SECTION 7

High Quality Standards

7.1.Curriculum...... 26

7.2.Student and School Performance...... 72

7.3.Alternative Education...... 79

7.4.Regulatory Agency Reviews...... 81

7.5.Administrative Practices and School-Community Relations...... 83

7.6.Personnel...... 89

7.7.Safe, Drug Free, Violence Free, and Disciplined Schools...... 94

7.8.Leadership...... 97

HIGH QUALITY STANDARDS

Verification Guide

The education standards for student, school, and school system performance and processes set forth the knowledge and skills that students should know and be able to do as a result of a thorough and efficient education that prepares them for the 21st century. The high quality standards incorporate the 21st century skills initiatives and assure that graduates are prepared for continuing post-secondary education, training, and work and that schools and school systems are making progress toward achieving the education goals. Each county board of education, in order to define its education program, shall establish policies and implement written procedures that reflect the education standards adopted by the West Virginia Board of Education.

7.1. CURRICULUM

Programs of study are arranged so that curriculum, instructional practices, and instructional materials ensure that all students have equal opportunity to acquire the knowledge and skills needed to succeed academically and in the workplace.

7.1.1.Curriculum based on content standards and objectives. The curriculum is based on the content standards and objectives approved by the West Virginia Board of Education. (Policy 2510; Policy 2520)

Note: Verify that the West Virginia Board of Education content standards and objectives (CSOs) of courses integrated with other subjects are taught, i.e., art, music, physical education, health, science, and social studies. Verify that sufficient time is allocated to teach all the CSOs to all students including all subgroups, i.e., middle school rotation classes, career awareness, developmental guidance, technology, etc.

INTERVIEW SOURCES/QUESTIONS

Teachers –

  1. Do you have a copy of the West Virginia Board of Education content standards and objectives (CSOs) for the subjects that you teach?

Yes, you should have your copy of the CSOs readily available. Additionally, the WVDE Teach 21 website is used when reviewing CSO’s.

  1. May we review a copy of the CSOs for each program you teach?

Yes

  1. How do you incorporate these into your daily instruction and lessons?
  1. Lesson plans are based on the approved WV Content Standards and Objectives.
  1. Provide examples of how your classroom instruction meets the minimum West Virginia Board of Education Content Standards and Objectives.

Staff should have available copies of lesson plans that clearly demonstrate the use of Content Standards and Objectives being taught in the classroom.

  1. What content standard(s) and objective(s) are being addressed today, this week?
  2. The Lesson Essential Questions and/or the lesson objectives should reflect the CSOs being taught. This is evidenced through the notations on the board reflective of the CSO’s being taught which are written in “student friendly” language.
  1. Discuss your planning strategies to ensure that the CSOs are presented and mastered for each program you teach.
  2. Summarizing strategies such as ticket out the door and 3-2-1 are being implemented to check for mastery of the skill taught during the lesson.
  3. Three benchmark assessments, ACUITY, are utilized in the content areas of reading/language arts and mathematics to determine student mastery.
  4. If you are utilizing teach and re-teach strategies, examples should be available.
  5. DIBELS reports are utilized in grades K-3
  6. Implementation of Tiered Reading
  7. Informal assessments
  1. How is mastery of the CSOs measured? Discuss techniques or strategies for student mastery of the CSOs.
  2. Three benchmark assessments are utilized in the content areas of reading/language arts and mathematics to determine student mastery.
  3. Teachers need to be able to articulate how informal assessments are utilized in their respective classrooms.
  4. Staff members in K-3 utilize the DIBELS assessment.
  5. Accrued Instructional time is utilized following benchmark assessments to have structured planning time for grade level teachers and/or content specialists. Teachers share successful strategies which were used in classrooms where students demonstrated mastery of CSOs.
  6. Benchmark data is utilized to address student deficiencies as well as curriculum gaps.
  7. Annual “D-Day” professional development and study sessions are implemented in August to identify student strengths as well as weaknesses identified on the WESTEST 2 results.
  1. Discuss the training and/or professional development provided in delivering the CSOs.
  2. Participants in the reading/language arts and DI academies have been provided training in the delivery of CSOs.
  3. Participants in the myriad of professional development provided by BCS Instructional Coaches have been provided many strategies regarding the delivery of the CSOs.
  4. Participants involved with the Teacher Leadership Institute and the County Math Leadership Team have been involved in training regarding the delivery of CSOs.
  5. Teacher leaders provide professional development on the Depth of Knowledge and unpacking of the CSO’s.

DOCUMENTATION

Curriculum guides, textbooks, instructional materials, professional development schedule, Five-Year School Strategic Plan,Content Standards and Objectives (CSOs), program guides, course descriptions, county board of education policy and procedures, HSTW - Site Action Plan/Goals, HSTW - High Expectations, HSTW - Academic Studies, HSTW - Program of Study, examples of student created projects.

7.1.2.High expectations. Through curricular offerings, instructional practices, and administrative practices, staff demonstrates high expectations for the learning and achieving of all students and all students have equal educational opportunities including enrichment and acceleration. (Policy2510)

VERIFICATION PROCEDURE

Section 8.3.1. of Policy 2510 states that in implementing an aligned system of instruction teachers, “Set, maintain and communicate high expectations which are consistently and repeatedly communicated to students through challenges and rigorous instruction.”

Conduct interviews and classroom observations for evidence that the curriculum and instructional practices reflect high expectations for all students including subgroups as defined by the No Child Left Behind Act of 2001 (NCLB). Verify that instructional time is emphasized. Determine that classroom strategies encourage learning, curriculum is rigorous, and instruction challenges all students to achieve. Verify through observation; principal, teacher, and student interviews; and document review that staff demonstrates high expectations for each student. Examine the mission and goal statements, recognition and awards, and student work to determine if all students are expected to achieve. Observe if the teaching and learning process is occurring in all classes. Review curricular offerings and scheduling to determine that all students have the opportunity to participate in a challenging curriculum. Interview the principals and teachers to verify how achievement expectations are communicated to students. Check for practices that categorize students for instruction, i.e., ability grouping, homogeneous grouping, tracking, clustering, or similar practices. Determine the enrollment of each subgroup in the higher-level courses. Check the percent of students achieving above mastery and distinguished levels on the WESTEST. Ask about techniques to increase the percent of students to achieve at these higher levels.

Enrichment

Section 13.39. of Policy 2510 defines enrichment as, “Instruction that allows the student to study a subject more broadly or in greater depth.”

Acceleration

Section 13.1. Acceleration of Course or Grade Level of Policy 2510 describes acceleration,

The process through which students can obtain mastery of content at a faster or earlier rate. Acceleration is available for all students who demonstrate academic readiness for various delivery options. Acceleration includes, but is not limited to, compacted classes/schedules, testing out, early school entrance, double promotion, early graduation, two or four year college or university enrollment, dual credit courses, West Virginia Earn a Degree – Graduate Early (hereinafter WV EDGE) courses; College Board’s Advanced Placement courses, and International Baccalaureate programs.

Review the School Technology Plan, (posted online at or the printed pdf version of the online technology plan, and other pertinent sections for teaching strategies that are to be included in instruction and the inclusion and utilization of technology to provide interventions, enrichment, and acceleration opportunities. The Student Utilization of Computers in Curriculum for the Enhancement of Scholastic Skills (SUCCESS) initiative addresses productivity skills and career awareness in grades 7-12. Check to see if students use SUCCESS computers to improve achievement. Verify in elementary schools that the Basic Skills Computer Education (BSCE) initiative is implemented to address basic skills and is being used to provide remediation/intervention parallel and/or consistent with skills taught in the regular classroom. Check to see if multiple strategies are presented for students to achieve success. Are the schools using the reports generated from the software to chart deficiencies and implement a plan for remediation? Do teachers align the software lessons to reinforce the CSOs being presented in the classroom? Verify that the approved CSOs in each subject and grade level are taught. Interview principals, teachers, and students; conduct classroom observations; and review master schedules, course descriptions, and curriculum guides.

INTERVIEW SOURCES/QUESTIONS

Counselor(s) – Describe how students are scheduled into classes. What criteria are used for AP and honors classes? Which are the low level classes? How are the academic needs of students determined? Discuss how students are grouped for classes. What accelerated courses or opportunities are available? How is student eligibility determined for accelerated and enrichment classes? How are decisions made regarding enrichment opportunities?

Teachers –

  1. Give examples of activities or strategies that promote high expectations for all students within your classroom and/or school.
  2. Our classroom instruction is based on the lessons learned during training relevant to the Depth of Knowledge.
  3. Classroom as well as benchmark assessment questions reflect rigor based on 21st thinking skills and higher level reasoning.
  4. Students are being presented with real world problems to be solved collaboratively with students having understood roles in the group.
  5. Implementation of Marzano’s research-based instructional strategies (refer to the BCS graphic organizer.
  1. How do you assess skill and content mastery?
  2. Teachers utilize a variety of informal assessments in their classrooms. (Must be able to articulate the types of informal assessments.)
  3. Benchmark assessments are utilized in mathematics and reading/language arts three times annually.
  4. K-3 teachers utilize the DIBELS assessment for reading mastery.
  5. Summarizing strategies such as the 3-2-1 method as well as the ticket out the door are being utilized.
  1. Are examples of this assessment available for review?
  2. K-3 teachers should be able to provide examples of the DIBELS assessment.
  3. Teachers providing instruction in reading/language arts and/or mathematics should be able to provide examples of the benchmark assessments.
  4. Teachers should be able to provide copies of the various informal assessments in their classrooms. Examples may include, but are not limited to the 3-2-1 method and ticket out the door.
  1. On what basis are students grouped for certain activities/subjects?
  2. Students are grouped heterogeneously.
  3. Students are sometimes grouped during short periods of the day based on assessment data. Examples of this may include grouping for instruction based on identified deficiencies. The students in these groups are constantly changing based on student needs. Guided reading groups would serve as an example for Tier I instruction. Another example would be the groups for Tier II intervention.
  1. What level is this class?
  2. Staff should articulate the grade level of the classroom.
  3. Students are grouped for intervention, you should be able to articulate the areas of instruction and level of such.
  4. All grade level teachers and/or content area teachers provide grade level instruction.
  1. How do you ensure mastery of CSOs for each subgroup?
  2. Teachers should be able to demonstrate and articulate the use of differentiated instruction.
  3. Boone County continues to move toward increasing the number of co-taught classrooms which provides additional opportunities for more students to have access to the general curriculum.
  4. Reading/Language classes as well as mathematics classes are being double-blocked at the middle school level or taught on a year-long basis.
  5. Some schools are utilizing available funds to offer after school tutoring. Funds such as Gear-Up and ARRA funds or Title I funds at Title I schools.
  1. How does the class structure communicate that all students are expected to achieve?
  2. Many of our co-taught classrooms demonstrate this practice documented by the fact that it is not clearly evident who the general education classroom teacher or the co-teacher might be. Additionally, it is not always clear which students are the special needs students.
  3. As needed, teachers are utilizing differentiated instruction to address the needs of all students.
  4. Classrooms are organized in such a manner to promote student collaboration. (Examples: small group instruction, pairs, cooperative groups)
  1. Describe how students are scheduled for intervention.
  2. At the middle schools, the flex period is utilized to group students with like deficiencies or strengths to provide for intervention strategies as well as acceleration opportunities.
  3. In grades K-3, teachers utilize DIBEL assessment results to group students for Tier II and/or Tier III instruction.
  4. Classroom teachers utilize small group instruction in their classrooms in order to meet student needs based on various assessment results.
  5. Read 180 will be utilized to provide interventions for students at the middle and secondary schools based on their individual needs.
  1. How is the material presented differently?
  2. Teachers should be able to articulate how instruction is delivered in a different manner than addressed during large group instruction.
  3. K-3 teachers need to be able to articulate the use of the Tiered Intervention for Reading.
  4. Documentation should be readily available to demonstrate the use of varied instructional strategies.
  1. Discuss intervention strategies.

Refer to information for questions 8 and 9.

  1. How are time and staffing adjusted for intervention activities?

Master Schedules, classroom schedules, and intervention schedules should be available to document intervention plans. Additionally, tutoring provided during 5th block or other after school sessions should be addressed.

  1. What professional development opportunities have been provided regarding high yield strategies?
  2. All teachers in grades in grades K-6 who are responsible for language arts instruction have been involved in high quality professional development during language arts academies.
  3. Many teachers and administrators have been involved in sustained professional development regarding instructional and planning strategies. All of the planning and instructional strategies professional development offerings are based on Marzano’s research. These professional development offerings are supported through coaching and support sessions provided at individual schools.
  4. Math teachers who participated in the MSP Grant need to be able to articulate the professional developments offerings made available through the MSP Grant.
  5. MSP Grant Participants should be able to articulate the professional development offerings made available through the MUGC and HEPC Grant.
  6. Those teachers working in schools with a TIS person should be able to articulate the professional development offerings related to such.
  7. Review the BCS summer PD Chart.
  1. How are students with disabilities provided access to the general curriculum?
  2. Boone County continues to move toward increasing the number of co-taught classrooms which provides additional opportunities for more students to have access to the general curriculum.
  3. This initiative has been supported via professional development offerings available for teachers as well as administrators.
  1. Discuss how AP/honors classes are more rigorous than general classes.

Those teachers teaching AP Courses and Honors Courses need to be able to demonstrate the difference in their AP Course, Honors Course, and a general course in the same content.

  1. Discuss methodology and procedures that incorporate 21st skills in your curriculum and instruction.
  2. Teachers utilize various instructional strategies that allow for students to collaboratively work on solving real world problems.
  3. By following the CSOs, the curriculum provides for 21st Century Skills.
  4. Schools supported by TIS staff members receive on-going professional development regarding the utilization of technology to support 21st skills.
  5. Teachers are continuously provided communication regarding on-line web resources such as Thinkfinity, TEACH 21, SAS in schools, ACUITY, and Writing Road Map.

DOCUMENTATION

Course request forms,Five-Year Electronic School Strategic Improvement Plan, use of ongoing informal curriculum assessments, student work examples, classroom observation records, master schedule, number and performance of Advanced Placement test takers (secondary), graduation requirements, course requirements, student recognition programs, codes of conduct, student attendance policies, honors and Advanced Placement course syllabi, HSTW - Site Action Plan/Goals, HSTW - High Expectations, HSTW - Academic Studies, HSTW - Program of Study, HSTW - Students Actively Engaged, HSTW – Guidance, HSTW - Extra Help. Student Assistance Teams (SAT) logs showing that modifications have been recommended for students needing interventions.

7.1.3. Learning environment. School staff provides a safe and nurturing environment that is conducive to learning. (Policy 2510)

VERIFICATION PROCEDURE

School activities and operations emphasize learning and all areas demonstrate that teaching and learning are school priorities and are provided in a safe and nurturing environment. Instructional time is valued and distractions are minimized with clear instructions concerning school/classroom activities, interruptions, discipline, etc. Conduct interviews and observations to determine that the school principal(s) and staff foster an environment conducive to learning; principal, teacher, and student behaviors convey an atmosphere of mutual respect; and all staff members model positive behaviors. Check to determine that activities are conducted in a safe and nurturing manner. Observe classroom practices, teacher interaction with students, curriculum, instructional designs, instructional materials, school discipline, and student behavior, etc., to determine that the school environment is safe, nurturing, and promotes learning. Observations include students engaged in learning activities, teachers actively engaged in instruction, minimum teaching and learning interruptions, prepared teachers, prepared students, instruction beginning on time and continuing until the end of class, student work linked to performance data, evidence of a variety of instructional strategies, and consideration for different learning modalities, etc. In pre-kindergarten classrooms, interview staff about individualization and developmentally appropriate programming for all students.