W. Va. Code R. § 126-13-4

Current through Register Vol. XLI, No. 50, December 13, 2024

Section 126-13-4 - Glossary

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 3^rd grade, students proficient in math at 8^th 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.

W. Va. Code R. § 126-13-4