FOR / / LEARNING
SCHOOLS OF EXCELLENCE RECOGNITION PROGRAM
2011-2012
Career and Technical
Application & Guidelines
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
INTRODUCTION
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 success.
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 education.
Conceptual Basis for the Program Criteria
Experience with school improvement and research indicates that there are no Aquick 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 All West Virginia students will exceed national educational standards and prepare for higher learning and the world of work through the programs, services and offerings of West Virginia’s thorough, efficient, safe and nurturing education system.
STRATEGIC GOALS
1. All students shall master or exceed grade level educational standards that reflect 21st century skills.
2. All students shall receive a seamless pre-kindergarten through twenty curriculum designed and delivered with broad stakeholder involvement to promote lifelong learning in a global society.
3. All students and school personnel shall develop and promote responsibility, citizenship, strong character and healthful living.
4. All students shall be educated in school systems that operate and deliver services efficiently and effectively.
5. All students shall be educated by highly qualified personnel.
WV Code §18-1-4 (Adopted August 30, 1990)
#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 percent.
#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.
ELIGIBILITY CRITERIA
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 2011 must have been in continuous operation since September 2003.
True______False______
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.
True______False______
3. The school has current full accreditation status.
True______False______
4. The school has made Adequate Yearly Progress (AYP) under the No Child Left Behind implementation plan for the past two years.
True______False______
5. The school has not been identified as a “persistently dangerous” school within the last two years.
True______False______
6. 2009 Proficiency Standards meet the required annual measurable objective indicators for Career Technical Education Programs.
Academic Skill Proficiency / Technical Skill Proficiency / PlacementWorkKeys Reading / WorkKeys Math / Global 21 Performance Assessment / Overall Placement / In Field Placement
60% / 60% / 72% / 91.56% / 60%
True______False______
viii
REVIEW PROCESS
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.
TIMELINES
Schools of Excellence Recognition Program for 21st Century Learning
Program Notification Letters to Superintendents and Principals / October 2010Orientation for WV Schools of Excellence Recognition Program / October/November 2010
Application Forms Due in Charleston / February 25, 2011
Review of Application Forms by State Review Panel / March 2011
Announcement of Site Visits / March 2011
Site Visits / April/May 2011
Announcement of WV Schools of Excellence / May 2011
State Recognition Ceremony and Banquet / August 2011
viii
PREPARING THE APPLICATION
Overview
viii
This application package is designed to provide a profile of your school and to offer you an opportunity to highlight factors especially important to your school and local community. It is divided into five parts.
Part I includes items to determine whether a school meets the eligibility criteria.
Part II seeks demographic information about the school district and the school.
Part III & Part IV provides a brief summary and mission statement of the school, which is used by the Review Panel to understand the school context and, if the school is recognized, for public information purposes.
Part V invites descriptions of the school in response to specific questions that pertain to Conditions of Effective Schooling.
The quality of the written document will have considerable influence on how the Review Panel evaluates the school. Complete descriptions of school policies, programs and practices, and results are essential ingredients of a successful school application. Therefore, the application should be well-written and carefully reviewed for content and style before being submitted. Failure to directly and concretely address each question may result in an unfavorable review even though the school=s programs and practices are, in reality, quite excellent.
The Summary Statement on page six may be shared with other recognized schools and the press. Provide background information, without cross references, summarizing the strengths and accomplishments, and focusing on what makes the school a unique and successful place for learning. It should be a concise, accurate description of your school.
Previously recognized Schools of Excellence seeking recognition again must highlight changes and improvements since they were last honored. Throughout the application package, schools previously recognized must explicitly document their progress since the earlier award and note any interactions with other schools in sharing their successful strategies. Prior application forms are not available to the Review Panel. Thus, you must take care to document all statements and claims as thoroughly as a school applying for the first time.
Technical Specifications:
It is critical to keep the following requirements in mind as you fill out the application form. If you fail to comply, your school may not be reviewed.
1. All responses must be typed on white paper, single spaced, with one-inch margins on right, left, top, and bottom. Use normal spacing between lines. Print size must not be reduced smaller than 11-point computer font. Do not use condensed or compressed type; the font style used should be easily reproducible.
2. Each school must submit three copies (original plus two) of the completed application package. The original and copies must be without any additional covers or folders and must be stapled in the upper left hand corner. The signed original must be printed on one side only. The additional two copies may be printed on both sides of the paper.