Elementary school is a clean

and safe building for students, staff

and visitors. Safety procedures are

reviewed on a regular basis (Fire

Drills and Code Red) doors are locked

at all times and employees are

supplied with an ID card that permits

them into our building. All visitors are

directed to the front entrance where

they are received. Visitors

identification is provided if needed.

School building are maintained by our

custodians and county maintenance

personnel. The lawn service are

privately contracted.




Comments: The OEPA Team reviewed a report from the

County Sanitarian recommending the remaining carpet in

the school be replaced with tile. The school was in the

process of raising funds for this purpose. The school

raised enough funds to replace three classrooms with tile

at a cost of approximately $1,000 per room.

The OEPA Team observed student work displayed in

hallways, adding to the aesthetics of the school.



ACCOMPLISHED Spencer Elementary School received

a perfect audit report for the 2013

school year. The Faculty Senate audit

reported the same findings.




11



ACCOMPLISHED All school personnel are observed and

evaluated based on timelines

established by state code and county

policy. The Faculty Senate has elected

to be apart of hiring professional staff

in the building. All beginning teachers

participate in a Mentoring Program in

our school. Regular meetings are held

with a wide range of topics but

improving student academic

performance is #1.






ACCOMPLISHED Spencer Elementary is a "blessed" in

that each room has a SMART Board

and all teachers have received

training. The school has 3 computer

labs which will be fully updated by

the end of the 2014-2015 school year.

Further the school has mobile laptop

labs as well as table computers

throughout the school. During the

2014-2015 school year the schools

wireless networking infrastructure

will be replaced with updated wireless

access points throughout the entire

physical plant to keep the school

sustainable for the foreseeable future.




Comments: The principal reported that the school paid

$21,000 toward technology infrastructure upgrades and

that $9,000 more was needed. As reported previously, the

infrastructure was not dependable.







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

ACCOMPLISHED SES staff work together with other

school stakeholders to develop and

continually modify/update the

school's strategic plan. The strategic

plan and school mission statement are

modified/updated to reflect current

educational trends, policy changes,




12

the mission and goals outlined in the strategic plan.

and changes on standards and student

achievement data. The goals in the

strategic plan outline the plan of

attack for each school year and

represent the school's current

educational, and cultural focus.



ACCOMPLISHED SES staff work together in various

capacities such as grade level PLCs,

various school wide teams such as the

Leadership Team, the Multicultural

Team, the Curriculum Team, the

LSIC, the PTA, as well as others.

These collaborative networks allow

staff to have input into all aspects of

the operation of SES and student

learning. Many of these networks

have members from other

stakeholders such as parents and

community members that allow

outside input into the operation of the

school and student learning.






ACCOMPLISHED SES staff and administration monitor

student learning through ongoing data

analysis, multi-area collaborative

teaming with all school stakeholders,

the IPI process and feedback from

administration through their

participation in teaming, EWalk walk-

through feedback, and the formal

observation process.




Comment: The Instructional Practices Inventory (IPI) was not completed this year. Plans were in place to code data before the school year ends.




As the student population of SES continues to expand the

issue of class space and staffing is becoming an issue for the

foreseeable future. We will need more classroom space as


evidence, the OEPA Team confirmed the following identified


13

well as a gymnasium to legally house the number of students

we have at our school. Further, as population grows more

staff will be needed to ensure services for not only the

regular classroom, but special education, physical education,

etc.

The need for a gym: The original school building was

constructed to serve 100 students, with a maximum

of 200 students allowed in the

gymnasium/multipurpose area. Kitchen staff serve

700-800 meals per day, including breakfast and

lunch. Further, the kitchen area is small with five

personnel sharing the space.

The school had no space to hold a schoolwide

assembly. Maximum capacity of the multipurpose

room was 200.


evidence, the OEPA Team did not confirm the following

identified resource and/or facility need.

The need for more staffing: The school currently met

the guidelines for the number of students in each

classroom.


One need that has been voiced by the staff and

administration at SES is more professional development in

the area of differentiated instruction as well as technology

integration in the classroom. Additionally, our teacher would

benefit from a common planning period. Due to the large

number of children per grade level we do not have enough

"specials" teachers (Art, Music, PE) to offer a common

planning during the school day.


evidence, the OEPA Team confirmed the following identified


needs.

Professional development in differentiated

instruction: The staff indicated they did not have a

clear understanding of the difference between

modifications and differentiation. Staff had not

received any training in differentiation.

Technology integration professional development:

The OEPA Team observed technology used by both

students and teachers; however, it was at a

consumer level. Further training in technology

integration and the use of digital tools would be

beneficial.

Based upon observations, interviews, and general review of evidence, the OEPA Team did not confirm the following identified professional development and/or other capacity

14

building needs.

Common planning: Even though teachers did not have a daily common planning time, the staff developed a unique schedule, Jaguar Days, allowing common planning time every 10 days.



6+ Writing Strategy, Professional Learning Communities,

Instructional Practices Inventory, Title I parent

involvement/community outreach, school-wide teaming,

technology integration and our school wide Walk-to-

Intervention Program

The OEPA Team commended these practices:

Title I parent involvement/community outreach: The

Title I program hosted a number of programs to train

parents and community members on activities that

promoted successful student learning.

Jaguar Days allowed teachers time to develop true

professional learning communities (PLCs), with

norms, agendas focused on the four essential

questions, and minutes.

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


PARTIAL COMPLIANCE VERIFIED





15








YES Develop Knowledge of Policy 2322 Staff has had on-going discussion meetings to

gain further knowledge of Policy 2322 and the

review process.

YES Complete the School Monitoring Report The school monitoring report will be complete

and on time.

NO 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


Our review does not take place until March of

2015.





Implementation



16
















Curriculum Team, Leadership Team, PLCs, etc.


Continuous data analysis of Summative,

Formative, and Accountability 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)

Monitoring report completed and employee

evaluations and professional development on-

going.

YES · Develop and Implement the Strategic Plan. The Plan and process shall include: (S7,FC) o school’s core beliefs, mission, goals, measurement evidence, action plan, and professional

development needs. o direction of the principal with collective involvement and input from the staff and the LSIC. o strategies and action plan based on examination of best practices and innovative approaches to

improving student performance and addressing student needs. o principal monitoring the implementation of the plan and for communicating progress to staff and

stakeholders. (Annual updates to the plan must consider the OEPA School Monitoring Report when this report identifies deficits in quality or compliance.)

The strategic plan is in the process of being

updated with required stakeholder input and

support.

17










Staff will be trained in test procedures and

security protocols before testing trials as

well as the actual summative assessment.















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

18

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














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

19

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


20





















· 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.

21

· Participate in State assessment program. · Compliance with State policies and federal regulations in the education of exceptional students.


RESOURCE DOCUMENT




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

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







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

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

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

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

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

SES has submitted a waiver to make up

for time because of low staffing which

will implement the Adventures to

Fitness program.




RESOURCE DOCUMENT


22



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

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












YES

The results of our school audit have

been addressed and measures have been

taken to assure that school stays in full

compliance.

VERIFIED


YES Both county and school level

monitoring of compliance is on-going.

VERIFIED


YES

Those that have been deemed

correctable at the school level have

been addressed. All others that require

county intervention have been

addressed or this process is on-going.

VERIFIED


YES Health Department gave SES a positive

review in the Spring of 2014.

VERIFIED


YES The SBA has made a recent walk- VERIFIED

23

through review of the school. We are

awaiting any report on what needs to be

addressed or not.


YES Both county and school level

monitoring of compliance is on-going.

VERIFIED



Library/Resource/Media Center did not provide automated circulation capacity, on-line periodical indexes, and copy equipment. (May adversely

impact program delivery and student performance.)


The art facility did not have mechanical ventilation, a ceramic kiln, and black-out areas. (Did not adversely impact program delivery and student

performance.)

Music facilities did not have music chairs with folding arms and music stands. (Did not adversely impact program delivery and student performance.)

Physical education facilities were not located away from quiet areas of the building or acoustically treated with direct access to outdoor or

recreational areas and did not have provisions for two or more teaching stations, a data projector or 50-inch screen monitor, a network connection,

and audio equipment. (May adversely impact program delivery and student performance.)

14. Food Service

The food service area did not provide seating for dining and study purposes. (Did not adversely program delivery and student performance.)


The health service unit was not adequate in size (250-400 ft²) and did not have curtained or small rooms with cots and a work counter. (May

adversely impact students’ health and safety.)

EDUCATION PERFORMANCE AUDIT TEAM Team Chair – Deborah Ashwell, OEPA Coordinator

Team Leader – Dr. Marsha Bailes, OEPA Consultant

Team Member – Martica Dillon, Principal, Eastbrook Elementary School, Putnam County Schools

Team Member – Tracy LeMasters, Principal, Cottageville Elementary School, Jackson County Schools

Team Member – Beth Scott, Principal, Point Harmony Elementary School, Kanawha County Schools

Team Member – Kelli Stanley, Principal, Mercer Elementary School, Mercer County Schools


SCHOOL PROFILE

WALTON ELEMENTARY/MIDDLE SCHOOL - ROANE COUNTY

2011 2012 2013 2014

Enrollment 386 383 394 358


Attendance Rate 97.07 96.62 97.21 93.92

Dropout Rate 0.0 0.0 0.0 0.0





not available 99.57 98.39 99.55

1


WALTON ELEMENTARY/MIDDLE SCHOOL in ROANE COUNTY SCHOOLS














Please cite key examples of processes or practices.

TEAM RATING TEAM EVIDENCE



ACCOMPLISHED School mission and violence pledge

are recited by all students during

morning announcements. Weekly

programmatic level (K-2, 3-5, 6-8 and

Focus and Lead) team meetings are

built into the master schedule and

include teacher presentations, SAT

meetings, book studies, vertical and

horizontal planning, completion of

OEPA monitoring document, 5 year

strategic planning and other needs are

addressed as they arise. Meeting

agendas and minutes are posted on

the WEMS google site. Teachers are

currently doing book studies on

student motivation and thinking.




Function B: High ACCOMPLISHED Teachers set their own SMART goals ACCOMPLISHED The evidence provided by the school and the additional

2

Expectations for All. The staff


based upon both classroom and

standardized assessments. Classroom

expectations are clearly conveyed,

followed an posted in the classrooms.

Roane County Schools Lesson Plan

Template in use by ALL teachers and

posted weekly to the WEMS google

site. Student work is displayed in the

hallways and classrooms. The

principal conducts classroom walk

throughs and lesson plan appraisals

and provides feedback to teachers.

The county academic coaches assist

specifically in second, fourth and fifth

grades and grades 6-8. The literacy

and writing coaches have

implemented a Word Study Journal in

second grade and provided a Smarter

Balanced practice assessment binder

and training for ELA teachers in

grades 3 - 8. All lesson plans with the

exception of Science are based upon

the Next Generation standards. The

Title I Parent/Student compact was

distributed in August 2014 and

returned with both the parent and

student signature



Comment: The OEPA Team determined feedback on

lesson plans and walkthroughs was basic in nature. A

checklist was completed for each lesson plan review;

however, many lesson plans had no comments or written

feedback to guide improvement.


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

ACCOMPLISHED Entry system into the building is via

key card access and an exterior

intercom system for visitors to state

their business prior to gaining access

to the building. All exterior doors

have locks removed from them.

Guests report to the office, sign in and

get a visitors pass. Per the request of




Comment: The OEPA Team observed an outside door to a

small playground that did not consistently close

independent of an individual assuring it was latched.

3

engaging and inclusive atmosphere for learning.

the custodian, the paint scheme in the

middle school has been updated.

Frequent safety drills to include both

fire and Code Red procedures.

ALICE training occured during the

January 2015 CE day. Student pick

up and drop off procedures changed

to allow for a safer drop and pick up

of students. Teachers are visible. All

exterior doors are numbered.

Collaboration with the Roane County

Sherrif's Office. Per student request,

the evening bus room was changed

from housing all students in either the

gym or the café to classrooms.









ACCOMPLISHED The principal has been on five OEPA

audits 2012 -present. The principal

implemented the RESA V Focus and

Lead (teachers) and iLead (student

leadership) programs in a effort to

more effectively manage a PK-8

school. The principal has

implemented a school wide book

study on various topics including

student motivation and student

thinking. The principal has attended

SONDAY training with her Title I

Staff. The principal has attended

Read180 training with her Special

Education staff. The principal has




for this function.

Rationale: While the OEPA Team substantiated

participation in professional development listed, evidence

of follow through for the management and coordination of

these programs connecting to improved student

performance was not apparent. Through interviews, the

Team determined the principal possessed the necessary

knowledge but needed to connect the knowledge to

practice.

Recommendation: The OEPA Team recommended staff, with guidance from the administration, re-examine all evidence and select primary areas for focus to support

4

attended the week-long WVDE

supported training with her teachers

on implementing the NxtGen

standards. The principal is currently

participating in the RESAV Principal

PLC that meets on Saturday's. The

principal supported the Title I staff on

implementing Tier 3 programs by

meeting with both the Director of

Special Education and Director of

Federal Programs to make this

happen. The principal requested an

in-house transfer of an employee to

fill a 3rd grade vacancy.

significant growth on statewide assessments.



ACCOMPLISHED Weekly K-2, 3-5, 6-8 and Focus and

Lead meetings are built into the

master schedule. Agendas and

minutes are posted to the WEMS

google site. The following are student

leadership opportunities offered at

WEMS: Student council (6-8), ILead

(5-8), National Junior Honor Society,

Recorder Karate (see music teacher),

STARS, morning drop off helpers and

office helpers. The following councils

and committees are in place at

WEMS: LSIC, An active PTO who

recently upgraded the playground and

new sign for WEMS, Faculty Senate;

Wellness, Safety, Leadership,

Evaluation, Parent Fundraising, and

Curriculum committees.




Comments: Teachers assumed responsibility for school

and classroom improvement; however, staff expressed a

desire to develop a deeper understanding of the Next

Generation Standards. The staff could consider using

time in professional learning communities (PLCs) for

further study. Processes of teams and PLC roles

appeared to be unclear.


ACCOMPLISHED Focus and Lead teachers meet with

the principal weekly and take



5


information back to their respective

teams. Teacher presentations during

team meetings. Summer academies:

RCS - curriculum guides, iPad,

Glenville State College Math Fraction

Academy, Co-Teaching, WESTEST

data analysis, The Title I program has

been completely revamped to include

research based Tier 3 curriculum such

as SONDAY and VMATH. The Title

I program has implemented more

lucrative parent involvement

activities such as Bingo for Books

during parent/teacher conferences,

weekly perfect attendance book

awards and Make and Take Snowman

for grades K-2. Archery in Schools

was implemented in Spring 2014. 3-5

teachers requested to attend an iPAD

workshop in the spring of 2014. All 6

were approved to attend and 1 went

back for a follow-up during the

summer. 2 teachers attended a Special

Education co-teaching workshop and

presented to county teachers in

August 2014.



Students are engaged in age-appropriate leadership opportunities that develop self-direction and a sense of responsibility for

EMERGING WEMS students have the opportunity

to be involved with the following

leadership opportunities: iLead,

Student Council, STARS, National

Junior Honor Society, morning drop

off student helpers, student office

workers, Hidden Promise scholars,

advanced art and recorder karate (see

music teacher). 3 students presented




6

improving self, school, and community.

to the Roane County Board of

Education on November 6, 2014. A

2nd grader demonstrated XTRA math

using an iPAD, an 8th grader

presented using his personal device

for classroom assignments and a 6th

grader presented his Capitol City

Pumpkin Drop project.









ACCOMPLISHED Teachers facilitate student learning

more than provide direct instruction.

All lessons with exception of Science

are aligned to the Next Generation

Standards. Student use of technology

to include iPads, Galaxy Tablets,

Laptops, Personal Devices (8th grade)

personal responders, SMART boards,

google classroom for grades 6-8 and

stationary computer labs. Virtual

Spanish is offered to 7th and 8th

graders. Student work is displayed in

the classrooms, hallways and digitally

via the Roane County Reporter in

print and on Facebook and the TV

located outside the office.




for this function.

Rationale: The OEPA Team observed technology utilized

primarily by teachers. Most lessons were teacher-led,

allowing little student reflection, intellectual inquiry, and

self-direction.

Recommendation: The OEPA Team recommended the school examine options for increasing student-centered learning using technology.


Teachers implement a standards-focused curriculum aligned

EMERGING All teachers are using the NxtGen

standards. All teachers utilize the

Roane County Schools Lesson Plan

Template and submit lesson plans to

the WEMS google site. Roane County

Schools Pacing Guides were teacher




7

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

created and implemented in August

2014. The pacing guides were

revisited and revised as needed at the

January 2015 CE day. We chose

Emerging because the Next

Generation Standards are relatively

new and teachers are still acclimating

their teaching style to accommodate

the change in curriculum. The

principal conducts classroom walk

throughs and lesson plan appraisals.



ACCOMPLISHED Teachers collaborate with Title I

teachers and Special Education

teachers to design lessons. One Title I

teacher is currently teaching writing

lessons with 5th grade. Teachers use

data (WESTEST, progress

monitoring, benchmarking, formative

and summative assessments) to guide

instruction and planning. Teachers

use the RCS pacing guides to aid in

lesson planning both for the short

term and long term. Teachers utilize

the weekly team meetings to plan

vertically and horizontally.




for this function.

Rationale: The OEPA Team observed a few instances

where bell-ringers were used to reteach deficient skills or

to clearly connect to the topic for the class, but this

practice was not common. Standards were tracked as

they were taught; however, the Team did not observe

specific tracking of student mastery.

Recommendation: The OEPA Team recommended the staff review practices and procedures (i.e., Instructional Practices Inventory (IPI) and vertical planning) focusing on the performance levels of students.


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

ACCOMPLISHED Teachers provide differentiated

instruction as needed. Grades 6-8 use

Google School and 8th graders bring

their own learning devices. Grades 6-

8 use IXL math as enrichment.

Grades 6 - 8 utilize Scholastic Action

Magazine to meet the Next

Generation Standards. Xtra Math is

utilized K-5. Principal classroom




for this function.

Rationale: The OEPA Team observed approximately 10

percent of classrooms consistently utilizing multiple

strategies, appropriate assessments, learning resources,

8

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

walk throughs and lesson plan

appraisals.

digital tools, and processes that were student centered.

Recommendation: The OEPA Team recommended utilizing staff to model and support the whole staff to increase engaging instructional experiences.









ACCOMPLISHED Title I parent coordinator is working

in the building at a minimum of 20

hours per week. Title I parent

involvement activities have been

revamped to promote more

participation. Read Aloud - AEP

readers and RCHS student athlete

readers on November 20, 2014.

Secret Santa program. 3rd Grade Ag

Day at Jim Woods Farm in May of

each year. Academic, Band, Choir

and Athletic Banquets. PATCH

before and after school programs.

Hosting of sporting events at the

former Walton High School. Close

relationships exist between the special

educators and the parents of the

special education students. Business

partners of NV Tan and Graphics and

State Farm Insurance Agency. Youth

wrestling league, youth basketball

league and 4-H use of facilities.





ACCOMPLISHED WEMS was awarded the fresh fruit

and vegetable grant for six



9


consecutive yearrs. WEMS offers

breakfast in the classroom, grab and

go breakfast and breakfast in the cafe.

RAZE and TIFU students regularly

visit WEMS. Roane General Medical

Clinic on site and open 3 days per

week. Roane County Student Services

actively involved with students.

Archery in Schools offers students an

opportunity to explore the use of the

bow.




ACCOMPLISHED Mary Ann Klicka Achievement

Award Walton Athletic Boosters

Lighthouse Ministries NV Tan and

Graphics State Farm Insurance Secret

Santa Program Roane County

FFA/4H programs PTO LSIC County

Literacy Committee Parent

Fundraiser Committee











The staff engages in continuous learning opportunities for

ACCOMPLISHED Teachers have been involved with

one or more of the following PD

opportunities: WEMS Book studies -

see WEMS google site. Autism

Academy Co-Teaching academy - 3rd




Comment: The OEPA Team verified evidence of

widespread staff participation in professional

10

professional growth designed to improve school and classroom practice.

grade teacher and special education

teacher Carnegie math academy

Sonday training Read 180 traning

Literacy Academy iPad traning - 3-5

teachers RCS summer academy - K-8

core teachers WESTEST data

analysis - K-8 core teachers and

special education teachers Focus and

Lead - Andrea Hays, Maggie Holley,

Suzanne Rector and Hope Sharps

RESAV Next Generation Standards

Training Policies: 2322, 2315, 2320

and 4373 - all staff Utilization of

Roane County Schools academic

coaches. Smarter Balanced ELA

Assessment Practice notebook

provided by academic coaches.

development; however, the Team did not observe a

process for monitoring implementation of newly learned

skills.



ACCOMPLISHED Weekly team meetings AimsWeb

data analysis WESTEST data analysis

Xtra Math implementation Joint

planning times for teachers. Principal

feedback on lesson plans and

classroom walk throughs. Teachers

collaborate on SPL placements and

curriculum. IXL Reading and Math

Scholastic Action Magazine Faculty

senate hiring committee. Focus and

Lead SAT meetings Special

Education/General Education teacher

collaboration




for this function.

Rationale: Through observations and interviews, the

OEPA Team determined that adjustments in instructional

strategies were not made when student performance did

not improve.

Recommendation: The OEPA Team recommended staff review relevant data, perform problem analysis, and implement strategies that improve instructional practice.

Function C: Evaluation,

ACCOMPLISHED Educator evaluation system is in

place. Principal feedback on lesson



11

Feedback, and Support. The staff


plans and class room walk throughs.

Teachers self reflection on lessons. If

teachers ask for something, the

principal will seek any and all

resources to provide what they need.










ACCOMPLISHED The front entry is inviting. Student

work is posted throughout the

building. There are morning greeters

for both the bus drop offs and student

drop offs. There is secure access to

the building. 3 breakfast options are

provided to students. Maintenance

and technology requests are entered

into a data base linked to the county

maintenance department.






DISTINGUISHED The school financial audit has

revealed no significant findings for

the last 4 years. Tammy Michael's

school financial records have been

shared by the county finance auditor

with other secretaries as a template

for how to manage school finance

correctly and efficiently. Ms. Michael

works with the principal to ensure

funds are appropriated correctly.





ACCOMPLISHED WEMS is following the currently

adopted state mandated hiring



12


procedures. The faculty senate has

voted to have an 11 person team with

a chair person. The principal, faculty

senate and teacher involved requested

an in-house transfer of a teacher to a

third grade vacancy. This was to

provide the students with a highly

qualified teacher and occurred after

the 20th day of instruction. This was

requested because the students in 3rd

grade were facing a host of substitute

teachers. The transferred teacher

transferred from Title I to 3rd grade.




ACCOMPLISHED WEMS currently has the following

technology in place: 2 stationary

computer labs. 2 mobile laptop labs. 3

classroom sets of personal

responders. 26 iPads. SMART or

Intelli boards in all classrooms.

Galaxy tab labs in third grade and 6-8

science. 8th grade personal devices

are in use for student learning.




Comment: The OEPA Team observed inconsistent

Internet access.








The staff

ACCOMPLISHED AimsWeb, benchmarking and

formative and summative assessment

data analysis is ongoing and student



13

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

instruction is differentiated

accordingly. WESTEST2 data

analysis to include the bottom 25% of

student achievement, individual item

analysis and teacher plans to address

the deficiencies. Teachers had input

on the OEPA monitoring document.

They met during team meeting time

and completed the document over a

period of a few weeks. Those

documents were submitted to the

principal and faculty consensus was

attained. The Title I program has been

revamped to meet the needs of all

students. The Roane County Schools

Academic coaches are involved with

improving the curriculum and provide

resources for the teachers to fully

implement the Next Generation

Standards.




ACCOMPLISHED Teachers use Live Grades to

communicate with parents. The

principal utilizes the ASAP call

system to convey school

announcements to parents. Team

meetings provide the teachers the

opportunity to plan academically and

for extracurricular activities. Co-

teaching of special educators in the

general classroom. The Title I

program has provided the needed Tier

3 interventions




Comment: The OEPA Team observed potential for

engaging additional stakeholders in building and

implementing processes and structures to increase

student learning.


ACCOMPLISHED SPL groups are changed every six

weeks based upon data anlaysis.



14


Progress monitoring occurs every two

weeks and groups are changed upon

data analysis. AIMS Web data

analysis. WESTEST2 data analysis.

ACT Explore results will be utilized

by individual student and

instructional changes made as

necessary. The principal is currently

working with the Director of Student

Services to reduce the number of out

of school suspensions by providing

alternate means of student support.


for this function.

Rationale: The OEPA Team observed discussion and

understanding of data among some staff; however, the

Team did not see evidence of teachers making

instructional changes as a result of benchmark data.

Recommendation: The OEPA Team recommended staff investigate methods to gain a deeper understanding of student data, appropriate assessments, and the implications for instructional practices to the individual student level.




The need for technology infrastructure upgrade will

substantially affect the connectivity for classroom

instruction as well as Virtual Spanish.





The teachers are interested in any sort of professional

development with regard to the Smarter Balanced

Assessment. The teachers are interested in any and all

available professional development with regard to the Next

Generation Standards and how to meet those standards.




needs.



BYLD - Bring Your Learning Device: WEMS and Tina

Riley, RCS TIS are piloting a program whereby 8th grade

students can bring their personal device to school for

educational use on teacher designated days. The devices are

used to increase student achievement in the following

manner: teachers create lessons that lend themselves to

student directed learning using technology, QR codes are

The OEPA Team commended the practice of Bring Your

Own Learning Device. However, the Team did not verify,

through data, a positive impact on student performance and

well-being required for consideration as a best practice. A

more structured approach to implement this practice is

needed.

15

utilized to direct students to the lesson and students use their

device to submit assignments.




POLICY and CODE

















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

16

· 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














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:



17

















18


















Middle Level Education (6-8) develops programs and/or processes to implement the following developmentally appropriate practices as

19

described in the policy pages 9 to 12:



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)

20

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)













21












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

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

PARTIAL COMPLIANCE Elementary grades did not have physical education three times per week for at least 30 minutes. An alternate physical education plan was not submitted to the WVDE for approval.

RESOURCE DOCUMENT




22

















RESOURCE DOCUMENT



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

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

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



23










YES VERIFIED


YES VERIFIED


YES VERIFIED




YES VERIFIED





Library/Resource/Media Center did not have electronic card catalogs, automated circulation capacity, on-line periodical indexes, and copy

equipment. (May adversely impact program delivery and student performance.)


Music facilities did not have music chairs with folding arms and acoustical treatment. (Did not adversely impact program delivery and student

performance.)

24


Auditorium did not have broadcasting capabilities. (Did not adversely impact student performance.)


Health service unit did not have a toilet and lavatory. (May adversely impact students’ health and safety.)



Team Leader – Karen Ruddle, OEPA Consultant

Team Member – Tracey LeMasters, Principal, Cottageville Elementary School, Jackson County Schools

Team Member – Beth Scott, Principal, Point Harmony Elementary School, Kanawha County Schools

Team Member – Melissa Browning, Assistant Principal, Ripley Middle School, Jackson County Schools


SCHOOL PROFILE

SPENCER MIDDLE SCHOOL - ROANE COUNTY

2011 2012 2013 2014

Enrollment 452 428 401 392


Attendance Rate 96.85 96.73 95.75 93.88

Dropout Rate 0.4 0.0 0.0 0.0





not available 99.06 99.00 98.70

1


SPENCER MIDDLE SCHOOL in ROANE COUNTY SCHOOLS

















ACCOMPLISHED This year we have rewritten our

Mission Statement with the input of

student council, staff and LSIC.

Students read our Mission Statement

daily on the morning announcement

and it is posted throughout our

building. Our co-teachers have been

trained and are working together. We

have weekly emails sent out from the

principal detailing what is happening

in the coming week.





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

ACCOMPLISHED We communicated our expectations

through: Handbook; Syllabus for

classes; Letters home; Mission and

beliefs posted; Automated calls;

Lesson plan feedback; Morning

announcements; Posting student work;




Comments: The OEPA Team observed bell-to-bell

instruction in approximately two-thirds of the classes

2

readily observed in educational practice and personal behavior.

Walk-throughs; Use of Google Site. observed.

Special education teachers did not demonstrate high

expectations for their students as compared to the

general education classes. Worksheets and low level

questioning were used during the OEPA Team classroom

observation.

Administrative comments on walkthroughs did not

consistently reveal high expectations.



EMERGING We have been painting the school

hallway by hallway to make it more

engaging and inviting. Also this

summer 6 teachers and the counselor

painted their individual classrooms.

We have worked with the county

office to change locks and to secure

our pass key system. We also have

made Fire Marshal corrections and

adhere to the BRM recommendations.

We feel our students are safe within

the school building, but our campus is

very open to outsiders who can walk

onto the school grounds with very few

barriers.










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

ACCOMPLISHED Both principals attend events at the

school in the evening hours whether

it’s athletic or academic. Mrs. Durst

attends committee meetings regularly

and has formed a strong leadership

team. Both are supportive of the

teachers. Principals also have weekly




3

effective management.

written communications with the

teachers. We also communicate

expectations through E-walks and

lesson plan reviews. Mrs. Durst has

also went out on OEPA audits of other

schools to get ideas and make

comparisons to better SMS.



ACCOMPLISHED Our teams have worked hard to

develop a mission statement that

reflects the beliefs of all involved. We

have three committees that meet

weekly: Leadership, Literacy and

Math. The county coaches are

involved with the Literacy and the

Math committees. Our Leadership

team works with grade level teams to

ensure that the needs of students and

teachers are being met. LSIC meets

regularly to discuss needs of the

students and the staff. We also post

minutes from meetings on the Google

Site for anyone to look at.




Comment: The OEPA Team determined the school did

not have a technology team.



EMERGING Teachers are provided opportunities to

attend trainings such as Co-teaching

and Data Analysis; to sit on

committees like the Science Fair,

Social Studies Fair, Spelling Bee,

Math Field Day and faculty senate

hiring committee. Teachers also join

PLCs covering topics such as poverty

(i.e. Ruby Payne). Teachers also serve

as mentors for others in order to help

influence their own professional

practices as well as others’. We also




4

have teachers who serve students

provided through our Homeless Tutor

grant.



ACCOMPLISHED We have been working on providing

students with opportunities to serve as

leaders for themselves and their

school. We have in place now a

Student Council. We have students

representing SMS in the STARS

program through RESA 5. We have

students representing SMS through the

Hidden Promise Program with

Glenville State College. We also have

students participating in the Youth

Leadership Association. We are in our

second year of the mentor/mentee

program in our 8th grade class. We

have students participating in Math

Field day, Spelling Bee, Science Fair,

Social Studies Fair, Patch and sports

programs. The National Jr. Honor

Society is also being revitalized. We

also have established a Flag Raising

Committee for students to be

responsible for raising and lowering

and caring for the flag everyday.










Teachers create and manage an inviting classroom

EMERGING Students are tracking their own data in

the 5th grade and in the 8th grade by

keeping a data book. Students also do

progress monitoring and

benchmarking through Aimsweb. The




Comment: The OEPA Team observed approximately 50

5

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

use of technology also provides for

focus on this standard. Our SPL is

fluid and changes to adapt to students'

needs. SMS has both a literacy and a

math team that meets weekly.

Teachers also display student work

throughout the classroom and

hallways; rubrics and DI lessons are

used as part of this standard to enhance

the education of students.

percent of instruction was teacher-led as opposed to

student-centered.

Recommendation: The OEPA Team recommended the

staff re-examine instructional practices regarding this

function.



ACCOMPLISHED Most core teachers participated in a 3

day Academy this summer to build

pacing guides for the CCSS. Our

teachers are required to include the

standard they are working on in their

lesson plans which are turned in

weekly. Many teachers have the

standards posted in their classrooms or

written on the board for students to

see.






ACCOMPLISHED Teachers use county developed pacing

guides in developing their weekly

plans. They also use data from

WESTEST and Aimsweb to help

guide instruction. We use the literacy,

math and leadership to make decisions

that are best for the school as a whole.

We also use WESTEST and Aimsweb

data to drive our instructional

decisions. We also utilize the 504 and

SAT process to meet student needs.




for this function.

Rationale: The OEPA Team reviewed WESTEST2 results

which indicated a need for intense intervention and

support in reading and math. Long term instructional

planning was evident, ensuring all standards were taught

by the end of the school year. However, the Team did not

see evidence that short term planning was focused on

6

students’ needs.

Recommendation: The OEPA Team recommended staff focus instructional planning (i.e., bell-to-bell instruction, depth of knowledge) and scheduling on needs and performance of students.


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

EMERGING Teachers use many different teaching

strategies, resources and digital tools

in the classroom. These include: Smart

Boards, Elmos, Tablets, Google Sites,

Frontrow, Book Adventure, Live

Grades, Aimsweb, Moby Max and

various DI strategies to reach all

learners. Teachers and students both

use technology in classes. We are

teaching a keyboarding class and a

Microsoft class in 5th and 6th grades.











ACCOMPLISHED Positive staff relationships: Flower

Fund--celebrations and condolences;

Souper Tuesdays--shared staff

luncheons; Positive Student relations:

Homeless grant--provides shoes and

clothing to those in need; Gotchas--

recognizes good student behaviors on

intercom and bulletin board; Student

of the week/month; Patch Program;

Athletics. Parent/Community relations:




7

Roane Arts and Humanities--shares

our auditorium for productions which

include student actors and singers. In

turn they provide us with the use of

sound and light equipment. LSIC;

Partners in Education--Business;

Spencer High School Alumni Assoc.--

We house the Spencer High School

Hall of Fame in our school and we

host their "All Class Reunion" in our

school. Patch--we are a school that

hosts the Patch Program. Athletics.

Live Grades--used to communicate

with parents. Remind--text messages

sent to parents in the 7th and 8th grade

reminding them of projects and tests

that are coming up.



ACCOMPLISHED Our special education class has

“Popcorn Friday” where they make

and sell popcorn to the students

following their lunch. This allows the

students to have money for them to do

special activities for their class and

also puts them in contact with their

general education peers. Also we have

several programs to support students:

Flag raising committee; STARS--

Through RESA 5; Hidden Promise

with GSC; Breakfast after 1st; Co-

Teaching; WVEIS Early Warning

System; Counselor; CPI Trained staff

members; Red Ribbon Week; Career

Fair; Working with Director of Student

Services.




8



ACCOMPLISHED We have 6 Partners in Education who

provide financial support and

academic support. We partner with

PATCH to provide students with after-

school classes 4 times a week. The

school works with RESA 5 in various

aspects from bullying prevention to

counselor training and STARS

working with at risk youth. Our LSIC

meets and works together to facilitate

the success of our students. Some

other programs are: Shop with a Cop

at Christmas; Regional Dental

Screenings held on-site through the

DHHR; Black Walnut Festival Art

Show; We received a literacy grant

from The Dollar General; We work

with WVU Extension Service;

Glenville State College--Hidden

Promise, Student Teachers, Science

Fair assistance; RESA 5; Farm to

School (local produce); Counseling

services via Westbrook. We also have

a partnership with Roane Arts and

Humanities that often showcases the

musical and acting talents of our

students.










The staff engages in continuous learning

EMERGING Teachers attended Co-Teaching

Training and the County Academy to

develop a pacing guide in the summer

of 2014. We have trainings in:




9

opportunities for professional growth designed to improve school and classroom practice.

Aimsweb; Live Grades; Office 365;

Data Analysis; Policy Reviews; Smart

Board training as needed; CPI training

for certain staff members; Early

Warning training for Admin;

Counselor Policy training for both

counselor and principal; Lead and

Focus training for some members of

the leadership team.



ACCOMPLISHED Teacher meet as a grade level team

once a week to discuss and develop

plans for their individual grade levels.

We have Literacy and Math teams that

meet once a week to facilitate vertical

planning and idea sharing. Teachers

have common planning time. We also

have some teachers sitting on county

committees. We meet with the county

coaches often. The faculty senate has a

stake in the hiring of new staff. We do

co-teaching and mentoring.






ACCOMPLISHED Teachers use the self- reflection and

goals in the educators’ evaluations

system. They are also provided

feedback from Walk-Throughs and

lesson plan checks. We are also

working on the School Climate Survey

through the WVDE with student, staff

and parent participation.




10








ACCOMPLISHED We have grade level rooms in close

proximity to each other. Six teachers

and the counselor have painted their

classrooms to make them more

inviting and engaging for students. We

use a computerized pass card system

for entrance of school personnel and

we use cameras to view visitors to our

building before letting them into the

door.




for this function.

Rationale: The OEPA Team observed numerous unlocked

doors, custodian closets, and other empty and dark

unoccupied areas to which students should not have

access. Air quality in the hallway, rest rooms and some

classrooms on the ground floor was uninviting. A musty,

mildew odor was present in lower level rest rooms,

hallway outside the multipurpose room, and many

classrooms.

Recommendations: The OEPA Team recommended the county conduct a detailed inspection of the facility, including air quality on the ground floor, and address findings appropriately. The Team further recommended the school lock and restrict access to areas of the building not used on a regular basis.



EMERGING Teachers are learning the proper

procedures for requisitions and fund-

raising. The principal is working to

ensure that all rules are followed. We

also have faculty senate funds that are

allocated according to the decisions of

the faculty senate.





quality personnel are selected according to West

EMERGING We utilize the Faculty Senate to

interview candidates for jobs as

suggested in Policy 5000. We use

beginning teacher mentoring to retain




11

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

new teachers.



EMERGING Teachers spent over 6 hours over 2

evenings analyzing WESTEST data.

The literacy and math teams utilize

data from Aimsweb. Our SPL groups

are set based on this data and changes

based on progress monitoring. Most of

our classrooms have a Smart Board

and Intelli-board and Elmos to

facilitate instruction and learning. We

have two mobile laptop labs and a

mobile tablet lab. Along with that, we

have 3 full sized computer labs and 15

desktop computers in the library. We

also have a Tanberg system and utilize

virtual Spanish through the state

department.











ACCOMPLISHED All stake holders had a hand in the

development of the 2014-15 Mission

Statement. Teachers and parents

worked on developing our school

goals and strategic plan this year

through LSIC and the Leadership

team.




for this function.

Rationale: Through interviews and observations, the

OEPA Team determined the staff did not implement a

systematic approach to improve student achievement

when developing the strategic plan.

Recommendation: The OEPA Team recommended the

12

staff use the information gleaned from the school monitoring report in developing a systematic and comprehensive plan to achieve the goals of the strategic plan.



ACCOMPLISHED We have Literacy, Math and

Leadership meetings along with grade

level meetings weekly. We have a

functioning LSIC committee working

as well. We have faculty senate. We

use live grades and use all calls to

communicate with parents when

needed.




for this function.

Rationale: According to longitudinal data, student

achievement was not increasing.

Recommendation: The OEPA Team recommended the staff analyze relevant student data and utilize it as the driving force for the processes and structures within the school. The examination should include current instructional practices and involvement or support from county level instructional coaches.



EMERGING As a staff we monitor and implement

changes as our committees and data

informs us of the need. Some of the

things we use to determine needed

changes are: Attendance; Behavior;

Early Warning system; ACT/Explore;

WESTEST; Aimsweb; Rubrics.







We feel our needs are to have new and additional equipment

for our Science, Art and PE departments. We would also like

to have our school library brought into the 21st Century and

made into more of a media center for students.


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

identified resource and/or facility needs.

The OEPA Team recommended the staff focus first on

increasing student achievement through increased rigor and

13

upgraded/stable technology infrastructure.


Our teachers could use extensive training in Differentiated

Instruction. They would also like to continued follow-ups

with common core.




needs.



We have begun a mentor/mentee program in the eighth

grade. We use higher level students to mentor students who

are struggling. We allow those students struggling to list

three student choices with whom they would like to work.

Then we match the higher level students with the strugglers.

We use lunch time to work on homework and to allow time

for the mentors and mentees to meet. Last year we saw good

results with having more homework assignments completed

and better understanding of concepts

The OEPA Team commended the Mentor/Mentee program.

However, the Team recommended additional time be spent

refining the process to achieve long-term desired results.




POLICY and CODE









14









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

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



















17









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

18

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)






19




















20

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

E . Physical Education W. Va. Code §18-2-7a NON-COMPLIANT

PARTIAL COMPLIANCE While school responses were not reflected in the school monitoring report, the OEPA Team verified Grade 5 students did not receive the required physical education time, and the school did not submit an alternate physical education plan to the WVDE for approval.

RESOURCE DOCUMENT












NOT FOUND 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





NOT FOUND Students in grades four through eight and the required high school course participate in fitness testing. (S3,FD)

21

NOT FOUND Results are shared with students and parents. (S7, FC)

F . Counseling Services W. Va. Code §18-5-18b NOT FOUND

VERIFIED FULL COMPLIANCE While school responses were not recorded in the school monitoring report, the OEPA Team verified full compliance.

RESOURCE DOCUMENT












NOT FOUND 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)

NOT FOUND The school counselor shall spend at least seventy-five percent of work time in a direct counseling relationship with pupils, and shall devote no more than one fourth of the work day to administrative duties: Provided, that such activities are counselor related. (S4,FB)




YES VERIFIED


YES VERIFIED


YES VERIFIED

22


YES VERIFIED


YES VERIFIED


YES VERIFIED


1. School Location and Site

School site did not have 11 usable acres, was not large enough for expansion, removed from hazards and undesirable noise and traffic, did not

have stable, well-drained soil free of erosion, was not suitable for special instructional needs, i.e., outdoor learning, did not have sufficient on-site,

solid surface parking for staff, visitors, and individuals with disabilities, and playgrounds/recreational areas were not well equipped and appropriate

for the age level.. (May adversely impact program delivery and student performance; may impede access for individuals with limited mobility.)


Library/Resource/Media Center did not have electronic card catalogs, automated circulation capacity, and copy equipment. (May adversely impact

program delivery and student performance.)

8. 1-12 Classrooms

Rooms #110 and 210 were not adequate in size (28-30 ft² per student). (Did not adversely impact program delivery and student performance.)


Art facility did not have mechanical ventilation and a ceramic kiln. (May adversely impact program delivery and student performance.)

Music facilities did not have acoustical treatment. (Did not adversely impact program delivery and student performance.)

Physical education facilities did not have a drinking fountain and a data projector or 50 inch screen monitor. (May adversely impact program delivery

and student performance.)

11. 6-12 Science Facilities

Science facilities were not located with easy access to outdoor activities and isolated to keep odors from remainder of building and did not have AC

and DC current, compressed air, ventilation fume hood, demo table, and a fire extinguisher, blanket and emergency showers. (May adversely

impact program delivery and student performance.)


Auditorium did not have acoustical treatment and broadcasting capabilities. (Did not adversely impact student performance.)

23

14. Food Service

Food service area did not provide a locker/dressing room. (Did not adversely program delivery and student performance.)


Health service unit did not have a bulletin board, a toilet, lavatory, and a work counter. (May adversely impact students’ health and safety.)



Team Leader – Karen Ruddle, OEPA Consultant

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

Team Member – Erik Eskew, Assistant Principal, East Bank Middle School, Kanawha County Schools

Team Member – Melissa Browning, Assistant Principal, Ripley Middle School, Jackson County Schools


SCHOOL PROFILE

ROANE COUNTY HIGH - ROANE COUNTY

2011 2012 2013 2014

Enrollment 694 705 704 723


Attendance Rate 95.31 96.66 95.31 91.35

Graduation Rate 4 yr cohort

76.40 79.19 81.13 83.78

Graduation Rate 5 yr cohort

81.77 77.53 82.66 84.91

Dropout Rate 5.0 4.0 1.6 1.7





not available 99.31 97.66 95.00

1


ROANE COUNTY HIGH in ROANE COUNTY SCHOOLS


















ACCOMPLISHED RCHS staff have consistently worked

together to develop a core set of

beliefs and values to augment school

climate and student achievement. Our

mission is very clear - "Preparing

every student for success in college,

career, and life." You can see our

mission in classrooms and on banners

throughout the school. It is also on

our faculty website. We have

instituted several practices to improve

our school climate for both staff and

students. Examples include our

Senior Picnic, staff tailgates for

football games, faculty retreat day at

Charles Fork Lake, creation of Roane

Riot (Student Body), and close




Recommendation: While the OEPA Team substantiated the school’s rating, to strengthen the function, the Team recommended that the school continue to work toward shaping the school's climate and culture to reach those students who are not involved or do not feel included in the school.

2

collaboration with our S3 team to

create various other incentives for

positive student behavior and

achievement.



ACCOMPLISHED RCHS teachers have worked together

to create a unified mission and vision

which are posted in every classroom.

The principal lists expectations in the

teacher handbook that is reviewed

and distributed at the beginning of the

school year. Teachers discuss their

expectations at the beginning of the

school year and distribute them with

their classroom syllabus. RCHS also

provides homeroom advisor sessions

that continue to promote our

expectations to students. The

principal also conducts eWalks to

provide positive feedback and

suggestions for improving student

learning. Lesson plan reviews are also

done and emailed to the teacher.

RCHS also sends out all-calls to

parents to help ensure our

expectations are received. RCHS also

proudly displays student

accomplishments such as Student of

the Month and Outstanding Student

of the Year that also helps promote

student success.





The school environment is

ACCOMPLISHED RCHS has developed very strong

school processes that create a very

strong and orderly environment. For

the safety of all, students are required




3

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

to be seated in the commons and

gymnasium during the mornings and

lunch. Close supervision is kept at all

times. Teachers are required to

monitor the hallways between class

changes, before and after school.

RCHS also has a very strong data

analysis system that is used to guide

instruction and planning. WESTEST

data is analyzed by teacher, student,

and department growth as well as

CSO analysis. Decisions are then

made from there on how to move

forward. In addition, our school doors

our locked at all times. Visitors must

be buzzed in to enter and report to the

office. We have various cameras

located throughout the building and

we have a PRO on staff. We also

practice both fire and code red drills

for the safety of all staff and students.









ACCOMPLISHED The principal uses all staff input to

help guide decisions for the school.

The principal uses both staff and

student surveys regularly, staff

suggestions from CE days, RCHS

leadership team input, LSIC input,

and departmental input to guide

decision making and planning for

Roane County High School. The




4

principal delegates responsibility to

departmental heads, office staff,

sponsors, and student council to help

promote teamwork and cohesion. The

principal has worked to develop

better staff communication by

providing an RCHS staff site for

announcements, PLCs, and resources.

Other important information is

distributed through the staff email list

and office 365 and/or google talk is

encouraged to get out quick messages

as needed. The principal also

monitors lesson plans and conducts

eWalks to help provide positive

feedback and encourage better

teacher performance. A teacher of the

year award has been created with

additional money for the classroom as

a reward.



ACCOMPLISHED The RCHS strategic plan is updated

at the beginning of the school year

with input from the entire staff. It is

then reviewed by the LSIC and

leadership team and monitored

regularly to check on progress for our

school goals. After disaggregation of

school, CSO, and WESTEST data,

the principal works with each

department to develop a departmental

plan with a set of goals and action

steps that align with the schools

goals. Those goals are then monitored

regularly. The principal also meets

with the school leadership team,


evidence collected by the OEPA Team did not substantiate the

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

function.

Rationale: While the OEPA Team reviewed evidence of

team meetings, teams did not focus on the school's

strategic plan and work toward common school goals.

Through interviews, the OEPA Team determined the

Student Assistance Team (SAT) did not meet often enough

to impact student performance.

Recommendations: The OEPA Team recommended the school elicit more stakeholder input to develop and implement the strategic plan. In addition, the Team

5

LSIC, and student council in addition

to thoroughly inspect goals and

review opportunities for school wide

improvement. Our SAT meets to

assist struggling students to improve

student performance. RCHS also has

a curriculum, safety, technology, and

morale committee that meet regularly

during faculty senate.

recommended the school focus efforts on schoolwide goal setting and collaboration. The Team further recommended the school utilize SAT meetings and appropriate personnel more frequently to increase student performance.



ACCOMPLISHED The principal seeks out staff opinions

regularly through staff meetings,

leadership team meetings, and

department meetings. Teachers hold

various leadership positions through

faculty senate, leadership teams and

departmental heads. Professional

development opportunities are

provided through ISE/CE day

trainings, RESA classes, WV Learns

classes, and CPD trainings. The

principal has agreed to send teachers

to specific trainings and pay for them

as needed.






ACCOMPLISHED RCHS has developed partnerships

with both CMeLead with the

EdVenture Group and the iBelieve

Foundation. We currently have

student leaders from these leadership

opportunities. We also have GEAR-

Up HEROS who are school leaders.

We also have strong student leaders

in our student council who are taking

on more opportunities for school

improvement. We have various




function.

Rationale: Through staff and student interviews, the OEPA

Team did not find evidence of many student leadership

opportunities. The Team could not clearly determine that

all students had opportunities to participate in certain

clubs and activities. Students expressed a feeling of

favoritism.

6

student leaders in many different

clubs including Hi-Y, FFA, RAZE,

GHA, GSA, HOBY, Roane Riot, etc.

We currently have students that help

teach PATCH classes for elementary

students. We have a strong student

athlete program where our leaders go

to the elementary schools and read to

1-4 grade students. A very strong

program of student leaders that has

been created is our S3 student

mentors who work closely with our

at-risk students to help them succeed

in high school.

Recommendation: The OEPA Team recommended the school ensure student enrollment in clubs and activities be more transparent. In addition, the Team recommended the school set time for clubs and groups to meet.









ACCOMPLISHED RCHS teachers stand at the door and

invite students in. Most classrooms

are very clean, well kept, and have

supplemental material on the walls to

foster a welcoming and exciting

environment. The principal has

observed through eWalks examples

of PBL, inquiry research, and/or other

projects. Many examples have also

been noted during lesson plan

reviews. Teachers are encouraged to

use rubrics and examples of peer

evaluations.





ACCOMPLISHED Our teachers work together within

their departments during WESTEST

CSO analysis to determine what key




7


areas are needed to focus on from 9-

12 grades. Our county was also

provided the opportunity over the

summer to work together

collaboratively to develop pacing

guides. RCHS has a partnership with

First Neighborhood Bank to conduct

lessons in our business and civic

classes to promote financial and

business literacy and awareness for

life after school.

Recommendation: While the OEPA Team substantiated the

school’s rating, to strengthen the function, the Team

recommended teachers integrate technology more

effectively.



ACCOMPLISHED RCHS teachers work collaboratively

to develop school, department, and

teacher goals that will be monitored

throughout the school year. Teachers

are encouraged to give pre-tests and

use informal methods to assess

student knowledge to guide planning.

Teachers also use WESTEST and

school data to guide instruction and

planning. Weekly lessons plans are

turned in to the principal with daily

objectives matching Next Generation

State Standards.




function.

Rationale: Through lesson plan reviews, the OEPA Team

did not find evidence of differentiated instruction,

modifications, and assessment for mastery.

Recommendations: The OEPA Team recommended administrative lesson plan reviews include the use of differentiated instruction and modifications to meet the needs of all students. In addition, the Team recommended administrators ensure all teachers develop and utilize instructional plans.


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

ACCOMPLISHED RCHS teachers begin with a bell

ringer and review of previous

material. Daily lessons are clearly

communicated to students. Many

different teaching modalities are used

with various assessment opportunities

to meet the needs of all students. Our

teachers are always models who

communicate effectively and clearly.




function.

Rationale: Through interviews and observations, the OEPA

Team determined the technology infrastructure did not

meet the demands of the students and staff. An excessive

amount of time was spent with students logging onto the

computers before completing a lesson or activity. In

8

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

Student use of technology is

encouraged.

addition, the amount of teacher led instruction discouraged

student engagement.

Recommendations: The OEPA Team recommended the county examine available resources to upgrade the infrastructure to a level that would allow seamless integration of technology. The Team further recommended the staff investigate professional development in technology integration and student engagement. Additionally, the Team recommended staff continue collecting and analyzing Instructional Practices Inventory (IPI) data and seek further training for new IPI coders.









ACCOMPLISHED RCHS is an inviting place for not

only students but parents and

community members as well. We

encourage parent volunteers and have

a great call system that notifies

parents of essential information i.e.

when report cards are being sent

home, notifications of tutoring,

activity bus schedule, meetings, etc.

Our parent coordinator also sits on

the LSIC. Parents are invited in for

many different opportunities such as

Freshman orientation night,

parent/teacher night, senior night,

business/career fairs, FAFSA

workshop, etc.





The school staff

ACCOMPLISHED RCHS has a strong counseling

program. Students are welcome to fill

out a request to see a counselor at any




9

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.

time. In addition, our counselors

attend classrooms regularly to teach

lessons on character building, bully

prevention, cyber safety, etc. They

also provide information to students

about tutoring opportunities. Our

homeroom advisors also teach lessons

on character building. Administrators,

counselors, teachers, and parents are

encouraged to refer struggling

students to the SAT. These members

work closely for the best interest of

the student. RCHS also has

developed several business

partnerships such as the PVB student

of the month program and the FNB

financial classes. RCHS staff also

work closely with our county office

attendance director and graduation

coach and S3 team to help meet our

students' needs to have a successful

high school experience.



ACCOMPLISHED RCHS builds and maintains many

business partnerships including PVB

and FNB. PVB has graciously

provided funds to refinish our gym

floor, sustain our student of the

month program, provide senior

banners for athletic teams. FNB

teaches classes on personal finance

for seniors in our civics and business

classes for life after high school. Jack

Garret Ford administers our Drive

One For Your School every year that

provides money to our athletic




10

programs. RCHS works closely with

JCDC to provide real work

experience to our students. We also

work closely with Voc Rehab,

Westbrook services, etc to provide

additional services to our students in

need. RCHS also works with

Glenville State College for Hidden

Promise Scholars. The WVU

Extension office provides us services

through FFA and Farm day. RCHS

also participates in the Farm to

School Program.









ACCOMPLISHED All professional development

opportunities are listed on the staff

website where teachers can view and

request at anytime. Some teachers

have been requested to attend certain

opportunities in the past. Most

recently the principal requested two

teachers to attend a classroom

management session through the

CPD. RCHS works with RESA 5

closely for PD during CE days with

agenda items requested by staff

members. Our Superintendent trained

our staff on Policy 2320 and 2322.

Our Personnel Director provided

training on Policy 4373.




Function B: Teacher

EMERGING Data work sessions are provided to EMERGING The evidence provided by the school and the additional

11

Collaboration.


ensure all WESTEST data is

disaggregated. CSO and student,

teacher, and department growth data

are compiled and reviewed by

departments. Departmental plans are

then made that align with our school

goals and plan. Online PLC's are

available on the staff website

throughout the school year. RCHS is

also provided various book studies

throughout the school year from our

central office including the most

recent Ruby Payne book.



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 RCHS administrators and staff use

various staff, student, and parent

surveys to help guide planning and

improvement opportunities including

S3 surveys, administrator survey,

RCHS inventory survey. The school

leadership team, departments, and

LSIC all meet to provide positive

intervention strategies for

improvement at the school,

department, and teacher levels. These

strategies are then distributed to the

school staff. The principal and

assistant principal conduct lesson

plan reviews and eWalks to provide

positive feedback for school and

teacher improvement. We are

currently sending teachers to IPI

training to set that system up in our

building.




12









ACCOMPLISHED RCHS facilities are very well kept

and maintained. Our school is cleaned

daily. Floors are buffed daily and

there is painting done weekly. Our

turf and landscape classes maintain

the grounds daily. Student council

conducts various projects a year for

facility improvement such as painting

the parking lot lines, planting shrubs,

and this year hopes to purchase

pavers to spell out RCHS at the front

of the school entrance. Our school

also proudly displays student artwork,

bully prevention artwork, and

motivational signs and support

banners both outside and inside. Our

doors are also locked with a check-in

/ key-card system. All visitors are to

report directly to the office. We also

have surveillance cameras located

throughout the building. RCHS also

has an up-to-date crisis management

plan that is reviewed by the safety

team and PRO.





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

ACCOMPLISHED RCHS finances are controlled

through purchase orders and

requisitions in a tightly monitored

system. Resources that are available

are distributed equally. Fund raisers

are completed for additional funds




13

school fiscal resources.

needed by sports, clubs, and other

student organizations. For example,

books are purchased for the library

yearly but the RCHS book club is

fund raising for additional books to

be purchased.



ACCOMPLISHED RCHS works hard to find qualified

personnel for all positions. All

evaluation policies are implemented

and followed correctly. All new staff

members are monitored regularly

through eWalks with plenty of

feedback given for encouragement

and improvement. Mentors are asked

to meet regularly with new staff

members to give them the highest

opportunity to be successful.






EMERGING RCHS has lots of technology

including mobile labs, computer labs,

Elmo's, Smartboards, responders, etc.

Both teachers and students use the

computer labs and smartboards

regularly. WVEIS, Livegrades, office

365, and the staff website are all used

daily for teacher efficiency. We have

the Tandberg System that is used by

classrooms and for special education

services including speech services.

We have Odyssey for credit recovery.

We use READ 180 as well.




14









ACCOMPLISHED The creation of our strategic plan has

been collaborated with all staff and

reviewed by the school leadership

team and the LSIC. All personnel has

been provided the opportunity to

provide input and suggestions for

improvement. All staff know our

mission and vision and post them in

their classrooms. Teacher goals are

collaborated departmentally and

finally reviewed by the principal for

approval.




function.

Rationale: Through interviews, the OEPA Team determined

the strategic plan goals were not universally understood or

clearly measured.

Recommendation: The OEPA Team recommended the staff seek guidance to write specific, measurable, attainable, relevant, and time-bound (SMART) goals using State standards and student data to measure progress.



ACCOMPLISHED Stakeholders are provided the

opportunity to give input and

feedback through LSIC, Leadership

Team, Department, Faculty Senate,

and Parent Volunteer meetings. All

staff members are provided the

opportunity to voice their opinion on

a multitude of topics. Though

collaborative planning is not offered,

departments meet regularly after

school to review goals and objectives

together.




function.

Rationale: Though teams were meeting, the OEPA Team

did not see evidence demonstrating collaborative

engagement of all stakeholders to increase student

learning.

Recommendation: The OEPA Team recommended the staff collaborate with a focus on processes to increase student learning.


monitors changes in practice and implements adjustments, evaluates the

ACCOMPLISHED All WESTEST Data, CSO data, and

school data such as early warning

system and at-risk lists, ACT data,

ACT Plan data, discipline data, AP,

etc are used to develop the strategic

plan and school goals, department




Recommendation: While the OEPA Team substantiated the

school’s rating, to strengthen the function, the Team

recommended staff use common goals based on common

15

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

and teacher goals. Departments use

this data to create both department

and teacher goals that are monitored

regularly during meetings. Teachers

use livegrades for parents to monitor

their child's grades regularly. Both

progress reports and report cards are

sent him with an all call to parents

notifying them.

assessments for each department.




Books and materials are needed for all students. More tech

support is needed for all the technology that exists. Removal

of county website filtering. More tutoring options.





Support for teachers outside of core subjects for professional

development opportunities. Collaborative planning time.

Quality smartboard/whiteboard training from professionals.




needs.



S3 incentive program, WESTEST incentives, students of the

month, outstanding students of the year, making a difference

awards, S3 student mentoring program targeting at-risk

students.

The OEPA Team commended the student mentoring

program targeting at-risk students as part of the West

Virginia Safe and Supportive Schools (S3) Project.

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

impact on student performance and well-being required for

consideration as a best practice.




POLICY and CODE



16












YES Develop Knowledge of Policy 2322 At the beginning of the school 2014-2015 school year on the first CE day. Our

superintendent conducted an hour long training on 2320 that included policy

2322.

YES Complete the School Monitoring Report The school monitoring report was developed by the whole staff during our

October CE day. The staff was broken down into groups and completed it

together. We then met back as a whole and all responses were recorded on the

smartboard by the principal. The monitoring report was then reviewed by the

leadership team and 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

17

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

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






Implementation















18


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

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


RCHS has both a leadership team and LSIC that meet for the sole purpose of

school improvement. Our departments also meet to improve teacher and

student performance.


RCHS has used various forms of data to help structure our school goals for the

strategic plan and department goals. Our core teachers were provided training

to analyze student WESTEST data and CSOs used. We have developed

student, teacher, department, and school growth. We also track attendance,

behavior, and course grades. Other data used includes AP, ACT, ACT Plan,

etc.

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)

In addition, eWalks are completed by the principal and assistant principal as

well as lesson plan reviews to improve classroom performance.

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.)

Our strategic plan was reviewed and updated during the August CE day by the

entire staff. It was then finalized by our leadership team and LSIC.


19









All test procedures are followed correctly

and the appropriate security measures are

taken. All trainings take place.


All accommodations are determined by the

IEP team and followed using the

WVS.326 form.


All accommodations are determined by the

504 team and followed.







The following items will be reviewed (1) by examining the school master schedule, strategic plan, school handbooks, district policies, school procedures,

20

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.




Classroom instruction is appropriate and balanced through a

variety of teaching modalities and instructional strategies and

verified through observations, eWalks, and lesson plan reviews.


Our course catalog is up-to-date and the required content is

available to students.





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

All graduation requirements are offered. We offer a variety of

electives including opportunities for completers. We have two

physical educations teachers that allow more than one year of

physical education if desired. We offer 7 AP courses and are

teaching 5 of them this year including one from each core area.

21

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

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

evidence-based practices during the instructional day


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

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

initial and on-going professional development


We are on an 8 period day with 45 minutes per class that meet

the required 8100 minutes. Faculty has a 45 minute planning.

22


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

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

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

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

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

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

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

The principal and assistant principal both conduct observations,

eWalks, and lesson plan reviews. Teachers use Livegrades to

communicate with parents. We also have an all-call system that

is used regularly. The school website provides important

information for the community. Our parent coordinator assists

with parent involvement.



Each team is represented and meet as needed.




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-

23

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













Policy 4373 was thoroughly reviewed by our personnel

director with our entire staff at the beginning of the school

year. The principal and assistant principal also met before

the start of school to update the school's disciplinary matrix

to meet all requirements of 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

All county policies have been adopted and implemented

which include the Alternative Education component of

Policy 4373.

24

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


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

students.


RESOURCE DOCUMENT












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

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

exercise and age-appropriate 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

All students take one year of physical

education. In addition, we offer advanced

electives including weight-lifting and lifetime

fitness and wellness for an additional year if

desired.

25

Council for approval.


Fitness testing is completed each year by our

physical education teachers.

YES Results are shared with students and parents. (S7, FC) Parents are notified with a letter sent home and

an all-call.


RESOURCE DOCUMENT













The school counselors are providing classroom guidance, small

groups, and individual student planning for all students based on

the West Virginia Student Success Standards. The counseling

department compiles at risk lists of students and intervenes to

prevent potential school dropouts.


School counselors keep daily logs, indicating direct and indirect

use of time.


26



YES

All non-compliance issues found

during the county accounting audit

have been addressed and corrected.

VERIFIED


YES

All non-compliance issues found

during the WVDE monitoring process


VERIFIED


YES All issues reported by the Fire Marshal


VERIFIED


YES All issues reported have been

addressed and corrected.

VERIFIED


YES

All issues reported by the School

Building Authority have been

addressed and corrected.

VERIFIED





Library/Resource/Media Center did not provide appropriate space and did not have electronic card catalogs, on-line periodical indexes, and copy

equipment. (May adversely impact program delivery and student performance.)


Music facilities did not have music chairs with folding arms. (Did not adversely impact program delivery and student performance.)

Physical education facilities did not have a drinking fountain and instructional technology equipment and data projector or 50 inch screen monitor.

(May adversely impact program delivery and student performance.)

11. 6-12 Science Facilities

Science facilities did not have a fire extinguisher, blanket, and emergency showers. (May adversely program delivery, student performance, and

student safety.)


Auditorium did not have broadcasting capabilities. (Did not adversely impact student performance.)

27


Health service unit did not have curtained or small rooms with cots. (May adversely impact students’ health and safety.)



Team Leader – Mike Boyd, OEPA Consultant

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

Team Member – Jim Crawford, Assistant Principal, George Washington High School, Kanawha County Schools

Team Member – Tim McCartney, Principal, Parkersburg South High School, Wood County Schools

Team Member – Eugene Polsinelli, Assistant Principal, John Marshall High School, Marshall County Schools

Team Member – Derek Lambert, Principal, Lewis County High School, Lewis County Schools


roane county schoolsoepawv.state.wv.us/documents/79-roanecountyschools_002.pdfroane county policy...

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