West Virginia Department of Education by HZPSpuY5


									                  West Virginia Department of Education          Revised 4/08

                          SCHOOLS OF EXCELLENCE
                            RECOGNITION PROGRAM

                                              FOR         LEARNING

2013-2014 - Application & Guidelines for
Institutional Education Programs

       Introduction                                         ii

       Eligibility Criteria                                 v

       Review Process                                      vi

       Timelines                                          vii

       Preparing the Application                          viii

       Cover Page

       Preparation of Application                           2

       Part I       Eligibility Criteria                    3

       Part II      Background and Demographic Data         4

       Part III     Summary Statement                       6

       Part IV      Mission Statement                       7

       Part V       School Results Criteria                 8

Program Purpose

The West Virginia Schools of Excellence (SOE) Recognition Program was established by legislative
rule (WV Code 18-5A-4) in 1989. The Program is designed to serve as a state school
improvement and recognition process. Its purpose is threefold: (1) to identify and give public
recognition to outstanding public schools across the state; (2) to make available a comprehensive
framework of key criteria for school effectiveness that can serve as a basis for participatory self-
assessment and planning in schools; and (3) to facilitate communication and sharing of best
practices within and among schools based on a common understanding of criteria related to

Schools of Excellence model quality and equity in a 21st century educational context. There is a
strong commitment to educational excellence for all students. The schools success in furthering
the intellectual, social, moral, and physical growth of all its students is a basic consideration
underlying the recognition criteria. The quality of each school is judged in the context of how
effectively it has defined and is meeting its own goals and how well it serves its students, their
families, and the local community. Additionally, for a school to be judged worthy of state recognition,
it must show significant progress in meeting State and National education goals and provides 21st
century learning opportunities for all students.

Schools of Excellence offer instructional programs that meet rigorous academic standards, have
supportive and learning-centered school environments, and demonstrate student achievement
results that are significantly above the average for comparable schools. In addition, WV Code 18-
5A-4 requires that these schools show improvement in student achievement, improvement in
reducing dropout rates, improvement in standardized test scores, implementation of advanced or
innovative programs, implementation of the goals and purposes of jobs through education,
improvement in parent and community involvement, improvement in parent, teacher and student
satisfaction, improvement in student attendance and other factors which promote excellence in

Conceptual Basis for the Program Criteria

Experience with school improvement and research indicates that there are no quick fixes for
school success. Schools are complex institutions dedicated to the very difficult goals of promoting
student learning and development. Unusually successful schools adopt a comprehensive
perspective dedicated to quality and equity in all aspects of the school program. The people in such
schools think and plan strategically and demonstrate a commitment to continuous improvement.

Schools are located within larger political, social, and economic environments that may enable or
constrain their progress. Therefore, success is also dependent upon developing partnerships for
collaboration with the larger community that enable the school to build external support and to
overcome constraints.

These basic assumptions about the nature of school life are embodied in the eight categories of
criteria that comprise the Schools of Excellence Program framework. The classroom, the school,
and the larger community are seen as dynamic and interacting contexts.

The overall framework and criteria used in the Schools of Excellence Recognition Program for 21ST
Century Learning are derived from a results focused school. Specifically, the eight categories are:

   A.   Student Focus and Support
   B.   School Culture
   C.   Challenging Curriculum Standards
   D.   Engaging Instruction
   E.   Professional Learning Communities
   F.   Leadership and Educational Vitality
   G.   School, Family, and Community Partnerships
   H.   Indicators of Success

Categories (A, C, and D) address the dynamic of student-teacher-content interaction that is the
central core of the educational process. These categories focus mainly on the classroom level.
Categories (B, E, and F) focus on elements of the context within schools that education research
suggests are conditions for success, including organizational, cultural, and interpersonal factors.
Category G covers the schools relationships with significant external stakeholders. Finally,
category H provides multiple outcome measures appropriate for measuring school results.

Characteristics and Use of Program Criteria

The criteria are comprehensive. They are intended to address all important internal and external
aspects of school operations. Yet the criteria are broad enough to suit diverse school contexts and
to accommodate new or changing goals and strategies within any particular school.

The criteria are interrelated. There is a dynamic linkage among the criteria. They address the
multiple, embedded, and interacting contexts of school life. The systematic use of a broad
composite of criteria helps to ensure that school improvement goals and strategies are balanced.

The criteria are nonprescriptive. Focus is on results rather than on specific means or procedures.
Schools often use the Schools of Excellence criteria and process in conjunction with more targeted
or specific school improvement strategies.

The criteria are a basis for collaborative self-assessment. School responses to the overall
framework should provide a profile of school strengths and areas for improvement. The criteria are
a useful tool for self-assessment, strategic planning, and involvement of all relevant stakeholders in
a common school improvement initiative.

Self assessment is an effective school improvement strategy. Research and experience suggest
that self-assessment benefits schools and fosters improvements in practice. Successful schools
usually have a process for planning and reflection. Thus, the Schools of Excellence criteria are
valuable to schools assessing their current programs and practices in relation to those outlined in
the program application.

                           West Virginia Board of Education
                                MISSION and GOALS

MISSION The West Virginia Board of Education establishes policies and rules to assure
implementation of education goals and to ensure the general supervision, oversight and monitoring
of a thorough and efficient educational system.

VISION “Good Kids Doing Great Work!” The West Virginia Board of Education will create a high
quality public education system that develops students who are healthy, responsible, self-directed
and who have the knowledge and Global 21 skills necessary for living satisfying and productive

   1. To meet or exceed state, national and international curriculum standards that incorporate
      acquisition of 21st century skills through engaging opportunities in the arts, world languages,
      health and physical education, career/technical education as well as the core subjects of
      reading/English/language arts, mathematics, science and social studies;
   2. To develop the personal skills and dispositions of wellness, responsibility, cultural
      awareness, self-direction, ethical character and good citizenship in an environment that is
      caring and safe;
   3. To graduate from high school prepared for post-secondary education and career success
      through personalized pathways and guidance that focus students on productive and
      satisfying lives.

WV Code §18-1-4

#1 All students will have equal educational opportunities and will be ready for the first grade.

#2 Student performance will equal or exceed national averages with an emphasis on science and
   mathematics achievement. Performance measures for students in the lowest quartile will
   improve by 50 percent.

#3 The best personnel will be recruited, retained, provided professional development to improve
   their skills and will be compensated with competitive salaries and benefits.

#4 Ninety percent of ninth grade students will graduate from high school with the knowledge and
   skills necessary for college, other post-secondary education or gainful employment. The
   number of high school graduates entering post-secondary education will increase by 50

#5 All school facilities will provide a safe, disciplined environment and meet the educational needs
   of all students.

#6 All working-age adults will be functionally and technically literate. Schools, colleges and
   universities will be used as centers for lifelong learning.


1.   The minimum period of operation for public schools, including newly merged schools, is five
     years. The school must be in its sixth full year of operation when the application is
     submitted. Schools submitting applications for the Spring 2013 must have been in
     continuous operation since September 2007.

2.   The school must not have received state recognition in the Schools of Excellence
     Recognition Program for 21st Century Learning during the five years prior to the current
     application year.

3.   The school has current applicable Institutional Education Programs full accreditation status.

4.   The school has made Adequate Yearly Progress (AYP) under the No Child Left Behind
     implementation plan for the past two years.

5.   The school has not been identified as a “persistently dangerous” school within the last two

6.   2012 WESTEST 2 data for the all student subgroup for reading/language arts and
     mathematics must be at 50% or above for all programmatic levels.

7.   The student attendance rate for elementary and middle schools is at or above 93 percent.

8.   The high school student graduation rate is at or above 80 percent.


1. Public schools meeting the Schools of Excellence eligibility criteria shall apply through its local
   superintendent and school district.

2. Public school applications are forwarded to the State Department of Education where they are
   examined for eligibility and completeness.

3. Application forms are reviewed and scored by a State Review Panel.

4. The Review Panel recommends schools for site visits based on the review and scoring of
   applications. These Stage I recommendations are based solely on the information in the
   application form. Special attention is paid to assigning site visitors with relevant experience to
   named sites.

5. One-day site visits are conducted at each school that has been recommended. Site visitors are
   educators with extensive public school experience. Many have been involved in school
   improvement efforts; some have experience as evaluators in programs such as this one or as
   members of accreditation teams.

6. The role of the site visitor is to verify the accuracy of information provided in the application form
   and to obtain answers to specific questions posed by the Review Panel. The site visitor follows
   carefully prepared guidelines and criteria in conducting on-site reviews. The site visitor may also
   meet with school and district administrators, teachers, support staff, students, parents, and
   community members. The site visitor prepares a written report and forwards it to the
   Department of Education.

7. Upon completion of the site visits and review of site visitor reports, the Review Panel
   recommends schools for recognition to the State Superintendent of Schools. Once a decision
   has been reached, no appeals are permitted.

Schools of Excellence Recognition Program for 21st Century Learning

Program Notification Letters to Superintendents and Principals   September 2012

Orientation for WV Schools of Excellence Recognition Program     October 2012

Application Forms Due in Charleston                              February 28, 2013

Review of Application Forms by State Review Panel                March 2013

Announcement of Site Visits                                      March 2013

Site Visits                                                      April/May 2013

Announcement of WV Schools of Excellence                         May/June 2013

State Recognition Ceremony and Banquet                           August/September 2013


This application package is designed to                  Previously      recognized       Schools     of
provide a profile of your school and to offer            Excellence seeking recognition again must
you an opportunity to highlight factors                  highlight changes and improvements
especially important to your school and local            since they were last honored. Throughout
community. It is divided into five parts.                the application package, schools previously
                                                         recognized must explicitly document their
Part I includes items to determine whether a             progress since the earlier award and note any
school meets the eligibility criteria.                   interactions with other schools in sharing their
                                                         successful strategies. Prior application forms
Part II seeks demographic information about              are not available to the Review Panel. Thus,
the school district and the school.                      you must take care to document all
                                                         statements and claims as thoroughly as a
Part III & Part IV provides a brief summary              school applying for the first time.
and mission statement of the school, which is
used by the Review Panel to understand the               Technical Specifications:
school context and, if the school is
recognized, for public information purposes.             It is critical to keep the following requirements
                                                         in mind as you fill out the application form. If
Part V invites descriptions of the school in             you fail to comply, your school may not be
response to specific questions that pertain to           reviewed.
Conditions of Effective Schooling.
                                                         1. All responses must be typed on white
The quality of the written document will have            paper, single spaced, with one-inch margins
considerable influence on how the Review                 on right, left, top, and bottom. Use normal
Panel evaluates the school. Complete                     spacing between lines. Print size must not be
descriptions of school policies, programs and            reduced smaller than 11-point computer font.
practices, and results are essential                     Do not use condensed or compressed type;
ingredients of a successful school application.          the font style used should be easily
Therefore, the application should be well-               reproducible.
written and carefully reviewed for content and
style before being submitted. Failure to                 2. Each school must submit three copies
directly and concretely address each question            (original plus two) of the completed
may result in an unfavorable review even                 application package. The original and copies
though the schools programs and practices               must be without any additional covers or
are, in reality, quite excellent.                        folders and must be stapled in the upper left
                                                         hand corner. The signed original must be
The Summary Statement on page six may                    printed on one side only. The additional two
be shared with other recognized schools and              copies may be printed on both sides of the
the press. Provide background information,               paper.
without cross references, summarizing the
strengths and accomplishments, and focusing              3. Note that the Cover Page for this
on what makes the school a unique and                    application requires the signatures of the
successful place for learning. It should be a            principal/lead teacher, district superintendent
concise, accurate description of your school.            and the president of the local school board.
                                                         These signatures certify that each of the three
                                                         individuals has reviewed the content of the
                                                         application, including the statement of
                                                         eligibility, and has determined that it is
                                                       8. The school must decide how much space
4. All applications must be submitted through          to allocate to each response within the overall
the respective county superintendent. There            limitation of 25 pages for Part V. Because
are no exceptions to this rule.                        many of the questions are closely related, it is
                                                       suggested that you cross reference to
5. Paginate your submittal as follows:                 conserve space and avoid repetition. Once
                                                       the school has thoroughly described a
    Cover Page             Not Numbered                particular approach or program or presented
    Prep. of Application   Page 2                      an important idea, clearly refer to that
    Part I                 Page 3                      elaboration in related questions rather than
    Part II                Pages 4-5                   repeating similar information.
    Part III               Page 6-7
    Part IV                Page 8                      9. Principals/lead teachers are expected to
    Part V                 Pages 9-33                  invite a team of individuals, including
                                                       teachers, staff, parents, and students to assist
Using the above guidelines, number all                 in the preparation of the application. Many of
pages/sides consecutively. Note that Part V            the questions will require research, discussion
is limited to 25 pages. This is a maximum, not         among staff, and several attempts at
a requirement (less than 25 pages accepted).           formulating effective responses. In as much
                                                       as submitting an application is intended to
6. Parts I and II must be completed without            stimulate and recognize school improvement
any reformatting. The Summary Statement                efforts, it is ideally accomplished by all of
(pages 6-7) is limited to two pages.                   those stakeholders intimately involved in such
No attachments to the application package
will be reviewed.                                      10. The quality of the written application will
                                                       influence the Review Panels assessment. It
Completing Part IV                                     is therefore important to designate a
                                                       competent editor to assist with the final
7. The school must retype and bold print               document. The Preparation of the Application
each complete question in Part V, together             section requests the names and titles of those
with its corresponding number, e.g., A1, C3,           who participated in preparing the application
G2. Only the question in bold print in the             form.
application form with its appropriate
number/letter needs to be repeated by the              11. The principal/lead teacher is responsible
school. It must be repeated exactly as                 for ensuring the accuracy and completeness
worded in the application form. The prompts            of the final document.          She/He must
that accompany the bold print questions in the         personally ensure that all questions have
application are to guide responses and need            been fully answered, that formatting of the
not be repeated. Pay special attention to              application     complies      with   program
these prompts requesting information since             requirements, that photocopying has not
reviewers expect to find and score information         resulted in missing or out-of-sequence pages,
directly relating to these structured queries.         and that proper shipment of the original plus
                                                       two copies occurs according to the prescribed
In reporting test data only, font/type size may        timelines.
be reduced; however, information presented
must be legible when copied.

                                                                           2013-14 SCHOOLS OF EXCELLENCE
                                                                                     RECOGNITION PROGRAM

                                                                                                                      FOR                               LEARNING
                                         Application Cover Page

RESA                                                            Type of School                                         Juvenile Correction
                (RESA I, II, III, IV, V, VI, VII, or VIII)                                    (Elementary School, Middle School, Junior High School, High School or Vocational)

If Previous School of Excellence, Indicate Year(s) of Recognition

Principal/Lead Teacher Name                                                                                Email Address
(Specify: Ms., Miss., Mrs., Dr., Mr., Other)                 Name as you wish it in the official records

Principal/Lead Teacher Home Address
                                                                                                    WV                                              (304)
                                       City                                                        State                Zip Code                  Home Telephone
Official School Name
                                              (As you wish it in the official records)

School Address
                                                                                                    WV                                                (304)
                                       City                                                        State                Zip Code                       Telephone
County                                                                                   Fax         (304)
I have reviewed the application, including the eligibility requirements on page 4, and certify all information to be accurate.

                                     (Principal/lead teacher Signature)

Name of Superintendent
                                                    (Specify: Ms., Miss., Mrs., Dr., Mr., Other)

District Name                 Institutional Education Programs
District Address                  Building 6, Room 728, 1900 Kanawha Boulevard East
                                Charleston                                                          WV                   25305                      (304) 558-8833
                                   City                                                            State                Zip Code                      Telephone
I have reviewed the application, including the eligibility requirements on page 4, and certify all information to be accurate.

                                         (Superintendent Signature)

Name of State Board President
                                                                  (Specify: Ms., Miss., Mrs., Dr., Mr., Other)

I have reviewed the application, including the eligibility requirements on page 4, and certify all information to be accurate.

                                     (State Board President Signature)
Preparation of Application

List the name, position/title of representative/relevant stakeholder groups (including administrators,
teachers, other school staff, students, parents, and the community) involved in the Schools of
Excellence application process and obtain their signature.

       Name                         Position/Title                          Signature

            Schools of Excellence Recognition Program for 21 Century Learning

Please check the appropriate space for each of the eligibility criteria statements below.

1.     The school has been in existence for five full years.

               True            False

2.     The school has not received recognition as a School of Excellence for 21st Century
       Learning in the past five years.

               True            False

3.     The school has current applicable Institutional Education Programs full accreditation

               True            False

4.     The school has made Adequate Yearly Progress (AYP) under Title I, Part D, Sub Part 1, of
       the No Child Left Behind (NCLB) Implementation plan for the past two years.

               True            False

5.     20011-12 Test of Adult Basic Education (TABE) data meet the requirements established in
       the Pre-Post Achievement Testing in Juvenile Institutions and Short-Term Juvenile Centers
       Operational Procedure for Institutional Education Programs.

               True            False

6.     The student attendance rate at or above 93 percent.

               True            False             NA



 1.   Total number of PreK-12 students enrolled in the district.

 2. Number of schools in the district.          Juvenile Corrections
                                                Neglected Programs
                                                  Juvenile Detention


 3.   When was the school built?

 4.   Date of any major renovations.

 5.   If the school has been renovated, briefly describe the nature of the renovation.

 6.   Total number of classrooms in the school.

 7.              Number years principal/lead teacher has been in his/her position at this school?

                 If less than three years, how long was previous principal/lead teacher at school?

 8.   Number of students as of October 1 enrolled at each grade level or its equivalent.
                 K                 3rd                6th              9th               12th
                 1st               4th                7th              10th              Other
                 2nd               5th                8th              11th              Total

 9. Racial/ethnic composition of students.             American Indian/Alaskan Native          %
                                                                Asian/Pacific Islander         %
                                                            Black or African American          %
                                                                    Hispanic or Latino         %
                                                                                 White         %
                                                                                 Total     100%

10.   Student average length of stay, during the past year.               %
      Note: This rate is calculated by the number of days enrolled from intake date to discharge date
      divided by the total number of students enrolled between July 1 st and June 30th.


11.   Students eligible for free/reduced-priced meals.               %                Total Number
      If this is not a reasonably accurate estimate of the percentage of students from low-income
      families, or if your school does not participate in the federally supported lunch program, specify
      a more accurate estimate, tell why you chose it, and explain how you arrived at this estimate.

12.   Students receiving special education services:                 %                  Number Served
      Indicate below the number of students with disabilities according to special education categories
      designated in the Individuals with Disabilities Education Improvement Act.

                    Autism                                       Orthopedic Impairment
                    Deafness                                     Other Health Impaired
                    Deaf-Blindness                               Specific Learning Disability
                    Emotional Disturbance                        Speech or Language Impairment
                    Hearing Impairment                           Traumatic Brain Injury
                    Mental Retardation                           Visual Impairment/Blind
                    Multiple Disabilities

13.   Describe any significant changes in the data reported in items 4-10 that have occurred during
      the past five years and explain why the changes occurred.

14.   Indicate the full-time and part-time staff members in each of the categories below.

                                                               Number of Staff
                                                         Full-Time          Part-Time
        Classroom Teachers
        Special Resources Teachers/Specialists
        Support Staff
                                       Total Number

15.   Average school student-classroom teacher ratio, that is, the number of students in the school
      divided by the FTE of classroom teachers, e.g., 22:1

PART III - SUMMARY STATEMENT (Limited to two pages)
Provide a brief but coherent snapshot of the school to be used primarily as a public relations
document. If the school is recognized, the summary statement will be made available to the press.
The summary statement will not be rated by the Review Panel, but it will provide them with important
background information for understanding the school. Limit the summary statement to two pages or

Describe the school highlighting the mission, the school culture and traditions, the nature of the
institutional program and host agency, students served and the schools facilities. Summarize the
strengths and accomplishments focusing on what makes the school a unique and successful place
for learning and worthy of state recognition. Using the main categories in Section V as a general
guide, selectively emphasize the key initiatives that distinguish the school.

Please include the school name, city, and state in the first sentence.

PART IV - MISSION STATEMENT (Limited to one page)
Successful organizations have a clearly articulated and commonly understood mission. Provide a
brief statement of your school mission, how it was developed, how it drives improvement planning in
your school and how it focuses on 21 st century learning for all. Limit your statement to one page or
less. Your mission statement will not be rated separately, but it will provide the Review Panel with a
context for rating your responses in Part V.

PART V - SCHOOL RESULTS CRITERIA (Limited to 25 pages)
In responding to the questions in Part V, provide specific details, including illustrative examples and
relevant data, to maximize reviewers understanding of the school. Schools may need to
acknowledge the important role of state or district-level policies. Nevertheless, the unique
contribution at the building level and flexibility the school enjoys in implementing programs and
policies should be readily discernible in answers. It is appropriate to cross-reference answers to
avoid repetition. Part V is limited to 25 pages or less.
Throughout Part V, reviewers will be looking for evidence that schools have been successful in
achieving both quality and equity. In describing achievements, schools must convince the Review
Panel that all groups within the school have contributed to and share in successes. Responses
should show sensitivity to all students including those with special needs. Specifically, aimed at
providing equal, engaging and challenging educational opportunities for institutionalized youth;
providing remediation for students with severe academic deficits in basic skills; helping
institutionalized youth to meet challenging academic content and performance standards; helping
institutionalized youth transition to out-of-center placement; and at helping institutionalized youth
attain a high school diploma or General Educational Development (GED) and preparing them for
post-secondary education and/or the workforce. Additionally, as you respond to questions in this
section, consider the needs of students with limited-English proficiency, students with disabilities,
students in minority populations, students of low socio-economic status (SES), students below
mastery, potential dropouts, students involved in substance abuse, and students identified as gifted
and talented.

Repeat only the question in bold print with its appropriate number/letter before your

A. Student Focus and Support
A1. How does your school assure that all students receive the academic support they need
    to achieve at high levels? How is your school structured to meet the varied needs of
    your student population? Site such things as scheduling practices, staffing patterns,
    instructional approaches, instructional interventions and allocation of resources which have
    helped you effectively meet the needs of your particular student population.

A2. What comprehensive student support system is available for addressing student
    physical, social and emotional needs? How does the school intervene when student
    personal needs are preventing academic success? Describe any developmental guidance
    and counseling programs, character education, healthy lifestyles and health services, safety
    and drug prevention programs, tutoring or mentoring services, dropout prevention programs, or
    other student support initiatives.

A3. How has your school demonstrated a commitment to addressing the accessibility of its
    facilities and programs to students with disabilities? Describe what you have done and/or
    plan to do to improve the schools accessibility of programs and facilities.

B. School Culture
B1. What is the school’s underlying norms, values, beliefs, traditions and rituals that have
    built up over time as people work together, solve problems and confront challenges?
    How does the school culture enhance school improvement efforts? Describe core values
    and beliefs and how these manifest themselves in the day-to-day operation of the school.

B2. What intentional initiatives have taken place to create a “learning-centered” culture
    within the school?

    a. How does the academic success of all students remain a day-to-day priority?

    b. What kinds of activities/celebrations, etc., are sustained to build positive relations
       between and among staff, students, parents and the community?

B3. How does your school foster a sense of cooperation and collaboration among adults
    and students? Describe processes, strategies and time allocations that provide opportunities
    to develop relationships.

    a. What opportunities do students have to build supportive and caring relationships
       with teachers and other adults?

    b. How does your school promote positive student interaction and prepare students to
       succeed in a culturally and socially diverse environment? Explain how you foster
       positive interactions and respect among individuals and student groups.

C. Challenging 21st Century Curriculum Standards
C1. Successful schools establish rigorous curriculum standards for all students. How does
    your school establish high expectations for all students and ensure that students
    achieve at high levels in the core subjects? Include a brief description (appropriate for your
    programmatic level) for each core content area including: (1) the curricular scope and
    sequence of courses; (2) how 21st century learning skills including, reading,
    information/communication skills, writing, and thinking and problem solving skills are
    addressed; (3) curriculum articulation across grades; (4) ways in which content areas are
    integrated; and (5) any unique or unusual features of your curriculum.

    a.   English, Reading and Language Arts
    b.   Mathematics
    c.   Science
    d.   Social Studies
    e.   Foreign Languages
    f.   The Arts

    Note: If your curriculum is organized in a manner that would be better explained using a
    framework other than the core subject areas above, you may substitute your framework;
    however, be sure to explain how the essential skills and core subjects relate to your curriculum

C2. How does your curriculum address 21st century content: civic literacy, financial
    economic and business literacy, global awareness and health and wellness awareness?
    What emphasis do you place on these content areas in your curriculum? Give specific
    examples of how your curriculum addresses and how much emphasis you place on: civic
    literacy (character education development and ethical judgment, appreciation for democratic
    values, participation in the practices of democracy and community service); financial economic
    and business literacy (money management, personal finances and business processes); global
    awareness, (understanding tolerance and acceptance of ethnic, cultural, religious and personal
    differences); health and wellness awareness (knowledge and habits that contribute to personal

C3. How do you ensure that diverse learners (e.g., students with disabilities, students
    identified as gifted and talented, students with limited English proficiency, students
    identified as migrant, students placed at risk) all have the opportunity to learn
    challenging content and achieve at high levels? Describe any special programs or
    curricular offerings available for particular types of students. Explain how these relate to the
    overall curriculum.

C4. What curriculum offerings provide rigorous educational opportunities that transition
    students back to their home school, employment and life in their community, post
    secondary education and/or careers? Describe curricular offerings/programs such as further
    education, further training, Adult Basic Education, high school diploma or equivalent
    acquisition, the military, gainful employment, credit recovery, General Educational Development
    (GED), honors, International Baccalaureate (IB), Advanced Placement (AP), Earn a Degree
    Graduate Early (EDGE), dual credit, virtual learning, and/or college courses. Describe any
    special programs or curricular offerings available for particular types of students. Explain how
    these relate to the overall curriculum.

D. Engaging Instruction
D1. How is the development of core literacy skills an integral part of instruction across all
    grades and subjects? Explain how literacy skills are taught through vocabulary development
    strategies, writing activities and reading comprehension.

D2. What school-wide practices or processes are used to accelerate the learning of students
    who fall below mastery? Describe the practices or processes used in classrooms to bring all
    students to mastery and above such as expansion and modification of instructional time, double
    blocking, regrouping, co-teaching, etc.

D3. What research-based instructional strategies and organizational methods do teachers
    use to actively engage students at high levels and assure students’ deep understanding
    of content rather than “coverage of materials”? Describe the research-based instructional
    strategies used school-wide and content specific that promote student engagement and high
    levels of achievement. Give examples of how these strategies impact classroom instruction
    and engage students in the learning process. Explain the variety of organizational methods
    (e.g., cooperative learning/grouping patterns and time allocations) used in daily instruction.
    Describe the standards-based lesson planning and unit development processes used in the

D4. What processes/strategies and/or management systems are used to assure a safe and
    orderly school/classroom environment? Describe school-wide classroom management
    processes/practices and routines that assure a safe and orderly environment and develop
    learners who are adaptable, self-directed and responsible.

D5. Demands of the 21st century require that students be proficient in a variety of learning
    skills and adept at using 21st century technology tools. How does classroom instruction
    prepare students for success in the 21 st century? Describe how 21st century tools and
    resources are incorporated as an integral part of the teaching and leaning process and used to
    develop students’ deep understanding and ability to apply and use content? Note: 21st century
    learning skills include: information and communication skills (information and media literacy),
    thinking and problem solving skills (critical thinking, systems thinking, problem solving, creating
    and innovating), and personal and workplace productivity skills ( interpersonal and collaboration
    skills, self-direction, adaptability, ethical behavior, social/personal accountability, leadership,
    project planning and development)

D6. How do teachers differentiate the instructional process to meet the varied needs of
    learners? Describe how teachers differentiate instruction in the classroom to meet the needs
    of all learners (including at-risk/special needs, those at mastery and those above). Give
    examples of how instruction is differentiated by adjusting process, product, assessments,
    grouping patterns and time to accommodate student learning profiles, readiness and interests.

D7. What opportunities do students have to apply learning to real world situations? Explain
    what opportunities are provided through the classroom instructional process, as part of school-
    wide activities and/or as a part of out-of-school initiatives? Describe opportunities and
    initiatives for students to integrate quality work-based and/or experiential learning experiences
    (e.g., contextual learning, project based learning, student leadership and service activities, work
    based experiences, internships).

E. Professional Learning Communities
E1. What opportunities do teachers and other staff have to participate in professional
    learning communities? Describe the professional learning communities in your school.
    Provide specific examples of how professional learning communities build a sense of collective
    responsibility for student learning, offer collegial support to develop and try out new ideas,
    collectively solve problems, seek out information, provide a context for reflection, and/or enable
    staff to work together in other ways. Explain how such activities support student learning.

E2. How does a coherent approach to professional development ensure ongoing learning
    for staff? How do organizational arrangements such as time and teaching assignments
    make professional development a priority? Is there a long-term plan? Develop an overall
    picture of professional development in your school and describe your school’s plan. Give
    examples of significant ongoing school based learning opportunities (e.g., mentoring, teacher
    research, learning communities, web-based training opportunities). Give examples of
    significant out-of-school professional opportunities (e.g., networks, professional associations,
    conferences, courses, collaboration with higher education, cultural institutions, and

E3. How has teacher professional development improved teaching? Explain how professional
    development for staff has an impact on teaching and learning in the classroom. Give specific
    examples of professional development that has influenced classroom instruction and student
    engagement and achievement. Describe how your school recognizes excellent teaching.

F. Leadership and Educational Vitality
F1. How does the instructional leader develop a school-wide focus on teaching and
    learning? How does the instructional leader work with teachers to improve curriculum,
    instruction and student engagement? How do school leaders work with teachers to
    improve their instructional skills? Describe how the principal/lead teacher centers the
    operation of the school on teaching and learning. Explain how the principal/lead teacher
    creates an environment where staff learning is focused on the improvement of the curriculum,
    instructional processes and student engagement.

F2. How is the principal/lead teacher a “leader of learning”? How does the principal/lead
    teacher model lifelong learning? Describe how the principal/lead teacher is dedicated to
    his/her personal/professional growth. Describe how the principal/lead teacher works
    collaboratively to organize a school-wide structure for on-going professional
    growth/development for staff.

F3. How does the principal/lead teacher organize and lead the school toward collaborative
    continuous improvement processes? How is the school improvement process
    organized and managed to ensure the school is always moving forward? Explain how the
    principal/lead teacher collaborates and organizes school improvement as an on-going
    continuous process.

F4. How is the Five-Year Strategic Plan developed and how does it drive and target school
    improvement efforts? Describe the school’s collaborative strategic planning process and how
    all staff and major stakeholders are involved in school-wide and classroom improvement
    initiatives. Explain how data analysis is used in the development and implementation of the
    Five-Year Strategic Plan. Describe how consistent and pervasive changes in school practices
    are based on the goals and objectives of the Five-Year Plan and supported through a
    professional development plan.

F5. How does the principal/lead teacher(s) model the use of 21st century tools and
    applications in the role of manager and leader? What processes are in place for
    integrating technology into the school/classrooms and how is staff trained? How is
    technology used to analyze school data? Explain how school leaders model and use
    technology applications to communicate with staff and parents, provide professional
    development, and improve management efficiency and effectiveness. Provide specific
    examples of how technology has enabled the development and analysis of data about the
    school and uses of the data as a basis for decision making.

F6. What do you consider the major educational challenges your school must face over the
    next five years and how do you plan to address them?

G. School, Family, and Community Partnerships
G1. What family/community collaboration and partnerships are in place at your school?
    How are these partnerships and relationships mutually beneficial resulting in the school
    being a respected and valued partner? Discuss your family/community collaboration and
    partnerships and how they have resulted in mutual respect, support and understanding.
    Discuss how your school collaboratively develops goals, priorities and initiatives; who is
    involved in identifying them and how they are related to the overall schools goals and

G2. How does your school environment welcome and respect families/agency staff from all
    walks of life, solicit and value their meaningful input, find multiple ways to invite and
    involve them in school initiatives and build a shared commitment to student success?
    Describe school-wide efforts to establish effective two-way communication and meaningful
    involvement of parents/agency staff as respected partners.

G3. How does your school involve families/agency in students’ education and student
    support programs? Discuss how, in partnership with families/agency, the school: (1) supports
    and enhances the parenting/guardianship/custodial role, (2) recruits and encourages
    volunteers, (3) facilitates learning after hours (including homework) and (4) involves
    families/agency in decision making. Provide examples of school support, such as integrated
    health and social services at the school site, referrals to community agencies and services
    beyond those provided by the school, before and after school child care, adult education, family
    counseling, nutrition education, times for parent meetings and conferences and transportation

H. Indicators of Success

H1. Research indicates that highly effective schools are data driven. What evidence do you
    regularly collect and analyze to judge the effectiveness of your school? Identify the types
    of data collected and why these data are appropriate evidence for your particular programmatic

H2. Describe the data management system(s) used to summarize, analyze and report
    assessment results? What assessment data are communicated to students, educators,
    parents and the community about student, school and system performance? Provide
    evidence that assessment data have been analyzed at all levels (individual student, subgroups
    and school) to determine strengths and areas in need of improvement. Describe how you
    deliver timely evidence of student progress into the hands of instructional decision makers and
    communicate evidence of student performance to students, parents and the community.

H3. How do you use assessment results to understand and improve student and school
    performance? How does your use of assessment data contribute to making issues of
    quality and equity part of the everyday conversation at your school? How do data
    influence decision making? Provide evidence that assessment data are used systematically
    in making decisions about curriculum, instruction and student learning.

H4. Describe your school’s balanced assessment system/approach that includes high
    quality summative, benchmark and formative classroom assessments used to improve
    teaching and learning? Note: H4a is not applicable for K-2 schools; however H4b and c
    need to be answered.

    a. Summative Assessment Results: Provide the most current student achievement data for
       the WESTEST and WV Writing Assessment.

                   School Wide Aggregated TABE Trend Data Results
                                  2009-10        2010-11        2011-12
         Performance Levels             %             %              %
         Distinguished                  %             %              %
         Above Mastery                  %             %              %
         Mastery                        %             %              %
         Partial Mastery                %             %              %
         Novice                         %             %              %

                        WV Writing Assessment Summary Results
                                    4th Grade    7th Grade                10th Grade
         Performance Levels                %            %                        %
         Distinguished                     %            %                        %
         Above Mastery                     %            %                        %
         Mastery                           %            %                        %
         Partial Mastery                   %            %                        %
         Novice                            %            %                        %

       Note: Additional summative assessment results (i.e., ACT Explore, ACT Plan, Advanced
       Placement, End of Course, etc.) may be reported. Take special care to present and
       interpret any additional data in a way that is readily understandable to non-testing experts.

    b. Benchmark Assessment Results: Describe benchmark assessments used to provide
       teachers with more frequent evidence of student mastery of standards. How are the results
       of the benchmark assessments reported and used to adjust instruction in a timely manner?
       What high yield instructional practices have been implemented as a result of these findings?

    c. Formative Classroom Assessments: Describe assessment methods (e.g., selected
       response, extended response, performance assessments, and personal communications)
       used to provide students, teachers and parents with frequent evidence of student progress
       in mastering the knowledge and skills of 21 st century learning. Describe the types of
       formative data used (e.g., DIBELS, Informal Reading Assessment, Informal Math
       Assessment) to redirect daily instruction.

H5. How have your students performed on General Educational Development (GED), Career
    Scope, PSAT, PLAN, SAT, and/or ACT college entrance examinations over the past three
    years? Be sure to indicate the number of students and percentage of the cohort class tested.
    Explain any pattern of increase or decline in test scores.

H6. What specific improvements have been made in school procedures and practices as a
    result of your analysis and use of assessment data? Describe school wide practices (i.e.,
    scheduling, extended school day/year, staffing, horizontal/vertical collaboration efforts,
    professional development programs, etc.,) that have been implemented as a result of data

H7. What evidence is available of effective overall school performance?

    a. What was your schools record for the past three years in the following areas which
       may serve as indicators of school climate and engagement? Explain any patterns of
       increase or decrease as well as special circumstances that affected any of these indicators.
       If you choose to use other indicators of school performance, you may add up to three
       additional indicators to this list.

                                           2009-10        20010-11        2011-12
           Daily student attendance             %               %              %
           Daily teacher attendance             %               %              %
           Teacher turnover rate                %               %              %

       Note: In computing student attendance, both excused and unexcused absences should be
       counted as absent. Similarly, any teacher out for a personal or sick-day leave should be
       counted as absent.

    b. What was your schools record for the past three years in the area of school safety,
       discipline, and drug prevention? Create a set of behavioral categories that is consistent
       with your school safety, discipline, and drug prevention policies and appropriate for
       describing incidents ranging from minor to serious that occur in your school. Report
       incidents in terms of percentages of students involved for each category you identify.

H8. Which awards received by your school, staff, or students are most indicative of school
    success? Limit your description of awards to ten or fewer and be sure to explain the reasons
    for your choices.


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