SACS CASI Standards Assessment Report for The Wythe County Public Schools. Section 1

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1 SACS CASI Standards Assessment Report for The Wythe County Public Schools Section 1 Executive Summary of School System Profile Vision and Goals The Wythe County Public School s Vision Educating students for success in a changing world The Wythe County Public School s Mission The mission of WCPS, in partnership with our entire community, is to ensure that each student is empowered with the knowledge and skills necessary to meet the challenges of the future. SACS/CASI District Goals for The Wythe County Public Schools 1. All Wythe County schools will meet or exceed federal and state accreditation standards. 2. Wythe County high schools will implement approved at risk plans in order to increase graduation rates. 3. The Wythe County schools will increase stakeholder communication. Programs and Services The Wythe County Public Schools offers a wide range of programs to meet the educational needs of our students. The pre-kindergarten program, which is available in every elementary school in the county, identifies students who need a jump start on their education. Student needs are indentified and each student is provided an instructional program which prepares them for their future educational experiences. We also provide Title programs in elementary school which are designed to accommodate individual student needs. Gifted and enrichment programs begin in the elementary schools and continue into middle school. We have a teacher endorsed in gifted education that rotates between the middle schools providing students with differentiated instruction, focused on topics outside of the standards based curriculum. This teacher also provides staff development for our elementary and middle school teachers. Our middle school instructional program allows students the 1

2 opportunity to participate in advanced mathematics courses, foreign languages, athletics, and social/academic clubs. A continuum of remediation programs for those students who may need additional assistance is available within the school day and after school hours. The high school curriculum consists of a myriad of educational offerings from career and technical education classes through dual enrollment courses taught in conjunction with the local community college. Virtual classrooms and governor school opportunities are available for students who seek classes that may not be taught in our system. All of our high schools are members of and participate in activities governed by The Virginia High School League. Our special education program is focused on providing an inclusive, individualized educational experience for our students with disabilities. We offer a continuum of options for the highly restrictive self-contained classes to the least restrictive option of mainstreaming and monitoring. Our district offers a variety of alternative programs during the day and evening for those students who are not successful in a traditional program. These programs ensure that all students have the opportunity to obtain a regular diploma or a general education diploma. Demographic information about school system s community Wythe County is strategically situated in southwestern Virginia at the intersection of two major interstate highways, I-81 and I-77. Much of the county s 460 miles of land area lies in a broad, picturesque valley bordered by the Blue Ridge and Allegheny Mountain ranges. Traditionally, Wythe County has been known as an agricultural county, although in recent years manufacturing operations have become increasingly important due to the interstate highway and rail transportation network. In addition to being the most visited community in western Virginia, as previously stated, it is a key location for manufacturing and distribution. Award-winning Progress Park, the county s 1,210-acre industrial park, is located near the intersecting interstates and provides key infrastructure, including rail and fiber optic telecommunications, required by today s competitive businesses. Gender Distribution (2007) Area Male Female Wythe County 48.0% 52.0% Race/Ethnicity (2007) Classification Profile Area Labor Area White 27, ,368 Black ,285 Two or More 216 2,280 Asian 166 1,603 American Indian or Alaska Native Pacific Islander 5 59 Hispanic (may be of any race) 252 3,024 2

3 Median Age Wythe 41 years Median Family Income (FY 2007) $49,900 GOVERNMENT Government: Wythe County has a County Administrator and a seven-member Board of Supervisors. The county has a comprehensive plan and a subdivision ordinance. Wytheville is the county seat. Rural Retreat is the other incorporated town within the county. Lifestyle: Wytheville Community College is at the center of many of the community's entertainment and cultural events, including regular plays, concerts, musicals, and craft fairs. These events are enthusiastically supported throughout the community. Area churches, schools, and social and civic organizations also take a lead role in sponsoring a wide variety of recreational, historical, and instructional opportunities. A most successful example is the Chautaugua Festival, sponsored by the Wythe Arts Council, which celebrates the community's history, culture, and entertainment for a week each summer. Wytheville's public recreation department is active in administering a full range of youth and adult league sports, playground, and pool events. The department manages the Community Center that includes a gymnasium and meeting rooms for any number of educational and social purposes. Wythe County Recreational Department oversees Ager Recreational Park, which includes tennis and softball facilities, a unique playground for children, and picnic facilities, as well as many other recreational activities throughout the county. Both public and private 18-hole golf courses are available in Wythe County with other courses nearby. The Mount Rogers Recreation Area, Jefferson National Forest, Appalachian Trail, and Virginia Highlands Horse Trail are located in the county and provide for virtually unlimited camping, hunting, fishing, hiking, and horseback riding. Rural Retreat Lake and Campground has a 90- acre, fully stocked lake, which is open for fishing year-round. New River Trail State Park, Virginia s only linear state park, goes through Wythe County with much frontage on the New River. The Trail, which was developed on abandoned right of way donated to the Virginia Division of State Parks by Norfolk Southern Corporation, is ideal for hiking, bicycling and horseback riding. The Shot Tower Historical State Park, adjacent to the New River Trail in Wythe County, offers picnicking, river access, and parking. Hunters and fishermen will find this region appealing as an extensive variety of game and fish are native to the area. The Wytheville State Fish Hatchery annually stocks local lakes and streams with over 110,000 pounds of brook, brown, and rainbow trout. The Blue Ridge Parkway, with its remarkable scenery and fall colors, is less than one hour away. Nearby parkway attractions include Groundhog Mountain Resort, Mabry's Mill with its 19th and 20 th century working demonstrations and exhibits, and Rocky Knob offering picnic shelters, game fields, and camping facilities. Tourists and residents alike find many reasons to revisit this unique scenic area. 3

4 Student Performance Summary The Wythe County Public School System participates in the Virginia Standards of Learning Assessment Program in grades 3 through end-of-course and Phonological Awareness Literacy Screening (PALS) in grades P-K through 3rd. Overall the assessment results during the past years have shown growth in all core areas. Using a systemic approach has helped the division see significant increases in student assessment results. Involvement from all stakeholders has created increased student performance. Although Wythe County Schools has room for improvement, we are focused on using data to increase achievement in each school and the district to achieve higher success rates. Overview of major trends or issues impacting the school system The Wythe County Public School System has focused on improving student achievement and classroom instruction through implementing a benchmark testing program in reading/language arts and mathematics. The program is a tool to help teachers focus on the needs of individual students and provide differentiated instruction based on results from these periodic assessments. Budget constraints will be a major impact for our school system in the coming years. With the economic downturn in the overall economy, schools will be affected. Our community and school district leaders will work hard to lessen the impact on existing programs and continue to focus on a quality education for all Wythe County students. Major strengths and needs of the school system Noteworthy strengths of the district include the systemic collaboration and strong sense of community among and within schools. There is a positive culture associated with our schools and our personnel enjoy strong working relationships. Teachers and administrators work together to solve problems, plan, implement, and evaluate instruction. During this school year, our staff development has focused on the evaluation and utilization of data. This continues to be an area of focus, particularly for some classroom teachers. An additional concentration is assessing the effectiveness of instructional programs/initiatives. 4

5 Section 2 Standards Review Vision & Purpose STANDARD: The system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the system. Indicators Rubric INDICATORS In fulfillment of this standard, the system: Not Evident Emerging Operational Highly Functional 1.1 Establishes a vision and purpose for the system in collaboration with its stakeholders 1.2 Communicates the system s vision and purpose to build stakeholder understanding and support 1.3 Identifies system-wide goals and measures to advance the vision 1.4 Develops and continuously maintains a profile of the system, its students, and the community 1.5 Ensures that the system s vision and purpose guide the teaching and learning process and the strategic direction of schools, departments, and services 1.6 Reviews its vision and purpose systematically and revises them when appropriate Response to Focus Questions 1. What is the process for establishing and building understanding of and commitment to the vision statement among the school system and its stakeholders? The schools of Wythe County and the central office implement the following practices and procedures for establishing and building understanding of and commitment to the vision statement among the school system and it s stakeholders by the following: Publication of the six year district plan via multimedia methods. Commitment is demonstrated by the evaluation and revision of the current vision and mission statement on an annual basis. 5

6 2. What is the system s process for maintaining and using information that describes the school system, its programs, services, and schools and their performance? To ensure that the district maintains and uses information that describes the school system, its programs, services, and schools and their performance, the staff of the Wythe County Public Schools implements the following practices: Publication of the district policy manual via multimedia methods. Publication and distribution of the Code of Student Conduct and Attendance. Publication and distribution of Program of Studies to inform students and parents of subject/course offerings and requirements. School and district vision and mission statement displayed across the district. Reports from school administrators and central office departments. Collaboration for the review of student performance data between the school administration and central office. Development of annual school improvement plans that are aligned with the district plan. Development of annual improvement plan from departments of the central office that are aligned with the district plan. 3. How does the leadership ensure that the system s vision, purpose, and goals guide the work of the school system and its schools? The leadership ensures that the system s vision, purpose, and goals guide the work of the school system and its schools by the following practices: Collaboration between schools and the central office for the development of the annual school improvement plan. Disaggregation of data to evaluate instructional effectiveness and alignment of programs with the district goals. Review and revision of the six year plan on a bi-annual basis. 4. What process is used to ensure that the vision and purpose of the school system remain current and aligned with the system s expectations in support of student learning and the effectiveness of the school system and its schools? The vision and purpose of the school system remain current, aligned with the high expectations for student learning, and school effectiveness by the following practices: Collaboration between schools of the district and the central office for the development of the annual school improvement plan. Disaggregation of data to evaluate instructional effectiveness and alignment of the school plan with the district goals. Monthly administrative staff meetings. On site school faculty and grade level meetings. 6

7 Overall Assessment Rubric STANDARD VISION AND PURPOSE Operational OPERATIONAL The school system has committed to a shared purpose and direction. The system and its schools have clearly defined expectations for student learning aligned with the system s vision that is supported by system and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance, system and school effectiveness. The vision guides allocations of time and human, material, and fiscal resources. 7

8 Governance & Leadership STANDARD: The system provides governance and leadership that promote student performance and system effectiveness. Indicators Rubric INDICATORS In fulfillment of this standard, the system operates under the jurisdiction of a governing authority that: 2.1 Establishes and communicates policies and procedures that provide for the effective operation of the system 2.2 Recognizes and preserves the executive, administrative, and leadership authority of the administrative head of the system 2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations 2.4 Implements policies and procedures that provide for the orientation and training of the governing board 2.5 Builds public support, secures sufficient resources, and acts as a steward of the system s resources 2.6 Maintains access to legal counsel to advise or obtain information about legal requirements and obligations 2.7 Maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations In fulfillment of this standard, the system has leadership that: Not Evident Emerging Operational Highly Functional 2.8 Provides for systematic analysis and review of student performance and school and system effectiveness 2.9 Creates and supports collaborative networks of stakeholders to support system programs 2.10 Provides direction, assistance, and resources to align, support, and enhance all parts of the system in meeting organizational and student performance goals 2.11 Provides internal and external stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership 2.12 Assesses and addresses community expectations and stakeholder satisfaction 2.13 Implements an evaluation system that provides for the professional growth of all personnel 8

9 Response to Focus Questions 1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school system and its schools? Wythe County Public Schools maintains an up-to-date policy manual that complies with all applicable local, state, and federal laws. The policy manual is assembled in conjunction with the Virginia School Boards Association policy service. The policy manual is communicated and made accessible via the division website, as well as through copies that are located in the central office and each school. In addition, Wythe County Public Schools assembles, disseminates, and communicates the personnel and student handbooks that contain applicable employee and student policy and procedures. Wythe County Public Schools also develops and implements a six year strategic plan as a means of documenting compliance and illustrating progress in the school system. The six year plan is also posted on the Wythe County Public Schools website, as well as being accessible at each of the schools in the division. Annual meetings are held as avenue to glean feedback from stakeholders in regard to the direction and effectiveness of the strategic plan. Additionally, Wythe County Public Schools complies with all applicable local, state, and federal laws, standards, and regulations such as the federal No Child Left Behind Act, the Americans with Disabilities Act, Fair Labor Standards, the Code of Virginia, the Standards of Quality, and the Standards of Accreditation. Compliance is demonstrated via audits conducted by outside entities, examples of which would be the recently administered OCR/ADA reviews and audits, federal program reviews and audits related to Title I Part A, state cafeteria audits, and locally administered fire marshal reviews. As a means of ensuring informed operation of the school system, the division superintendent holds an orientation meeting with each new school board member upon his/her election to office. The Virginia School Boards Association conducts a biannual new member orientation, as well as chairman and vice-chairman orientation sessions. As members of the Virginia School Boards Association, Wythe County School Board officials regularly take part in professional development opportunities provided through the VSBA. 2. What process does the system s leadership use to evaluate system effectiveness and its impact on student performance? Wythe County Public Schools maintains a standard grading scale for all students in grades K-1 and Student performance relative to these scales is recorded on a six-week basis and reported to pertinent stakeholders via student report cards. Student performance is evaluated at certain grade levels through the mandated Standards of Learning assessments, which comply with the No Child Left Behind Act. Also, selected division schools periodically take part in norm-referenced tests such as the NAEP assessment. Student performance on the SOL assessments is used to determine school and school system state accreditation ratings, as well as federal accreditation ratings in terms of Adequate Yearly Progress. These accreditation ratings are 9

10 reported on the state report card. The division and its schools use this information as one measure in the teacher evaluation and to present professional development sessions related to data analysis and student performance. After analyzing relevant data, the division and its schools develop school improvement, biennial, and six-year plans to address areas of weakness in student performance, as well as addressing areas where instruction can be improved. Central office staff and school administrators conduct monthly staff and faculty meetings as a means of disseminating appropriate instructional and organizational materials and resources, as well as giving direction and guidance on how to best utilize the aforementioned items. Instructional personnel utilize content appropriate Virginia Department of Education SOL materials and resources as a starting point from which to base their classroom instruction. Additional tools, such as pacing guides and benchmark tests, are developed and implemented to support and enhance the student performance goals. These tools are updated and refined during division-wide grade level and content area professional development sessions held throughout the school year. The division and each school also maintain student and employee handbooks to provide guidance related to organizational information. As a means of procuring appropriate resources beyond those that can be developed locally, each school is provided a monetary instructional allotment to be spent at their discretion. In addition to the teacher evaluation system, all central office staff members and principals receive an annual performance evaluation by their supervisors. This includes the superintendent who is evaluated by the school board and receives annual goals to attain in relation to the improvement of the division and its schools. Principals also develop goals for their respective schools which are then used to initiate plans for improvement related to student achievement, as well as other areas of concern within their school. 3. In what ways are stakeholders, including system and school staff, given opportunities to provide leadership and to contribute to the decision-making process? Internal and external stakeholders of Wythe County Public Schools are provided ample opportunities to fulfill meaningful roles in the decision-making process. Some examples of external stakeholders participation include monthly school board meetings, serving on advisory committees, forming school/business partnerships, and serving in PTA, PTO, and booster organizations. Internal stakeholders play meaningful roles via avenues such as board meetings, calendar committees, development of school improvement plans, and grade-level and content area committee meetings. Wythe County Public Schools held a leadership academy for prospective school administrators who are currently employed in other capacities within the division. The academy was held over several days and addressed a variety of issues ranging from legal obligations of the school administrator to facility issues and food service programs. Wythe County Public Schools also provides internships for prospective school administrators. This allows these individuals to gain insight into requirements and expectations facing educational leaders. 10

11 Wythe County Public Schools assesses and addresses community expectations and satisfaction through a variety of means such open public comment sessions at monthly school board meetings, annual budgetary and sixyear plan meetings, Title I parent, teacher, administrator surveys, SACS/CASI surveys, and Wythe County Foundation of Excellence meetings. Wythe County Public Schools supports numerous collaborative networks of stakeholders that work to support division programs. The school system maintains several parental advisory groups that support programs such as special education, gifted education, and Title I parental involvement. In addition to these advisory groups, Wythe County Public Schools was instrumental in the creation of the Wythe County Foundation for Excellence, which works to fund special programs and enrichment activities for its students through a network of grants. The school system is also home to PTA, PTO, and booster organizations that support a variety of programs, both academic and athletic, in the school system. 4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation? Central office staff and school administrators conduct monthly staff and faculty meetings as a means of disseminating appropriate instructional and organizational materials and resources, as well as giving direction and guidance on how to best utilize the aforementioned items. Instructional personnel utilize content appropriate Virginia Department of Education SOL materials and resources as a starting point from which to base their classroom instruction. Additional tools, such as pacing guides and benchmark tests, are developed and implemented to support and enhance the student performance goals. These tools are updated and refined during division-wide grade level and content area professional development sessions held throughout the school year. All core area teachers in the division follow the same pacing guides, and all take the same benchmark tests. Also, all division high school students are provided a program of studies, the various options of which are the same throughout the division. All instructional personnel are either fully endorsed or provisionally endorsed in the specific content area in which they teach. In order to maintain licensure and ensure high quality instruction, all instructional personnel are provided access opportunities to professional development training at the local, state, and national levels. The division and each school also maintain student and employee handbooks to provide guidance related to organizational information. As a means of procuring appropriate resources beyond those that can be developed locally, each school is provided a monetary instructional allotment to be spent at their discretion. This allotment is based upon a per pupil rate. In addition, classroom grants for innovation are available to all instructional personnel through the Foundation for Excellence, as well as other groups. Wythe County Public Schools implements a comprehensive evaluation system derived from the job description of each personnel position in the school division. The evaluation system is designed to assess strengths and weaknesses and provide for the improved performance of each position and is the same throughout the division for each position. 11

12 Overall Assessment Rubric STANDARD OPERATIONAL GOVERNANCE AND LEADERSHIP Operational The school system has leaders who are advocates for the system s vision and improvement efforts. The leaders provide direction and systematically allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation. While these processes and conditions are being implemented, the implementation is not systemic across the system, and the results are varied. 13

13 Teaching & Learning STANDARD: The system provides research-based curriculum and instructional methods that facilitate achievement for all students. Indicators Rubric INDICATORS In fulfillment of this standard, the system: Not Evident Emerging Operational Highly Functional 3.1 Develops, articulates, and coordinates curriculum based on clearly- defined expectations for student learning, including essential knowledge and skills 3.2 Establishes expectations and supports student engagement in the learning process, including opportunities for students to explore application of higher order thinking skills and investigate new approaches to applying their learning 3.3 Ensures that system-wide curricular and instructional decisions are based on data and research at all levels 3.4 Supports instruction that is research-based and reflective of best practice 3.5 Supports a curriculum that challenges and meets the needs of each student, reflects a commitment to equity, and demonstrates an appreciation of diversity 3.6 Allocates and protects instructional time to support student learning 3.7 Maintains articulation among and between all levels of schooling to monitor student performance and ensure readiness for future schooling or employment 3.8 Supports the implementation of interventions to help students meet expectations for student learning 3.9 Maintains a system-wide climate that supports student learning 3.10 Ensures that curriculum is reviewed and revised at regular intervals 3.11 Coordinates and ensures ready access to instructional technology, information and media services, and materials needed for effective instruction 14

14 Response to Focus Questions 1. How does the system ensure the alignment and articulation of curriculum, instructional strategies, and assessments in support of the expectations for student learning? The Wythe County School System uses Virginia Standards of Learning (SOL) for its K-12 curriculum base and uses the instructional support of SOL Curriculum Frameworks, SOL Enhanced Scope and Sequence Guides and SOL Test Blueprints provided by the Virginia Department of Education. These resources along with county pacing guides and school level pacing guides ensure alignment of the curriculum. Pacing guides for Grades K-3 reading instruction and Grades 5-7 math instruction have been developed at the county level. Core subject area pacing guides have been developed by grade level and departmental teams at the school level. In addition, program materials and textbooks for core subject areas are aligned with the curriculum and are well-founded in scientific research. Articulation of the curriculum and effectiveness of instructional strategies is monitored by analysis of assessment data, adherence to pacing guides and by observations of classroom instruction by principals and central office staff. Common planning time, departmental, grade level meetings, and literacy leadership team meetings allow for regularly scheduled discussions of available data and its implications for instruction. Analysis of benchmark assessments such as Flanagan/Mott Tests for Higher Standards and Interactive Achievement Benchmark Assessment informs daily instruction and highlights individual students needs. Disaggregation of SOL results including the use of School Performance by Question SOL analysis and End of Course test data informs programmatic decisions and examines current instructional practices by identifying areas of strength and by targeting areas in need of improvement. 2. In what ways does the system promote and support the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students? Daily schedules are carefully considered to protect instructional time for core subject areas and to allow for collaborative planning time for grade level and departmental teams. Schedules also include time for supplemental programs such as Art, Music, Drama, Physical Education and Guidance to provide opportunities for cross-curricular learning. An additional hour every first and third Wednesday of each month is designated as professional development time for faculty, cross-grade level and county-wide meetings for the purpose of data analysis, curriculum planning and implementation of instructional strategies. Additionally, two and a half professional development days and seven teacher workdays provide time for professional development offerings, collaborative planning and discussion. County-wide Professional Development offerings reflect current research-based best practices in core subject areas. Examples include: Strategic Instruction Model (SIMS) implemented in middle schools with on-going support from Virginia Tech s T-TAC (Training and Technical Assistance Center) to improve math instruction. Reading First Initiative implemented in elementary schools with ongoing support from reading coaches and the VDOE reading specialist to improve reading instruction. 15

15 Response to Intervention initiative in beginning stages of implementation with professional development sessions addressing evidence-based practices, on-line access to research-based strategies for special education teachers to ensure that struggling students meet grade level expectations, shared use of Phonological Awareness Literacy Screening (PALS) data by special education and general education teachers and collective effort by special education and general education teachers to monitor and document student progress to inform daily instruction. Support and training from central office staff and school administration for SOL data disaggregation at school, grade and department levels with an emphasis on exploring and implementing research-based strategies that improve instruction and extend student learning. Support and training for implementation of Interactive Achievement Benchmark Assessment program in grades Wythe County strives to meet the goal of its mission statement, The mission of WCPS, in partnership with our entire community, is to insure that each student is empowered with the knowledge and skills necessary to meet the challenges of the future, by offering a range of educational opportunities for K-12 students. At the high school level, dual credit and advanced placement classes are offered through Wytheville Community College and through the Southwest Virginia Governor s School for Science and Mathematics in Pulaski County. Training in technical and vocational fields is also offered at the high school level at the Wythe County Technology Center with an emphasis on increasing integration with local industry and increasing available certifications to prepare students for the workforce. At the middle school level, advanced math courses, exploratory courses such as keyboarding, technology, music and career guidance are offered as well as gifted education classes. At the elementary level, focused instruction in the core subject areas for all students is supplemented with programs for at-risk students including an at-risk pre-kindergarten program for four-year olds, Reading Recovery intervention program for 1 st grade students at-risk of reading failure, Title I program for students needing additional support in reading and math and the Early Intervention Reading Initiative for K-3 students needing reading remediation. At all levels, special education services are available for identified students. Annual revisions of the high school and middle school Programs of Studies and the elementary curriculum are conducted as outlined in Wythe County Public Schools Six Year Strategic Plan. 3. What processes are implemented to ensure that all staff members are wellprepared to support and implement the district s expectations for student learning? Wythe County Public Schools teachers are fully certified or are seeking full endorsement in the subjects/grades being taught and meet the NCLB standards of being highly qualified. Beginning teachers are provided with a mentor for support. Teachers are required to participate in a minimum of ten hours of professional development per school year and to develop a yearly professional development goal that shows measurable results in improved student achievement. Teachers and administrators are eligible for a $400 supplement to be applied toward college credit courses. Opportunities for master s programs from area colleges and universities are posted in the schools along with conference and workshop listings. Peer-to-peer observation within schools and across the county are 16

16 offered to build collaboration and to share best practices. On-going support is also provided through regional, division-wide and school level professional development programs that are offered to professional and support staff. 4. How does the system ensure that all students and staff have access to comprehensive information, instructional technology, and media services? Wythe County is committed to integrating technology throughout the curriculum, in all levels of teaching and learning, including technology support and training for students, teachers, administrators, support staff and community members. Each school has an Instructional Technology Resource Teacher and a technology support technician assigned on a part-time basis to provide training and support for both hardware and software. Wythe County s technology plan outlines goals and objectives for the VDOE s mandated technology components: Integration, Professional Development, Connectivity, Educational Applications and Accountability and provides a road map for continuing efforts to support access to technology for teaching and learning. Overall Assessment Rubric STANDARD OPERATIONAL TEACHING AND LEARNING Operational The school system implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. The system demonstrates evidence of alignment between the curriculum and instructional practices with systematic implementation across the system. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide frequent opportunities for students to apply their knowledge and skills to real world situations. Teachers give students regular feedback to improve their performance. 17

17 Documenting & Using Results STANDARD: The system enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and system effectiveness. Indicators Rubric INDICATORS In fulfillment of this standard, the system: Not Evident Emerging Operational Highly Functional 4.1 Establishes and implements a comprehensive assessment system, aligned with the system s expectations for student learning, that yields information which is reliable, valid, and bias free 4.2 Ensures that student assessment data are used to make decisions for continuous improvement of teaching and learning 4.3 Conducts a systematic analysis of instructional and organizational effectiveness, including support systems, and uses the results to improve student and system performance 4.4 Provides a system of communication which uses a variety of methods to report student performance and system effectiveness to all stakeholders 4.5 Uses comparison and trend data from comparable school systems to evaluate student performance and system effectiveness 4.6 Demonstrates verifiable growth in student performance that is supported by multiple sources of evidence 4.7 Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations Response to Focus Questions 1. How is the assessment system currently used throughout the school system and its schools to guide analysis of changes in student performance? Wythe County Public Schools participates in Virginia s Standards of Learning (SOL) assessment program. The Standards of Learning for Virginia Public Schools describe the commonwealth's expectations for student learning and achievement in grades K-12 in English, mathematics, science, history and social science, technology, the fine arts, foreign language, health and physical education, and driver education. Students are assessed in grades 3-8 and at end-of-course in math, English, history and social science, and science. 18

18 Year-end SOL data is collected by each school and the central office instructional staff and is disaggregated in several ways, such as gender, race, and economically disadvantaged. This information serves as a basis for instructional improvement and enhancement the following school year. Students in grades K-3 are also assessed with the Phonological Awareness Literacy Screening (PALS). These students are screened in fall and spring administrations. The Phonological Awareness Literacy Screening (PALS) provides a comprehensive assessment of young children s knowledge of the important literacy fundamentals that are predictive of future reading success. PALS is the state-provided screening tool for Virginia s Early Intervention Reading Initiative (EIRI). Students are eligible for tutoring based on PALS scores. In addition to formal assessments Wythe County schools use Interactive Achievement benchmark assessment in grades 3 through 8 in English, and grades 3 through end-of-course in math. Some of our schools also use benchmark testing in science and history. Waterford Early Learning is used for individual assessment and instruction for at-risk students in the elementary schools. 2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by the system, its schools, and stakeholders to aid the performance of individual students? During summer administrative meetings all the principals, assistant principals, and instructional supervisors meet, review, and disaggregate the assessment results for the previous spring s SOL tests and AYP data. District goals are developed based on the results Principals and assistant principals then meet with their faculty and staff, discuss, and disaggregate the assessment results. School, grade, and teacher goals are developed. Teachers take results of new students and create remediation plans when appropriate. Attendance, discipline, dropout, and graduation data is reviewed as well. These data are gathered and reported annually. Instructional and organizational plans are implemented based on the data. Interactive Achievement is used for benchmark testing at grades 3-8 reading 3-8 and End of Course in math. This assessment program simulates the Standards of Learning tests. Every nine weeks benchmark test data is used to immediately realign instruction to meet the needs of the students. The assessment data is also used to determine remediation needs and develop group or individual plans. Waterford Early Learning is a digital curriculum that supports our core reading program with explicit individualized instruction that is aligned to current state standards. At-risk children receive 30 minutes of individual daily instruction in addition to regular classroom instruction in reading. Each student s lesson is individualized based on his or her level of performance. Data is provided to teachers to help reinforce the instruction provided to that child. Data can be reviewed daily, weekly, or at any interval the teacher needs for a particular student. 19

19 PALS screening occurs three times a year in K-2 and twice per year in third grade. Teachers and tutors use the data to develop instruction for the students who qualify. Teachers also look for trends that may affect the entire class and adjust whole group instruction accordingly. All students not meeting the PALS Entry Level benchmark for their grade level must receive intervention services in addition to their regular classroom instruction. Parents/students receive an Individual Student Report from every SOL test. This report gives the student s scale score, performance level and a performance level description. All principals get reports of the school s results disaggregated by school, grade, teacher, ethnicity, and gender. In addition, assessment results are communicated through Virginia School Report Cards at This site is linked through district and school websites. Local media reports assessment results which are discussed at school board meetings. 3. How are data used to understand and improve overall effectiveness of the school system and its schools? Wythe County Public Schools uses results from the Virginia Standards of Learning (SOL) tests, No Child Left Behind/AYP, and Virginia Report Card data to build a complete picture of areas of strength and weakness across the system. Reports are used to improve instruction and make personnel changes as needed. Interactive Achievement is used for benchmark testing at grades 3-8 and End of Course in math and language arts. This system simulates the Standards of Learning tests. Data is used to realign instruction to meet the needs of the students and determine remediation needs. Department and grade level meetings and workshops are planned based on assessment results. Teachers meet to improve pacing guides, develop curriculum ideas, share best practices, and discuss current issues. 4. How are staff members across the system and its schools trained to understand and use data to impact teaching and learning in the classroom? Year-end SOL data is collected by each school and the central office instructional staff and is disaggregated in several ways including by gender, disadvantaged, race, and disability. This information serves as a basis for improvement and enhancement the following year. Instructional professional development is developed to train staff on disaggregating SOL data. Training is first held at the administrative level. Administrators are trained on how to look for weaknesses and strengths of their individual schools. The administrators go back to their faculties and in-service teachers on how to use the data to improve instruction. Classroom teacher Student Performance By Question reports are used to help teachers find strengths and weaknesses in their teaching. Pacing guides may be adjusted based on the results. 20

20 The PALS data is used by K-3 teachers and administrators to adjust tutoring and classroom instruction each administration. PALS tutors receive training from Reading Specialists on instruction strategies and best reading practices. Professional development sessions based on data results have included the following: data disaggregation, pacing guide adjustment, Interactive Achievement test making and report reading, curriculum alignment, cross county collaboration, instructional improvement, team teaching, differentiation of instruction, learning styles, effective teacher observations, professional workshops based on teacher need, instructional strategies, and ELL training. Overall Assessment Rubric STANDARD OPERATIONAL DOCUMENTING AND USING RESULTS Operational The school system uses a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results. The assessment system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to system/school leaders, teachers, and other stakeholders in understanding student performance, school and system effectiveness, and the results of improvement efforts. 21

21 Resource & Support Systems STANDARD: The system has the resources and services necessary to support its vision and purpose and to ensure achievement for all students. Indicators Rubric INDICATORS In fulfillment of this standard, the system: Not Evident Emerging Operational Highly Functional Human Resources 5.1 Establishes and implements processes to recruit, employ, retain, and mentor qualified professional and support staff to fulfill assigned roles and responsibilities 5.2 Establishes and implements a process to assign professional and support staff based on system needs and staff qualifications as may be required by federal and state law and regulations (i.e., professional preparation, ability, knowledge, and experience) 5.3 Establishes and implements a process to design, evaluate, and improve professional development and ensures participation by all faculty and staff 5.4 Ensures that staff are sufficient in number to meet the vision and purpose of the school system and to meet federal and state law and regulations, if applicable Financial Resources 5.5 Engages in long-range budgetary planning and annually budgets sufficient resources to support its educational programs and to implement its plans for improvement 5.6 Ensures that all financial transactions are safeguarded through proper budgetary procedures and audited accounting measures Physical Resources 5.7 Maintains sites, facilities, services, and equipment to provide a safe, orderly, and healthy environment 5.8 Establishes and implements written security and crisis management plans with appropriate training for stakeholders 5.9 Implements processes and plans for maintaining and improving sites, facilities, and equipment 5.10 Provides technology infrastructure and equipment that is up-to-date and sufficient to accomplish the system s goals 22

22 Support Systems 5.11 Provides and coordinates support services that meet the health, counseling, nutrition, safety, co-curricular, transportation, and special learning needs of all students 5.12 Provides student support services coordinated with the school, home, and community Response to Focus Questions 1. What is the school system s process for recruitment, induction, placement, development, evaluation, and retention of qualified professional and support staff across the system and its schools? Wythe County Public Schools recruits new teachers in the late spring by attending The Western Virginia Public Education Consortium Job Fair in Salem, Virginia. The consortium consists of Virginia Tech, Radford University, Roanoke College, Longwood College, Sweetbriar College, Bridgewater College, and Mary Baldwin College seniors who are eligible to teach in Virginia. The second recruiting opportunity, The Southwest Virginia Public Education Consortium, is also held in the late spring. In attendance are seniors from Emory and Henry College, East Tennessee State University, Virginia Intermont College, University of Virginia College at Wise, and Bristol College who are also eligible to teach in Virginia. The third recruiting effort is held twice a year at Concord College in Athens, West Virginia. In addition to these job fairs, the personnel supervisor utilizes the Internet for recruitment. The following websites are used: teacher.teacher.com and wythe.k12.va.us to recruit and to advertise various openings. The personnel department has also established personal relationships with career development offices in many colleges with diverse ethnic populations. Wythe County Public Schools continually accepts applications throughout the year. The applications are filed in the personnel department office. When an opening is available; building principals will peruse files and choose applicants they would like to interview. The personnel supervisor arranges the interview with the candidate. The interview consists of a panel of educators including the building principal, the personnel supervisor, the director of instruction, and appropriate supervisor. After the top three choices have been selected by the panel, the personnel supervisor checks all references and job related experience. After this process, the panel makes a decision and the position is offered. The personnel supervisor then makes a recommendation to the superintendent who presents the choice to the Wythe County School Board for final approval. Each successful candidate must pass a FBI fingerprint background check, a Child Protective Search, and a TB Test. Wythe County Public Schools uses an extensive evaluation process to retain all employees. The evaluation process begins with a scheduled visit followed by an unscheduled visit from the principal or the assistant principal at least four times a year. First year teachers are on a full evaluation for the first three years. If the 23