West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-012 - West Virginia Accountability System (Policy 2322) › Section 126-12-4 - West Virginia Accountability System (WVAS)

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. WVAS Indicators.
4.1.a. The WVAS is a comprehensive system of
				measurements that defines school-specific expectations for continuous
				improvement using academic achievement, academic progress, cohort graduation
				rates, progress toward English language proficiency (ELP), and student success
				(attendance, behavior, and college/career credit earning) indicators to guide
				and focus improvement and technical assistance. The WVAS, as outlined below,
				meets all of the accountability requirements of Public Law 89-10, Elementary
				and Secondary Education Act (ESEA) of 1965, as amended by
				Public Law
				114-95, Every Student Succeeds Act (ESSA) of 2015.
4.1.a.1. Academic Achievement. The academic
				achievement component of the WVAS is based on summative assessment scores for
				all students in grades 3-8 and grade 11. Using student scores, performance
				points are assigned in a progressive manner corresponding to the four
				achievement levels reported on the West Virginia General Summative Assessment
				(WVGSA) and West Virginia Alternate Summative Assessment (WVASA) in English
				language arts (ELA) and mathematics as defined in W. Va. 126CSR14, Policy 2340,
				West Virginia Measures of Academic Progress.
4.1.a.2. Academic Progress Indicator. The
				Academic Progress Indicator for all public elementary and middle schools is
				based on a comparison of results on the WVGSA for student cohorts from one year
				to the next. The Does Not Meet Standard, Partially Meets Standard, and Meets
				Standard WVGSA performance levels will be subdivided into three increments.
				Progress is determined as the percentage of students who improve by one or more
				performance level increments between years, and the percentage of students
				demonstrating the highest level of performance (i.e., Exceeds Standard) in the
				previous year who remain at that level.
4.1.a.3. Graduation Rates. For high schools,
				the graduation rate component of the WVAS is the four-year cohort graduation
				rate and the five-year cohort graduation rate identified as two separate
				indicators.
4.1.a.4. Progress on
				ELP. The progress on ELP indicator is based on results of the ELP Assessment
				(ELPA21) for English learner (EL) students in grades K-12. The indicator
				examines the progress of EL students in reaching an annual target across each
				of the four ELPA21 domains of listening, reading, speaking, and
				writing.
4.1.a.5. Student Success.
				The student success indicators focus on attendance, behavior, and college- and
				career-readiness within programmatic levels.
4.1.a.5.A. Elementary and middle school
				student success indicators include:
4.1.a.5.A.1. Attendance. The attendance
				indicator measures the percentage of students attending 90 percent of the
				enrolled instructional days; and
4.1.a.5.A.2. Behavior. The behavior indicator
				measures the percentage of students who received zero out-of-school suspensions
				during the school year (excluding suspensions for Level 3 and Level 4
				violations of W. Va. 126CSR99, Policy 4373, Expected Behaviors in Safe and
				Supportive Schools).
4.1.a.5.B. High school student success
				indicators include:
4.1.a.5.B.1. Attendance.
				The attendance indicator measures the percentage of students attending 90
				percent of the enrolled instructional days;
4.1.a.5.B.2. On-track to Graduation. The
				on-track to graduation indicator measures the percentage of grade 10 students
				on-track to complete requirements for high school graduation by earning at
				least 12 credits cumulatively across their respective grade 9 and grade 10
				years and earning at least two credits in each of the four primary content
				areas of ELA, mathematics, science, and social studies within their grade 9 and
				grade 10 years; and
4.1.a.5.B.3.
				Post-secondary Achievement. The Post-secondary Achievement indicator measures
				the percentage of grade 12 students successfully completing one or more
				college-readiness benchmarks via the Advanced Placement (AP) or International
				Baccalaureate (IB) program exams; earning one or more college-credits by
				completing dual credit coursework; or completing the four required courses in a
				state-approved Career Technical Education (CTE) program of study as defined in
				W. Va. 126CSR44M, Policy 2520.13, West Virginia College- and Career-Readiness
				Programs of Study/Standards for Career Technical Education.