West Virginia Code of State Rules › Agency 126 - Education › Title 126 - LEGISLATIVE RULE BOARD OF EDUCATION › Series 126-030 - Tiered System of Support for Early Literacy and Numeracy (Policy 2512) › Section 126-30-4 - General Responsibilities

Current through Register Vol. XLI, No. 28, July 12, 2024
4.1. The West
				Virginia Board of Education (WVBE) has the responsibility of generating policy
				including rules to effectuate the provisions of W. Va. Code §
									18-2E-10 that includes at least
				the following:
4.1.a. developing a statewide
				comprehensive, systemic approach to close reading and mathematics achievement
				gaps by grade three, targeting school readiness, the attendance gap, science of
				reading, mathematics instruction, summer learning loss, the use of screeners
				and/or benchmark assessments in English language arts and mathematics for
				students in grades kindergarten through three, and a multi- tiered system of
				support for all students;
4.1.b.
				ensuring all West Virginia children have access to high-quality early learning
				experiences which focus on physically and emotionally healthy learners as part
				of the school readiness model, resulting in increased populations of children
				on target for healthy development prior to entering first grade;
4.1.c. encouraging regular school attendance
				for children in the early grades in order to develop positive attendance habits
				and minimize chronic absences;
4.1.d. providing assistance to county boards
				with the training and implementation of the science of reading for all
				kindergarten through grade three educators, early childhood classroom assistant
				teachers (ECCATs), aides, paraprofessionals, and/or interventionists:
4.1.d.1. for grades one through three,
				counties may choose to employ interventionists instead of ECCATs, aides, or
				paraprofessionals pursuant to W. Va. Code §
											18-5-18a(b);
4.1.e. assisting county central
				office staff in establishing and operating targeted, sustained extended day and
				extended year literacy and mathematics programs to ensure grade-level
				proficiency and prevent summer learning loss;
4.1.f. establishing an approved list of
				screeners and/or benchmark assessments in English language arts and mathematics
				for students in grades kindergarten through three for the purpose of
				identifying students with a significant reading and/or mathematics deficiency.
				The screener and/or benchmark assessments shall be given in the first 30 school
				days of the school year and repeated at mid-year and at the end of the school
				year to determine student progress in reading and mathematics in kindergarten
				through grade three;
4.1.g.
				establishing an approved list of dyslexia screeners to be administered to
				students no less than twice per year in kindergarten through grade three and
				any time students with identified deficiencies are not responding to
				interventions;
4.1.h. maximizing
				family engagement to result in the development of a culture of literacy and
				numeracy from birth through grade three;
4.1.i. supporting high-quality schools and a
				workforce prepared to address early literacy and numeracy through professional
				learning for administrators, kindergarten, first, second, and third grade
				teachers inclusive of the following:
4.1.i.1.
				the approved benchmark assessment(s) and/or screener(s) including the
				administration, data analysis, using the data to inform instruction, and
				identifying students with substantial deficiencies;
4.1.i.2. the science of reading and numeracy
				to include ECCATs, aides, paraprofessionals, and interventionists pursuant to
				W. Va. Code §
											18-5-18a(b);
4.1.i.3. characteristics of dyslexia and
				dyscalculia and instructional strategies for those students identified;
				and
4.1.i.4. job-embedded, on-site
				training on evidence-based reading and mathematics instruction and data-driven
				decision-making that provides kindergarten through grade three teachers with
				immediate feedback for improving instruction;
4.1.j. ensuring the employment of qualified
				teachers and service personnel in accordance with W. Va. Code §
										18-5-39 and §18a-4-7c to
				provide instruction to students enrolled in early literacy and numeracy
				programs including, but not limited to, ensuring that educator preparation
				programs prepare candidates seeking licensure for elementary education with
				training and instruction to:
4.1.j.1. include
				instruction in state-adopted grade-level content standards, foundational
				reading and mathematics skills, and how to implement reading instruction using
				high-quality instructional materials;
4.1.j.2. provide effective instruction and
				intervention for students with reading and math deficiencies, including
				students with characteristics of dyslexia or dyscalculia; and
4.1.j.3. understand and use student data to
				make instructional decisions;
4.1.k. ensuring a formula-based program for
				the distribution of funds appropriated specifically for the purposes of this
				section or otherwise available for the support of a targeted, multi-tiered
				system of support for early literacy and numeracy;
4.1.l. providing support for supervision,
				transportation, and provision of healthy foods for students required to attend
				extended learning programs for early literacy and numeracy instructional
				support at the school accommodating the typical work schedules of families;
				and
4.1.m. receiving from county
				central office staff applications and annual reports required by state
				policy.