W. Va. Code R. § 126-13-9

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

Section 126-13-9 - Continuous Improvement and Strategic Planning

9.1. Purpose. It is the responsibility of all school systems and individual schools, regardless of performance, to have viable structures and processes for improving the quality and equity of student performance. As specified in W. Va. Code § 18-2E-5, continuous improvement shall be addressed as part of the accreditation processes.

9.2. School System Continuous Improvement. Every school system must model those quality improvement processes expected of schools. That includes having clear beliefs about teaching and learning that guide school system decisions, a focused mission that establishes a unified direction, and goals derived from an organized process of data analysis and study of programs and processes. Ultimately, the school system's improvement process must determine how school system leadership, resources, services, supports, and policies can be best utilized to improve the school and classroom learning conditions that impact student performance. W. Va. 126CSR42, WVBE Policy 2510: Assuring the Quality of Education: Regulations for Education Programs, hereinafter Policy 2510, outlines specific requirements for managing the continuous improvement processes at the school system level. For school accreditation and accountability, the school system continuous improvement process must include the following:

9.2.a. Requirements.

9.2.a.1. Analysis of Accountability Data. As a basis for continuous improvement and strategic planning, every school system must conduct a thorough analysis of accountability data. This includes analysis of individual school data as well as composite data for the entire school system. Analysis processes address each area of the WVAS and are designed to determine both areas that must be addressed system-wide and areas that must be a priority for individual school support. In addition, school systems must analyze personnel evaluation data in order to target individualized professional learning at the school level.

9.2.a.2. Support for Schools earning a D or F Performance. Schools earning a D or F performance rating are operating below acceptable standards for a thorough and efficient system of public education. The school system is obligated to address the needs of these schools through school system continuous improvement processes and the system strategic plan.

9.2.a.3. Support for Schools with Accreditation Findings. During annual and cyclical review processes, schools with accreditation findings are expected to address these areas within timelines established by the WVBE. It is the responsibility of the school system to work with these schools to ensure that all deficiencies are addressed. In cases where deficiencies are widespread within the school system as noted in the OEPA exit review report, those areas must be addressed in the school system continuous improvement processes and in the school system strategic plan.

9.2.b. School System Strategic Planning.

9.2.b.1. Purposes. The school system strategic plan is the core document for identifying and communicating the school system's priorities for improvement that lead to improved performance in all schools and assuring that no school has a performance designation of less than a C.

9.2.b.2 Development Process. The school system strategic plan is developed using an electronic format provided by the WVDE, as approved by the WVBE. The plan is guided and written by educational personnel and stakeholders in accordance with Policy 2510. Related to accreditation and accountability processes, the school system strategic plan includes (1) analysis of accountability data as outlined in the WVAS including personnel evaluation data in order to target individualized professional learning at the school level; (2) strategies to provide targeted support and technical assistance for schools with a D or F performance grade; (3) support for any schools with findings and directives from the WVBE resulting from an accreditation review; and (4) strategies for improving the overall performance of all schools.

9.2.b.3. Contents. The contents of the school system strategic plan are determined by the school system under the direction of the county superintendent. At a minimum, the plan includes core beliefs, mission, goals, measurement evidence, action steps, professional development and technical assistance.

9.2.b.4. Revision. Revisions to the strategic plan are made annually as new data and information indicate and in circumstances when there are directives of the WVBE as outlined in this policy.

9.2.b.5. Approval of the county board of education. As the core document for school system direction, the school system strategic plan is approved through formal action of the county board of education.

9.2.b.6. Approval of the WVBE. The school system strategic plan, once approved by the county board of education, is electronically submitted to the WVDE for review and presented to the WVBE for approval.

9.3. School Continuous Improvement. Each school is accountable for implementing continuous improvement and strategic planning as outlined in Policy 2510 and to work toward achieving high levels of student performance as specified below:

9.3.a. Create a Structure and Process for Continuous Improvement. Each school must create a process and structure for managing improvement that is appropriate to the needs and size of the school. This process should include:

(1) a designated team or committee(s) who orchestrate the school's improvement efforts;

(2) a process of using data and information to determine needs; and

(3) on-going professional development and research on how to best improve school and classroom processes and strategies. The improvement process is facilitated by the principal but involves teachers, staff, and stakeholders in decision-making and leadership roles. The principal makes improvement a focus by developing staff collective knowledge of needs and by developing an understanding of and commitment to the school's improvement priorities.

9.3.b. Analyze Student Performance Data. School improvement priorities are grounded in analysis of student performance data. Analysis is guided by the school system but must include in-depth review of school accountability data and other data sources appropriate to the programmatic level of the school.

9.3.c. Assess School and Classroom Learning Conditions. To improve student performance, the school staff and stakeholders must determine how to modify existing school and classroom learning conditions (as defined in Policy 2322 and other WVBE policies) through thoughtful self-study, meaningful conversations, and a facilitated decision-making process. It is recommended that each school use information and data provided by the school system, RESAs, the WVDE, or other entities to complete the self-study. Ultimately, the self-study must assist staff in determining the root causes of student performance deficits and help determine changes needed in school and classroom practice. At a minimum, every school staff must utilize (1) the School Monitoring Report (which in part is based on classroom learning conditions defined in Policy 2322) and (2) summary employee evaluation data and professional development needs to guide improvement priorities.

9.3.d. Develop and Implement the Strategic Plan. The school electronic strategic improvement plan is the culmination of a school's self-study of student performance data and school and classroom learning conditions. The strategic plan format is determined by the WVDE, as approved by the WVBE. The school plan is developed according to the following:

9.3.d.1. The plan must include the school's core beliefs, mission, goals, measurement evidence, action plan, and professional development needs.

9.3.d.2. The plan is developed under the direction of the principal with collective involvement and input from the staff and the LSIC.

9.3.d.3. The strategies and action plan incorporated into the plan are based on examination of best practices and innovative approaches to improving student performance and addressing student needs.

9.3.d.4. All members of the school staff are responsible for implementing the plan.

9.3.d.5. The principal is responsible for monitoring the implementation of the plan and for communicating progress to staff and stakeholders.

9.3.d.6. The plan is updated and revised as data and information dictate based on the tenets of continuous improvement. Annual updates to the plan must consider the OEPA School Monitoring Report when this report identifies deficits in quality or compliance.

9.3.e. School System Responsibilities for School Continuous Improvement. The school system has the following responsibilities:

9.3.e.1. Ensure each school is led by a principal who is knowledgeable of continuous improvement processes and capable of leading effective improvement efforts. Principal must understand the value of fair and accurate personnel performance evaluations as an effective, continuous improvement effort to drive professional learning at the school level;

9.3.e.2. Build school capacity for improvement through supporting effective school improvement teams, self-study processes, and school-based professional development;

9.3.e.3. Assist schools in creating schedules and allocating time for staff to work on school improvement efforts;

9.3.e.4. Establish direction and expectations through school system goal-setting grounded in analysis of student performance data;

9.3.e.5. Review and approve school strategic plans and monitor implementation of the plans including providing direction on data to be analyzed, information to be reviewed, local priorities to be addressed, and outcomes to be achieved;

9.3.e.6. Ensure school strategic plans are developed and implemented through collaborative processes that build staff knowledge, understanding, and commitment to the school's improvement priorities;

9.3.e.7. Differentiate school system supports and assistance according to school needs in order for each school to improve and for each school to meet a C or higher level of student performance; and

9.3.e.8. Verify to the WVDE that all school plans have been submitted, reviewed, and approved by the county superintendent or designee.

9.4. WVBE Responsibilities for School and School System Continuous Improvement. The WVBE is responsible for creating processes to support and monitor continuous improvement through the following entities:

9.4.a. The WVDE. The WVDE is responsible for:

9.4.a.1. Creating and distributing the electronic template, as approved by the WVBE, through which the school and school system strategic plan is recorded;

9.4.a.2. Establishing timelines for the submission of the school and school system strategic plans;

9.4.a.3. Monitoring school system plan submissions to ensure that plans include the core components outlined in WVBE Policy and W. Va. Code;

9.4.a.4. Providing leadership and technical assistance on effective continuous improvement and strategic planning processes;

9.4.a.5. Providing data, tools, and resources that support effective continuous improvement and strategic planning processes; and

9.4.a.6. Providing input and feedback on the contents of school system strategic plans for those school systems that have not achieved Full Approval status, or for any other school system where the WVDE believes appropriate.

9.4.b. The OEPA. The OEPA is responsible for monitoring and reporting the submission of school and school system plan revisions when such plan revisions result from WVBE directives and accreditation findings.

9.4.c. The WVDE, RESAs, and the West Virginia Center for Professional Development. These agencies are responsible for responding to regional and statewide school and school system professional development needs as identified in the school and school system strategic plans and from reports compiled as a result of the OEPA accreditation reviews.

W. Va. Code R. § 126-13-9