west virginia universal pre-k program review...

West VirginiaUniversal Pre-K

Program Review Process

O f f i c e o f E a r l y L e a r n i n g

®WVDE WVDHHR

West Virginia Early Care and Education

West Virginia Board of education

2012-2013

L. Wade Linger Jr., PresidentGayle C. Manchin, Vice President

Robert W. Dunlevy, Secretary

Michael I. Green, MemberPriscilla M. Haden, MemberLloyd G. Jackson II, MemberLowell E. Johnson, MemberJenny N. Phillips, MemberWilliam M. White, Member

Paul L. Hill, Ex OfficioChancellor

West Virginia Higher Education Policy Commission

James L. Skidmore, Ex OfficioChancellor

West Virginia Council for Community and Technical College Education

Jorea M. Marple, Ex OfficioState Superintendent of Schools

West Virginia Department of Education

1 West Virginia Pre-K Program Review Process | Office of Early Learning

Table of Contents

Intent ...................................................................................................................................2

WVBE Policy 2525 §126-28-18.3 Program Assessment and Continuous Quality Improvement ........................................2

Procedures for Universal Pre-K Program Review ...........................................................3

WV Universal Pre-K Program ReviewMaterials and Resources ....................................................................................................5

WV Universal Pre-K Program Review Key Areas Graphic ...........................................................................................................5

Universal Pre-K Desktop Audit Checklist ............................................................................7

WV Universal Pre-K Program Review Checklist ...................................................................9

County Collaborative Core Team Interview Worksheet .....................................................17

County Collaborative Core Team Interview PanelSign-In Sheet .................................................................................................................19

Online Parent Survey .....................................................................................................20

WV Pre-K Observational Walkthrough ............................................................................22


Intent

WVBE Policy 2525 §126-28-18.3PROGRAM ASSESSMENT AND CONTINUOUS QUALITY IMPROVEMENT

The intent of the WV Universal Pre-K Program Review is to support counties in implementation of West Virginia’s Universal Access to a Quality Early Education System (2525) and to provide ongoing individualized technical assistance to ensure high quality early childhood programs. The WV Universal Pre-K Program Review Process has been developed to emphasis the collaborative approach within each county and with the WV Universal Pre-K Steering Team. The results from each Program Review are also intended to be a source of information for each county’s continuous quality improvement process.

18.3. The WVDE Office of Early Learning (formerly called Office of School Readiness), in collaboration with the WVDHHR and Head Start State Collaboration Office, will conduct a WV Universal Pre-K Program Review at a minimum of once every three years. The program review will consist of a desktop audit, site-visits and county collaborative team interviews. The purpose of the program review is to ensure counties continue to implement WV Universal Pre-K programs in alignment to policy and assist with continuous quality improvement with the comprehensive collaborative model. The program review will provide individualized technical assistance to county collaborative early childhood teams. The WVDE Office of School Readiness will provide guidance and procedures for completion of the program review.


Procedures for WV Universal Pre-K Program Review

The WV Pre-K Steering Team will conduct a WV Universal Pre-K Program Review at a minimum of once every three years. The program review will consist of a desktop review, site visits and county collaborative early childhood team interviews.

1. The WV Pre-K Steering Team will notify participating county collaborative early childhood teams in August of the WV Universal Pre-K Program Review date for the upcoming year. The WV Universal Pre-K Program Review will be completed through a two-day process and will be conducted between October and May.

2. The WV Pre-K Program Review Team will be determined by the WV Pre-K Steering Team and will include participants from the WV Department of Education, County Boards Of Education, WV Department of Health and Human Resources, Head Start, and other partners, if appropriate.

3. The county collaborative early childhood team must prepare materials for a desktop review. (see the WV Universal Pre-K Desktop Review Checklist to review a list of materials to prepare for the Pre-K Program Review)

4. The county collaborative early childhood team must develop a process to obtain families’ input on the county pre-k program through completion of a WV Pre-K Parent Survey. The WV Pre-K Parent Survey is an online survey for parents to complete and submit directly to the WV Pre-K Program Review Team.

5. A Program Review Agenda will be completed with the WVDE Program Assessment Coordinator and County Pre-K Coordinator five days prior to the onsite visit to ensure that all events and preparation are completed.

6. The WV Pre-K Program Review Team will review county data within two weeks prior to the WV Universal Pre-K Program Review. Data reviewed prior to the onsite program visit will include: i. Approved county collaborative plan, approved addendums, and pre-k data profile verified

each Augustii. WV Pre-K Child Assessment System county dataiii. Current county continuous quality improvement report, including county ECERS-R Reportsiv. Comprehensive universal pre-k fiscal report and verification of signed contracts/budgets

submitted each Augustv. Attendance data


7. The WV Universal Pre-K Program Review will be completed through a two-day process:i. Program Review- Day One:

a. Members of the WV Pre-K Program Review Team will complete classroom observations in a random sampling of classrooms utilizing the West Virginia Pre-K – Observational Walkthrough.

b. Members of the WV Pre-K Program Review Team will complete the Desktop Program Review.

c. The WV Pre-K Program Review Team will meet to determine areas of follow-up for day two of the Program Review.

ii. Program Review- Day Two:a. Members of the WV Pre-K Program Review Team will complete a group interview with

the county collaborative early childhood team.b. Members the WV Pre-K Program Review Team will meet for review of the county’s

Program Review results and interview to determine if WVBE Policy 2525 has been met and to individualize ongoing support in continuous quality improvement.

8. The WV Pre-K Program Review Team members will complete summaries for each assigned section of the review. Each team member will provide review summaries to the WVDE Program Assessment Coordinator within ten calendar days of the conclusion of the county program review. A compiled report will be provided to each WV Pre-K Program Review Team member for final review within 20 calendar days of the conclusion of the county program review.

9. The county will receive a completed WV Pre-K Program Review Report within 30 calendar days of the conclusion of the county Program Review. Any required follow-up documentation or clarification must be submitted to the WV Universal Pre-K Steering Team within thirty days of receipt of the Program Review Report.


The Program Review Team will review the following resources prior to the Program Review dates to prepare for the on-site desktop audit, classroom observations, and county collaborative core team interview.

i. Approved county collaborative plan, approved addendums, and pre-k data profile verified each August.

ii. WV Pre-K Child Assessment System county data.

iii. Current county continuous quality improvement report, including county ECERS-R Reports.

iv. Comprehensive universal pre-k fiscal report and verification of signed contracts/budgets submitted each August.

v. Attendance data.

Universal Pre-K Program Review Materials and Resources

WV Universal Pre-K Program Review Key Areas GraphicThe WV Universal Pre-K Program Review desktop audit process has been organized based on four key areas:

1. Universal Pre-K Access2. County Early Childhood Collaborative Team3. Curriculum, Instruction, and Child Assessment4. Program Assessment and Quality Improvement

Sections of the WVBE Policy 2525 have been captured within the four key areas to assist the WV Pre-K Program Review Team in review each county’s processes and procedures. The WV Universal Pre-K Program Review graphic and West Virginia Universal Pre-K Program Review Administrative Checklist provide a framework for organizing county procedures and documentation.


WV Universal Pre-KProgram Review

Key Areas

Curriculum, Instruction and Child Assessment

§126-28-8. Inclusive Settings§126-28-9. Family Engagement§126-28-13. Environmental Design§126-28-14. Child Guidance§126-28-15. Curriculum and Assessment

County Collaborative Early Childhood Team

§126-28-4. Collaborative Early Childhood Team§126-28-7. Transportation§126-28-11. Meals§126-28-16. Personnel§126-28-19. Finance

Universal Pre-K Access§126-28-5. Eligibility and Enrollment§126-28-6. Attendance§126-28-3. School Readiness§126-28-10. Transitions

Ongoing Program Assessment and

Improvement§126-28-12. Health and Safety

§126-28-17. Staff Training§126-28-18. Program Assessment and Continuous Quality Improvement§126-28-20. Program Oversight


WV Universal Pre-K Program Review Desktop Audit Checklist

The WV Universal Pre-K Program Review Desktop Audit Checklist is a list of materials to prepare for review county procedures and processes. The WV Universal Pre-K Program Review Desktop Audit Checklist is organized based on four key areas.

Check Item

Section 1: Universal Pre-K Access

1.1.a. Application system forms and procedures

1.1.b. Universal process for placement.

1.1.c. Logs of placement offers. Applications of children not enrolled.

1.1.d. County’s Policies and Procedures related to eligibility criteria and required documents for enrollment. (Include procedures for obtaining record of screenings and health requirements.

1.1.e. Documentation of classroom chart, locations available, days and time offered, and explanation as to how classroom selection is made by parent or guardian. Include brochures, parent handbooks, policies/procedures, or any other pertinent information.

1.2.a. County’s attendance and disenrollment procedures.

1.2.b. Process for entering attendance information into WVEIS for all classrooms.

1.3.a-c. County collaborative team transition plan.

Section 2: County Early Childhood Collaborative Team

2.1.a-b. Documentation of county collaborative core team members and additional members of the full county collaborative early childhood team.

2.1.c. Documentation of meeting participants and agenda items cover (i.e. meeting agendas, minutes, sign in sheets) .

2.1.d. Documentation to illustrate how children are served where no classroom is available. WVDE website will be reviewed for county data verification.

2.1.e-f. Original county plan and any addendums completed. Verification of collaborative contracts.

2.2.a. County pre-k transportation procedures and illustration of training of all staff and parents.

2.3.a. Documentation of meal guidance.

2.4.a. Record of teacher credential verification.

2.5.a. Budget plans and records.


Section 3: Curriculum, Instruction, and Child Assessment

3.1.a. Documentation that ensures classrooms meet inclusive environments guidelines and supports how an array of services is offered for ALL children.

3.2.a. Documentation of how diversity is reflected in the classrooms and families are included.

3.2.b. Documentation of how the family is supported and meaningfully involved in their child’s educational environment (Ex.: volunteer assignments, contact sheets)

3.3.a. Schedules for each classroom and Lesson Plan samples.

3.4.a. County process for child guidance in pre-k.

3.5.a. Documentation illustrating selected Curricular Framework.

3.5.b. Documentation of supplemental curriculums used and collaborative team adoption process.

3.5.c. Documentation that illustrates how the county collaborative early childhood team ensures that all classrooms align the adopted curricular framework with the WV Early Learning Standards Framework.

3.5.d. Documentation of how the county utilizes the WV Pre-K Child Assessment System (including the Early Learning Scale ELS) and how authentic assessment is incorporates all domains of the WV Early Learning Standards Framework (WVELSF).

3.5.e. Documentation of the assessment process and how the information is used to individualize instruction and linked information to instructional strategies.

Section 4: Ongoing Program Assessment and Improvement

4.1.a. County Health and Safety procedures, checklists.

4.1.b. Record of class sizes and staff patterns.

4.1.c. Record of square footage of useable classroom space for children.

4.2.a. County’s procedures for ensuring the 15 hours of training have been offered and registered with WV STARS Training records.

4.2.b. County process for registering trainings with WV STARS.

4.3.a. County CQI Plan.

4.3.b. ECERS-R information that includes the county process for completion, how teams were selected, timelines, how ECERS-R results were included in continuous quality improvement.

4.3.c. Process included in the CQI Plan to ensure curriculum implementation.

4.4.a. Provisions for program oversight.


WV Universal Pre-K Program Review Checklist

The WV Universal Pre-K Program Review Checklist is a tool that program reviewers will utilize to record summaries of the review. Each program reviewer will be assigned key areas of the program review. Summaries will be combined by the review team to develop a final county report.


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3.2

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mily

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ag

em

en

t.§1

26-2

8-9

.

a.

Cla

ssro

oms

refle

ct d

iver

sity

and

how

eac

h ch

ild is

vie

wed

with

in th

e co

ntex

t of h

is/h

er in

divi

dual

fam

ily u

nit.

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ent

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dent

b.

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ily a

re s

uppo

rted

and

mea

ning

fully

invo

lved

in th

eir

child

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atio

nal e

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nmen

t. �

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ent

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dent

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viro

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en

tal D

esi

gn

.§1

26-2

8-1

3.

a.

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ules

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ironm

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and

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ly p

lann

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are

refle

ctiv

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icy,

cur

ricul

um a

nd th

e W

V EL

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door

or

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or g

ross

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otor

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e is

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ly.

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hild

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ida

nce

.§1

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4.

a.

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port

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te c

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e th

at m

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e fr

om W

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y 25

25.

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dent


3.5

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an

d A

ssess

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t§1

26-2

8-1

5.

a.

The

coun

ty’s

cur

ricul

ar fr

amew

ork

is d

efin

ed a

nd g

uida

nce

incl

udes

su

ppor

ts fo

r cl

assr

oom

s to

ens

ure

inst

ruct

iona

l pra

ctic

es th

at a

ddre

ss

all d

evel

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enta

l dom

ains

.

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dent

b.

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sup

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eria

ls/c

urric

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unty

thro

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supp

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rric

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ptio

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phi

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phy

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es o

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dent

c.

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ow th

e co

unty

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urric

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k su

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ts a

nd a

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with

impl

emen

tatio

n of

WVE

LSF.

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clud

es

auth

entic

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rese

ntat

ion

of te

ache

rs’ p

lann

ing

proc

ess,

dai

ly

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dule

, and

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er p

ertin

ent i

nfor

mat

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and

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rmat

ion

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verif

y in

clud

ing

how

chi

ldre

n w

ith d

isab

ilitie

s ar

e in

clud

ed, s

uch

as

how

env

ironm

ents

/cen

ters

are

ada

pted

to m

eet t

he n

eeds

).

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ent

�

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dent

d.

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Cou

nty

utili

zes

the

WV

Pre-

K C

hild

Ass

essm

ent s

yste

m a

s de

fined

. Th

e sy

stem

inco

rpor

ates

the

Early

Lea

rnin

g Sc

ale

(ELS

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au

then

tic a

sses

smen

t for

all

dom

ains

of t

he W

VELS

F.

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ent

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dent

e.

Ass

essm

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de in

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ctio

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vidu

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eeds

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ked

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stru

ctio

nal s

trat

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s, in

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ren

with

sig

nific

ant

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cher

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ild o

n w

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ady

know

in a

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ent a

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to fo

ster

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once

pts

and

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Sect

ion

4:

On

goin

g P

rog

ram

Ass

ess

men

t a

nd

Im

pro

vem

en

t

4.1

. H

ea

lth

an

d S

afe

ty.

§126-2

8-1

2.

a.

Ther

e is

doc

umen

tatio

n of

a c

ount

y pr

oces

s in

pla

ce to

ens

ure

that

pr

e-k

clas

sroo

ms

mee

t eve

ry s

afet

y an

d he

alth

gui

delin

e as

set

fort

h in

WVB

E Po

licy

2525

(Ex.

han

dwas

hing

, too

th b

rush

ing,

uni

vers

al

prec

autio

ns).

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ent

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dent

b.

Doc

umen

tatio

n sh

ows

how

cla

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ize

and

ratio

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uire

men

ts a

re

met

. �

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dent

c.

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umen

tatio

n ill

ustr

ates

app

ropr

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squ

are

foot

age

of th

e cl

assr

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and

pot

entia

l num

ber

of e

nrol

lees

. �

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ent

�

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dent

4.2

. St

aff

Tra

inin

g.

§126-2

8-1

7.

a.

Cou

nty

proc

edur

e ill

ustr

ate

the

proc

ess

of c

ompl

etin

g 15

hou

rs

of r

equi

red

prof

essi

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elop

men

t, in

clud

ing

6 ho

urs

on is

sues

re

late

d to

chi

ldre

n w

ith s

peci

al n

eeds

and

oth

er r

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red

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al

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ning

s.

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dent

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f dev

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t has

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gist

ered

thro

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WV

STA

RS fo

r ap

plic

able

teac

hing

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ff.

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ent

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dent

4.3

. P

rog

ram

Ass

ess

men

t a

nd

Con

tin

uou

s Q

ua

lity

Im

pro

vem

en

t.§1

26-2

8-1

8.

a.

Ther

e ar

e pr

oced

ures

in p

lace

to g

uide

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roce

ss to

impl

emen

t an

ongo

ing

cont

inuo

us q

ualit

y im

prov

emen

t pla

n ac

cord

ing

to p

olic

y. �

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ent

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dent

b.

The

coun

ty’s

pro

cess

for

Early

Chi

ldho

od E

nviro

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t Rat

ing

Scal

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vise

d, (E

CER

S-R)

is d

efin

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Info

rmat

ion

is e

nter

ed in

to th

e W

V Pr

e-K

Prog

ram

Ass

essm

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atab

ase

and

info

rmat

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tiliz

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ntin

uous

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ent.

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ent

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dent

c.

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e ar

e pr

oced

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uded

in th

e co

ntin

uous

qua

lity

impr

ovem

ent p

lan

to e

nsur

e th

e in

tegr

ity o

f the

cur

ricul

ar fr

amew

ork

impl

emen

ted

in e

ach

pre-

k cl

assr

oom

, acc

ordi

ng to

sta

ndar

ds.

(Ex.

C

reat

ive

Cur

ricul

um Im

plem

enta

tion

Che

cklis

t or

the

Hig

h Sc

ope

Pres

choo

l Pro

gram

Qua

lity

Ass

essm

ent).

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ent

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dent

4.4

. P

rog

ram

Ove

rsig

ht.

§126-2

8-2

0.

a.

Prov

isio

ns fo

r pr

ogra

m o

vers

ight

are

in a

ccor

danc

e w

ith W

VBE

Polic

y 25

25§1

26-2

8-20

. �

Evid

ent

�

Not

Evi

dent


WV Universal Pre-K Program Review County Collaborative Core Team Interview Worksheet

The WV Universal Pre-K Program Review County Collaborative Core Team Interview Worksheet is a tool for program reviewers to record follow-up questions for the county early childhood team.


County Collaborative Core Team Interview Worksheet

Program Reviewer Name: Date:

County:

Key Areas Reviewed:

Follow- Up Questions:

Notes:


County Collaborative Core Team Interview Panel Sign-In Sheet

County: Review Date(s):

County Superintendent:

County Pre-K Coordinator:

County Collaborative Pre-K Team Members ParticipatingPlease Print

Name Title Program

Program Review Team Members Present

Name Title Program


WV Universal Pre-K Program Review Online Parent Survey

The WV Universal Pre-K Program Review Online Parent Survey is designed for parents to com-plete online. Parents will be asked to complete the survey within thirty days prior to their county’s WV Universal Pre-K Program Review. County collaborative early childhood teams will be asked to make the survey available to parents through a variety of ways. These include dissemination of the online survey link for parents with internet access or through computer access at school.


Parent Name (optional):

County: School your child attends:

1. How did you become aware of the program? • Friend/Family Member• Flyer/Advertisement•Contacted by the school/county• Sibling(s) previously enrolled•Other (please list) ___________________________

2. How often do you have the opportunity to communicate with your child’s teacher?•Daily•Weekly•Monthly•Other (please list) ___________________________

3. In what ways do you communicate with your child’s teacher (check all that apply)?• In person• phone• E-mail•Notes•Other (please list) ___________________________

4. What opportunities have you had to be involved in your child’s pre-k experience?•Conferences/Home Visits• Volunteer in my child’s classroom• Volunteer at my child’s school• Parent Meetings

5. Do you feel that your child’s classroom is open for parents to visit/volunteer? � Yes �No

6. What do you feel your child is learning in pre-k?

7. Additional Comments/Suggestions:


®WVDE WVDHHR

West Virginia Early Care and Education

West Virginia Pre-K – Observational Walkthrough

The Observational Walkthrough is a pre-k observation tool that targets times of the typical preschool day for administrators to observe. The Environmental Overview section is a quick policy, health, and safety checklist that is to be completed during each walkthrough along with one of the four primary sections: Group Times, Child Choice, Outdoor/Indoor Gross Motor, or Meals/Snack. Each section can be completed through a ten to fifteen minute observation during specific times of the day throughout the school year.


Environmental Overview

The Environmental Overview includes items that the observer should observe regardless of the time of day. The Environmental Overview is to be completed with each of the other sections being utilized.

Teacher:

Date:

Time:

Observer:

School/Classroom:

WV Universal Pre-K Environmental Overview

Met Not Met Primary Adult RolesGeneral Strategies

Teacher-child ratio is maintained at all times including lunch and outdoors (1:10 for children without IEPs, 2:8 for children with IEPs, a second aide must be added if the tenth child with an IEP is enrolled)

All adults in the room are engaged and working with children to ensure safety and to support appropriate resolution of conflicts. Staff ensure that every center can be viewed easily by an adult.

There are no materials present that may be harmful to children (chemicals, sharp or dangerous objects, uncovered safety caps, loose cords).

Daily schedule or routines for children’s day is posted.

Children are actively engaged in the available activities and materials.

Books from a variety of genres and writing materials are available and accessible throughout the interest areas of the room.

The classroom is rich in environmental print (including children’s writings and dictation).

Children’s work is displayed at varying levels in several locations of the classroom and relate to current learning activities (ex. artwork, recent photos of field trip or activities, graphs, charts, dictated stories, and writing samples).

Worksheets or flashcards are not used (no exceptions).

Observations are documented by staff throughout ongoing interactions with children.

Notes:


Group Time

The Group Time section of the Observational Walkthrough is completed when children are in large group or assigned small group settings. Group Time includes times when all or part of a class come together and the group is facilitated by an adult.

Teacher:

Date:

Time:

Observer:

School/Classroom:

Group Time


Staff ensure that the time allotted to group time is developmentally appropriate for the children in the group (5—15 minutes).

There are a variety of interactive experiences that children enjoy doing together such as group reading activities and music and movement.

Group space is easily seen by the children for charts such as a job chart, the daily pictorial schedule, or charts for graphing activities. The children do not have to strain or look across the room at the visuals.

Children have the opportunity to experience a sense of belonging to the group. The adults listen attentively to what the children have to say and support respective dialogue among children.

Adults reinforce the “community culture” by discussing joint concerns and problems. Children participate in problem solving and conflict resolution.

Staff inform children of daily expectations and any changes to the routine.

Staff introduce new materials and concepts during group time that children can explore during Center/Choice Time.

Group times are adapted to meet the developmental levels of the children and the current atmosphere of the classroom.

Staff facilitate thinking and learning skills through open ended questioning, open dialogue, modeling and demonstrating.

Notes:


Center/Child Choice Time

Center/Child Choice Time includes the times of the day where children have access to the materials throughout the classroom and the interest areas. Children have the opportunity to carry out plans, solve problems, and interact with peers and adults.

Teacher:

Date:

Time:

Observer:

School/Classroom:

Center/Child Choice Time


There is a variety of materials available throughout interest areas.

Choice time occurs for duration of at least one uninterrupted hour each day exclusive of clean-up time.

Children are allowed to choose interest centers, activities, materials and playmates with staff intentionally teaching children how to make choices.

Staff use choice time to address the needs and interests of individual children.

Staff circulate the room and interact with children:• Model and demonstrate use of materials and play episodes.• Encourage children’s efforts and accomplishments.• Promote the development of a specific skill or set of skills by modeling with

instruction or providing direct instruction within the context of the child’s chosen activity and need.

• Pose problems, ask questions, and make comments and suggestions that stimulate children’s thinking and extend their learning.

• Engage the children in discussions and open ended dialogue about their play.• Encourage dialogue between children to problem solve, extend their learning,

and to support child to child interactions.

Staff maintain the environment and provide direction for clean-up, viewing clean up as an opportunity to teach skills and foster critical social and emotional development.

Staff read to children individually or in small groups.

Notes:


Outdoor Time/Indoor Gross Motor Time

Outdoor Time/Indoor Gross Motor Time is as essential part of the each day that meets the needs of all children and provides a variety of opportunities for teachers to assess all areas of development through child-initiated large motor activities and equipment.

Teacher:

Date:

Time:

Observer:

School/Classroom:

Outdoor Time/Indoor Gross Motor Time


Daily outdoor time is provided on a regular basis, weather permitting.

Indoor gross motor time is provided as a supplement to outdoor time or when weather does not permit outdoor play.

Staff are actively engaged in outdoor time and consider it as part of educational experiences within the curriculum ---not “recess”.

Staff assists children to develop skills needed to use equipment.

Outdoor time/indoor gross motor time addresses the needs and interests of individual children as adults:• Model and demonstrate use of materials and play episodes.• Encourage children’s efforts and accomplishments.• Promote the development of a specific skill or set of skills by modeling with

instruction or providing direct instruction within the context of the child’s chosen activity and need.

• Encourage dialogue between children to problem solve, promote social development, and child to child interactions.

Notes:


Meals/Snacks

Meals/Snacks are considered to be instructional time in Pre-K. In order for staff to utilize this part of the day and to assist in development of school readiness skills, adults and children need to be active in this part of the daily schedule.

Teacher:

Date:

Time:

Observer:

School/Classroom:

Meals/Snacks


Children participate in setting the table, serving themselves and cleaning-up.

Conversations occur at mealtimes.

Staff sit with children at the tables as much as possible.

Children are allowed enough time to eat.

Food is never used as reward or punishment.

Staff teach healthy nutrition concepts, encourage children to make healthy food choices, and model healthy habits.

Meal times are viewed as educational experiences.

Notes:

Jorea M. Marple, Ed.D.State Superintendent of Schools

west virginia universal pre-k program review...

Documents