West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-013 - A Process for Improving Education: Performance Based Accreditation System (2320) › Section 126-13-4 - Glossary

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. Accelerated
				Improvement of the Lowest 25% of Students. The overall annual improvement in
				performance of the lowest 25% of students in a school as measured by the
				established metrics of the West Virginia Accountability System
				(WVAS).
4.2. Acceptable Annual
				Improvement. Overall school performance as measured by the WVAS with individual
				trajectories of improvement for all applicable schools.
4.3. Accountability Measures. Those specific
				areas of student performance used to determine school and school system
				quality. In West Virginia, school accountability measures are student
				proficiency in English/language arts, student proficiency in mathematics,
				observed student growth, adequate student growth, accelerated improvement of
				the lowest 25%, students 4-year graduation rates, students proficient in
				reading at 3rd grade, students proficient in math at
				8th grade, at-risk subgroup reduction, attendance,
				college and career ready indicators
4.4. Accreditation. W. Va. Code §
									18-2E-5
				and Policy 2320 requirement that establishes a process for monitoring the
				performance and conditions of schools and school systems to determine (1)
				verification of school performance grades, (2) compliance with policy and W.Va.
				Code, (3) school quality based on Policy 2322, (4) school and school system
				resource, facility, efficiencies, and capacity building needs, and (5) best
				practices.
4.5. Accreditation Final
				Report. The written report that communicates the observations and information
				found during the review of school and school system conditions as described in
				Glossary term 4.4. This final report culminates with a summary of best
				practices, recommendations and findings.
4.6. Adequate Growth. The measure which
				determines whether a student's growth is enough to reach grade-level
				expectations, or growth to standards.
4.7. Alternate Assessment. Eligible students
				with disabilities who have been determined by an IEP team to be unable, even
				with extended learning opportunities and significant instructional
				accommodations, to meet state and county standard graduation requirements may
				receive a modified diploma. These students participate in West Virginia's
				Alternate Summative Assessment which is based on West Virginia's alternate
				academic achievement standards Next Generation Essential and Community
				Elements.
4.8. Annual Accreditation
				Review. The OEPA analysis of a school's electronic submission of the School
				Monitoring Report to examine school quality, determine compliance with policy
				and W. Va. Code, and verify school performance grades.
4.9. Approval Level. The designations
				identified by W. Va. Code earned by a school system that communicate overall
				system level of quality, as determined by individual school performance and
				school and school system conditions.
4.10. Best Practices. Those school and
				classroom processes and strategies that positively impact the performance and
				well-being of students, as determined by the OEPA review, and are noted in the
				school and/or school system Final Report to the WVBE.
4.11. Capacity Building. An array of supports
				and processes, including professional development provided to schools or school
				systems to increase staff individual and collective skills, competencies and
				abilities to impact student performance and well-being.
4.12. Continuous Improvement. The on-going
				process of planning, determining, implementing, and refining improvement
				efforts in order to positively impact desired outcomes. In Policy 2320,
				continuous improvement includes the collective staff process of analyzing
				student performance data, studying current school and classroom practices,
				determining root causes, researching solutions, and implementing processes
				outlined in the strategic plan to improve student performance and
				well-being.
4.13. Corrective
				Action. Those strategies or processes which must be implemented by a school or
				school system to address findings identified during an OEPA annual or cyclical
				review.
4.14. Cyclical Review. The
				on-site review of a school or school system conducted at least every four years
				by a team of educators under the leadership of the OEPA. This review examines
				school quality; determines school and school system compliance with policy and
				Code; verifies school performance grades; examines resource, facility,
				efficiency, and capacity building needs; and identifies best
				practices.
4.15. Directive. Written
				instructions issued by the WVBE to a school or school system outlining expected
				actions, outcomes, and timelines for addressing accreditation review
				findings.
4.16. Exit Conference.
				The informal oral review of an accreditation team's conclusions conducted at
				the end of an on-site review by the OEPA personnel with school and school
				system leadership and staff.
4.17.
				Extraordinary Circumstances. Extraordinary circumstances are circumstances
				defined by the WVBE under which the state board may intervene directly or
				indirectly in the operation of a school; or may issue nonapproval status to a
				school system.
4.18. Finding. Areas
				identified through accreditation review processes that must be corrected by the
				school or school system according to timelines established by the
				WVBE.
4.19. Four-Year Cohort
				Graduation Rate. The measurement of students receiving a high school diploma
				within the standard four-year period as calculated by established measurements
				and federal guidelines.
4.20 Full
				Academic Year (FAY). Students who are enrolled in a school for at least 135
				days are considered to be present for a FAY.
4.21. Grade Verification. The process
				conducted by the OEPA on behalf of the WVBE to ensure that school performance
				grades are an accurate representation of the school's overall
				quality.
4.22. High Quality
				Standards. School expectations that ensure a high quality education in an
				engaging learning environment for all students. As outlined in W. Va. Code
				§
									18-2E-5,
				High Quality Standards for West Virginia students, schools, and school systems
				are identified in the following areas: curriculum; workplace readiness skills;
				finance; transportation; special education; facilities; administrative
				practices; training of county board members and administrators; personnel
				qualifications; professional development and evaluation; student performance,
				progress, and attendance; professional personnel, including principals and
				central office administrators, and service personnel attendance; school and
				school system performance and progress; and a code of conduct for students and
				employees. High Quality Standards are monitored through the OEPA annual and
				cyclical review processes.
4.23.
				Intervention. The process of interceding in the operation of a school or school
				system when the determination is made that this is necessary to improve
				conditions and/or student performance.
4.24. Monitoring. The process of examining
				conditions and/or actions through observation and analysis to determine if
				expectations are being met and progress is being made. Monitoring is usually
				accompanied by feedback where information is provided for the purpose of
				guidance and improvement.
4.25.
				Observed Growth. The measure of the actual growth of students during a one-year
				period as measured by the statewide summative assessment instrument.
4.26. Participation Rate. The percentage of
				eligible students taking the annual summative assessment as defined within the
				WVAS.
4.27. Proficiency. The
				measurement of student performance on standardized summative assessments as
				defined by the cut scores established within the WVAS.
4.28. Recommendation. Feedback given to
				schools and school systems as a result of the accreditation review process that
				should be considered during future continuous improvement and strategic
				planning deliberations but is not a requirement for action.
4.29. Root Cause. The identification of
				educational behaviors, actions, inactions, or conditions that may be the
				underlying cause of ineffective or unacceptable outcomes. Defining root cause
				is an essential component of continuous improvement.
4.30. School Self-Assessment. A part of the
				school improvement process during which the school staff examines student
				performance evidence and school/classroom conditions in order to determine
				improvement priorities (also referred to as a self-study). Schools may choose
				various tools and processes to complete the self-assessment but must annually
				examine the results of the OEPA School Monitoring Report.
4.31. Special Circumstance Review. The
				interim on-site review of schools or school systems that occurs outside the
				regular cycle of reviews and is conducted at the specific direction of the WVBE
				upon its determination that circumstances exist that warrant such a
				review.
4.32. Standards for High
				Quality Schools. Those seven standards outlined in Policy 2322 that form the
				basis for examination of school quality in the accreditation process. The seven
				standards are (1) Positive Climate and Culture, (2) School Leadership, (3)
				Standards-Focused Curriculum, Instruction and Assessments, (4) Student Support
				Services and Family/Community Connections, (5) Educator Growth and Development,
				(6) Efficient and Effective Management, and (7) Continuous
				Improvement.
4.33. Strategic
				Planning. The systematic process of determining an educational vision and
				mission based on core beliefs about teaching and learning then translating this
				vision into goals, actions, and a sequence of steps to achieve them.
4.34. West Virginia Accountability System
				(WVAS). The comprehensive system of measurements that defines school-specific
				expectations for continuous improvement using multiple measures of academic
				achievement and student success standards to guide and focus improvement and
				technical assistance.
4.35. West
				Virginia Accountability System Methodology. The established measurement methods
				and calculations of school performance within the WVAS resulting in a school
				grade designation.