STRATEGIC PLAN: METRICS THAT MATTER

Transcription

1 STRATEGIC PLAN: METRICS THAT MATTER West Virginia Department of Education

2 West Virginia Board of Education Michael I. Green, President Lloyd G. Jackson II, Vice President Tina H. Combs, Secretary Thomas W. Campbell, Member Beverly E. Kingery, Member L. Wade Linger, Jr., Member Gayle C. Manchin, Member William M. White, Member James S. Wilson, Member Paul L. Hill, Ex Officio Chancellor West Virginia Higher Education Policy Commission Sarah A. Tucker, Ex Officio Interim Chancellor West Virginia Community and Technical College Education Michael J. Martirano, Ex Officio State Superintendent of Schools West Virginia Department of Education

3 STRATEGIC PLAN: METRICS THAT MATTER Michael J. Martirano, Ed.D. State Superintendent of Schools West Virginia Department of Education wvde.state.wv.us October 22,

4 INTRODUCTION Since I began my tenure as the 30th State Superintendent of Schools for West Virginia, I have worked with our West Virginia Board of Education, our Governor, our elected officials, community and business leaders, educational leaders, parents and most importantly, our teachers and students to institutionalize my entry and vision plan: One Voice, One Focus: All Students Achieving. The entry and vision plan established my initial goals as well as 10 World Class System Priorities for all West Virginia Schools. Once these goals and priorities were presented to the State Board of Education, the Department and our educational leaders, I embarked on a robust Listening and Learning communication opportunity - an endeavor to build relationships and trust, and begin the work of actualizing my entry and vision plan into a five year strategic plan. Along the way, we took a pause to engage with the legislature, ensure that our resources were aligned to the plan and to build an organizational structure at the West Virginia Department of Education that is staffed with a skilled and innovative team that is poised to respond to the urgent work outlined in the goals and newly defined objectives. In addition, I brought together a key advisory group made up of diverse stakeholders including educational leaders, experts, practitioners and community partners to provide input in strategic areas of operations, innovation, teaching and learning opportunities. This advisory group will meet on a periodic basis to assist the Department in making sure the outlined goals and objectives are being met. Throughout my thoughtful engagement with key leaders and stakeholders across our great state and careful reflection on the best means for improving the educational quality for each young person in West Virginia, I am ready to unveil the five year Strategic Plan. As I previously stated in the early days of my tenure, I cannot do this work alone - we must galvanize every citizen in West Virginia to eliminate academic failure for our youth. Again, I firmly believe that our best days are yet to come as we implement the measurable goals and objectives outlined in our Strategic Plan. Michael J. Martirano, Ed.D State Superintendent of Schools 2

5 BOARD GOAL Provide a statewide system of education that ensures all students graduate from high school prepared for success in high-quality postsecondary opportunities in college and/or careers. MISSION The West Virginia Board of Education establishes policies and rules to assure implementation of West Virginia s education goals and to ensure the general supervision, oversight and monitoring of a thorough and efficient educational system. DEPARTMENT VISION One Voice, One Focus: All Students Achieving Creating a World Class Educational System for the State of West Virginia Shared Values and Beliefs We believe the West Virginia Department of Education (WVDE) partnered with our key educational leaders and districts should: Establish high expectations and create an engaging and orderly atmosphere to foster learning for all. Encourage and develop distributed leadership among staff, students, and stakeholders in order to focus collective action for improved school performance. Deliver a standards-focused curriculum which values children s developmental stages to assure all students attain the essential knowledge, skills and dispositions necessary in our global and digital age. Provide support services to address students physical, social/emotional and academic growth, and form positive connections to families and the community. Encourage processes of self-reflection, collaboration and evaluation that lead to professional growth and development. Assure that facilities, fiscal resources, personnel, data, and technology systems add value to student learning. 3

6 GOAL 1: ENSURE ALL STUDENTS GRADUATE FROM HIGH SCHOOL WITH A WORLD-CLASS EDUCATION, PRE-K-12, WHO ARE COLLEGE AND CAREER READY. OBJECTIVE 1.5 Graduation Rate (90% by 2020) OBJECTIVE 1.4 College & Career Readiness OBJECTIVE 1.3 Higher Levels of Rigor OBJECTIVE 1.2 Grades 3-8 ELA & Math Proficiency 4 OBJECTIVE 1.1 3rd Grade Reading

7 STRATEGIES: Establish the structure and culture for universal access and continuous improvement of relevant and rigorous curriculum by implementing best practices through a systemic, professional and personalized learning system for both teachers and students. Develop and implement a system of support for graduation by focusing on middle to high school students through a coordinated, comprehensive Graduation 20/20 School Improvement Framework. Increase focus on the implementation of a Simulated Workplace Company Environment, Advanced Career Programs, enhanced Career Technical Education (CTE) project-based learning, and Tech Centers That Work in all CTE programs. Maintain and enhance the current Pre-K-12 seamless education partnerships as a means to ensure effective transitions for all students. Advance a unified commitment to excellence and equity in early childhood education and early learning through a comprehensive Pre-K 5th Grade approach and a statewide Campaign for Early Literacy. Use Math/Science Partnership initiative to target math and science achievement at the middle grades and use transition courses to target math achievement at the high school level. Expand Innovation Zones to develop, implement and evaluate Science, Technology, Engineering, and Math (STEM) initiatives and educational opportunities for all students Pre-K-12. Support capacity building within all local education agencies and RESAs to guarantee high quality instructional programs that contain rigorous and vertically aligned standards, effective teaching, and ongoing assessments. Support capacity building within all local education agencies and RESAs to provide differentiated instruction for all students and interventions/remediation for students who are not yet proficient nor college and career ready.»» Use WV standards based accountability system (A-F) to report progress in improving overall student achievement. 5

8 36 % 32.8 % 29.6 % 26.4 % 23.2 % 20 % OBJECTIVE 1.1 Improve the Grade 3 reading proficiency rate, supported by a statewide Pre-K-Grade 3 comprehensive literacy initiative. OBJ. 1.1.A. Increase Grade 3 reading proficiency rate by 5 percentage points in the school year as measured by the WV General Summative Assessment. Percent Proficient Long-term proficiency rate trajectories will be determined following the second-year administration of the WV General Summative Assessment (WVGSA). Reading proficiency rates will be compared with the biennial National Assessment of Education Progress (NAEP) results. 46 % 51 % Number of Third Grade Students at or above Proficiency in 2015 and Projected for 2016: English Language Arts/Literacy Number of Students Students Tested 2015 Students at proficiency Projected increase ,551 8,994 9, rate 2016 rate OBJ. 1.1.B. Reduce to 20% by 2020 the rate of Grade 3 students in the Below Standard category for the Reading Claim as measured by the WVGSA English language arts assessment. Percent of Grade 3 Students in Below Standard Category for the Reading Claim

9 51 % 50 % 56 % 48 % 50 % 48 % 46 % 45 % 51 % 43 % 45 % 43 % OBJECTIVE 1.2 Increase the percentage of students in Grades 3-8 who are proficient in English language arts/literacy and mathematics. OBJ. 1.2.A. Increase Grades 3-8 English Language Arts (ELA) and mathematics proficiency rate by 5 percentage points in the school year, as measured by the West Virginia General Summative Assessment. Long-term proficiency rate trajectories will be determined following the second-year administration of the WV General Summative Assessment (WVGSA). Reading proficiency rates will be compared with the biennial National Assessment of Education Progress (NAEP) results. Number and Percent of Students Grades 3-8 at or above Proficiency in 2015 and Projected for 2016: English Language Arts/Literacy Number of Students Students Tested Students at Proficiency Increase Grade 3* 19,551 8,994 9, Grade 4 19,676 8,854 9, Grade 5 19,831 10,114 11, Grade 6 19,577 8,418 9, Grade 7 19,966 8,985 9, Grade 8 19,765 8,499 9, *Grade 3 ELA scores also appear in Objective 1.1. Percent of Students Grade Level 2015 proficiency rate 2016 proficiency target 7

10 40 % 35 % Number and Percent of Students Grades 3-8 at or above Proficiency in 2015 and Projected for 2016: Mathematics Number of Students Students at Proficiency Students Tested Increase Grade 3 19,555 8,604 9, Grade 4 19,685 6,890 7, Grade 5 19,821 5,946 6, Grade 6 19,592 5,094 6, Grade 7 19,983 4,996 5, Grade 8 19,814 4,954 5, Percent of Students 49 % 44 % 31 % 30 % 30 % 35 % 30 % 26 % 25 % 25 % Grade Level 2015 proficiency rate 2016 proficiency target 8

11 OBJ. 1.2.B. Improve WV s ranking to 40th on the National Assessment of Educational Progress (NAEP) by 2020 for Grades 4 and 8 in reading. Ranking projections are based on the most current available data (NAEP 2013). Numbers of students performing at or above proficient cannot be shown because NAEP testing is based on a sampling of students. GRADE 4 READING PERCENT PROFICIENT GRADE 4 READING RANK* EQUIVALENT 40% 30% st 40 th 20% th 10% 27 % 28 % 29 % 30 0% % th GRADE 8 READING PERCENT PROFICIENT GRADE 8 READING RANK* EQUIVALENT 40% th 30% 43 rd 20% th 10% 25 % 28 % 29 % 30 0% % th * Includes 52 jurisdictions (50 states, the District of Columbia and Department of Defense Activity schools) 9

12 OBJ. 1.2.C. Improve WV s ranking to 40th on the National Assessment of Educational Progress (NAEP) by 2020 for Grades 4 and 8 in mathematics. Ranking projections are based on the most current available data (NAEP 2013). Numbers of students performing at or above proficient cannot be shown because NAEP testing is based on a sampling of students. GRADE 4 MATHEMATICS PERCENT PROFICIENT GRADE 4 MATHEMATICS RANK* EQUIVALENT 40% 30% 20% th 43 rd 41 st 40 th 10% 0% 35 % 36 % 37 % 39 % GRADE 8 MATHEMATICS PERCENT PROFICIENT GRADE 8 MATHEMATICS RANK* EQUIVALENT 40% th 30% 43 rd 20% 10% th 46 th 24 % 26 % 28 % 30 0% % * Includes 52 jurisdictions (50 states, the District of Columbia and Department of Defense Activity schools) 10

13 OBJECTIVE 1.3 Increase the rate of student success in rigorous courses leading to college credit or industry-recognized credentials while in high school. OBJ. 1.3.A. Increase the number of students who enroll in at least 1 Advanced Placement (AP) course by 2 percent a year. Number of Students Enrolled in at least 1 AP Course Projected, Number* Increase , , , , , , , *This number reflects an unduplicated student count and does not reflect students who take multiple AP courses. 9,150 Students Enrolled in an AP Course 9,333 9,520 9,710 9,904 10,102 10, OBJ. 1.3.B. Increase the number students who take at least 1 AP exam by 2 percent a year. Number of Students taking at least 1 AP Exam Projected, Number Increase , , , , , , , Students Taking at least 1 AP Exam 6,802 6,938 7,077 7,218 7,363 7,510 7,

14 OBJ. 1.3.C. Increase the number students who score a 3 or higher on at least 1 AP exam by 2 percent a year. Number of AP Students Projected to have an exam with a score of 3 or higher, Number of AP Test Takers Scoring 3 or Higher Students with exam score of 3 or higher Increase , , , , , , , ,857 2,914 2,972 3,031 3,092 3,154 3, OBJ. 1.3.D. Increase the rate of students in CTE pathways who enter a WV Community Techincal College (CTC) with Earn a Degree-Graduate Early (EDGE) credit(s) by 5 percent a year. Students entering CTCs with EDGE Increase Number of Students Entering CTCs with EDGE

15 OBJ. 1.3.E. Increase the number of students who enroll in at least 1 dual credit course by 2 percent a year. Number of Dual Credit Course Enrollments Projected, Dual credit course enrollments Increase from Dual Credit Course Enrollments , , , , , , ,307 4,393 4,481 4,571 4,662 4, OBJ. 1.3.F. Increase the number of students who earn dual course credit by 2 percent a year. Number and Percentage of Dual Credit Enrollments Projected to Receive College Credit, Number of Students Students Earning Course Credit Increase since , , , , , , Percent Enrollments Receiving Credits 90 % 91% 92% 93% 94 % 95%

16 OBJ. 1.3.G. Increase the rate of students in CTE concentrations who earn industry credentials by 2 percent a year. Number and Percent of Students in CTE Concentrations Who Earn an Industry Credential Number of CTE Students Students attaining credential Increase from previous year , , , ,845 1, ,306 1, ,768 2,257 Based on a constant enrollment of 23,070 students in CTE concentrations. % 19 % 15 % Percent of CTE Students 25 % 21 23% 17 % Attainment of credential can be cost prohibitive for some students. See chart below for comparison of credential attainment numbers when the state pays for the assessment (highlighted) versus when the student must pay for it. Unduplicated Number of Students Earning Industry Credentials in by Type of Credential Number of students earning Industry credential credential (unduplicated) TOTAL 3,511 Certified nurse assistant (CNA) 200 Direct care worker 100 Food handler 184 IT Academy* 834 National Center for Construction Education and Research (NCCER)* 1,899 Pharmacy technician 20 ServSafe managers 6 State welding certifications* 165 West Virginia Welcome* 103 *The cost of the assessment for this credential is paid for by the State. Note: Students completing Automotive and/or Electrical CTE programs are eligible to sit for the Automotive Service Excellence (ASE) and Electrical Journeyman s certification upon high school graduation. 14

17 OBJECTIVE 1.4 Increase the percentage of students who are college and career ready at graduation. OBJ. 1.4.A. Increase Grade 11 proficiency in English language arts/literacy and mathematics rate by 5 percent in the school year, as measured by the West Virginia General Summative Assessment (WVGSA). Long-term proficiency rate trajectories will be determined following the second-year administration of the WVGSA. Proficiency rates will be compared with the biennial National Assessment of Education Progress (NAEP) results. Number and Percentage of Grade 11 Students at or above Proficiency* in 2015 and Projected for 2016: English language arts/literacy Number Proficient: ELA Students at proficiency Total enrollment Increase ,970 7,976 8, *Proficiency is defined as a score of 3 or 4 on the WVGSA and is recognized by the WV Higher Education Policy Commission (HEPC) as having met pre-requisites for college-level, credit-bearing courses. Percent Proficient: ELA 47 % 52% Number and Percentage of Grade 11 Students at or above Proficiency* in 2015 and Projected for 2016: Mathematics Number Proficient: Math Students at proficiency Total enrollment Increase ,946 3,389 4, *Proficiency is defined as a score of 3 or 4 on the WVGSA and is recognized by the WV Higher Education Policy Commission (HEPC) as having met pre-requisites for college-level, credit-bearing courses. Percent Proficient: Math 20 % 25 %

18 OBJ. 1.4.B. Increase by 2 percent a year, with an ultimate goal of 40% by 2020, the rate of student completers in enhanced career technical education (CTE) programs delivered within Simulated Workplace Company environments. Number and Percent of Grade 12 Students Completing Enhanced CTE programs Number of Program Completers Program completers Increase from , , , ,539 1, ,902 1, ,265 1,733 Based on a constant enrollment of 18,163 12th- Grade students. Percent of 12th Grade Students 30 % 32 % 34% 36 % 38 % 40% OBJ. 1.4.C. Increase by 2 percentage points annually, with an overall increase of 10 percentage points by 2020, the rate of West Virginia test takers who are college and career ready as measured by the SAT. Number and Percent of Students Taking SAT Identified as College and Career Ready Critical Reading 2014 testers reaching benchmark Number College and Career Ready Students at proficiency Increase ,212 1,255 1,298 1,342 1,385 1,428 1, Math 1,082 1,125 1,169 1,212 1,255 1,298 1, Writing 1,017 1,060 1,104 1,147 1,190 1,233 1, Numbers projected for are projected based on the 2014 number of test takers (2,164) the most recent year for which data are available. Percent College and Career Ready 58 % 56 % 52 % 50 % 49% 47 % Critical Reading Math Writing 16

19 OBJ. 1.4.D. Increase by 2 percentage points annually, with an overall increase of 10 percentage points by 2020, the rate of West Virginia test takers who are college and career ready as measured by the ACT. Number and Percent of Students Taking the ACT Identified as College and Career Ready Number College and Career Ready 2015 testers reaching benchmark Students at proficiency Increase All Four 2,371 2,596 2,822 3,048 3,274 3,500 3,385 English 7,789 8,015 8,241 8,467 8,693 8,918 3,389 Math 3,838 4,064 4,290 4,516 4,741 4,967 3,388 Reading 5,419 5,645 5,870 6,096 6,322 6,548 3,386 Science 3,838 4,064 4,290 4,516 4,741 4,967 3,388 Note: Increases are projected based on the number of 2015 test takers (11,289). Percent College and Career Ready 68 % 70 % 47 % 49 % 33 % 35 % 21 % 23 % English Test Math Tests Science Tests Reading Test All Four Tests Comparison of US and WV ACT Average Scores All Four English Math Reading Science US WV 17

20 OBJECTIVE 1.5 Improve the graduation rate annually with an ultimate goal of 90% for all students by Number and Percent of 4-Year Cohort Graduates in 2014 and Projected Through 2020 Number of Graduates Increase 4-year cohort* , , , , , , ,748 1,029 *Projections based on 16,719 four-year cohort graduates statewide in , the most recent year for which data are available. 84 % 85 % 86 % Graduation Rate 87 % 90 % 88 % 89 %

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22 GOAL 2: IMPROVE SAFE AND SUPPORTIVE SCHOOL ENVIRONMENTS WHICH MEET THE PHYSICAL, SOCIAL, EMOTIONAL AND ACADEMIC NEEDS OF EVERY CHILD. OBJECTIVE 2.3 Increase Attendance Rates OBJECTIVE 2.2 Decrease Bullying 20 OBJECTIVE 2.1 Decrease Aggressive Conduct

23 STRATEGIES: Provide comprehensive focus on school improvement initiatives through the Grad 20/20 School Improvement Framework and Community Schools policy to ensure the needs of the whole child are being met. Launch a statewide Attendance Matters in WV campaign to provide schools with ongoing strategies to engage students daily. Leverage Policy 4110 in an effort to standardize attendance reporting at the local and state level. Ensure that students in West Virginia benefit from nutritious meals that foster better learning and a lifetime of good health. Utilize the Early Warning System through school leadership teams, making data readily available to educators on at-risk students and matching them with appropriate interventions. Leverage the Local School Dropout Prevention and Recovery Innovation Zones and Truancy Diversion grants to expand local efforts to target dropout prevention. Partner with community agencies to meet the needs of all West Virginia students and provide supports to school systems. Provide ongoing support and resources for reimagining instructional time to increase the capacity of counties to provide 180 days of instruction.»» Evaluate data from the Extended Stop Arm Pilot program to determine next steps to decrease illegal vehicle passings statewide. 21

24 OBJECTIVE 2.1 Decrease the total number of aggressive conduct incidences by 2 percentage points annually, to fewer than 20,500 by Aggressive conduct behaviors include the following: physical fights without injury; battery against a student or school employee; hazing; sexual misconduct; threats of injury or assault against a student or employee; harassment, intimidation or bullying; and verbal assaults against students or school employees (for full text of this definition see WV Code 18-2C-3). Number of Aggressive Conduct Incidences and Projected Decrease, Aggressive conduct incidences Decrease from , , , ,289-1, ,836-1, ,383-2,265 22,648 Number Aggressive Conduct Incidents 22,195 21,742 21,289 20,836 20,

25 OBJECTIVE 2.2 Decrease the number of bullying incidences by 2 percentage points annually to fewer than 3,200 by Harassment, intimidation or bullying means any intentional gesture or electronic, written, verbal or physical act, communication, transmission or threat that (a) has the effect of physically harming a student or a student s property, or of placing a student in reasonable fear of harm to his or her person or property; (b) is sufficiently severe, persistent or pervasive that it creates an intimidating, threatening or emotionally abusive educational environment for a student; or (c) disrupts or interferes with the orderly operation of the school (for full text of this definition see WV Code WV Code 18-2C-2). Number of Bullying Incidences and Projected Decrease, Bullying Incidences Decrease from Bullying incidences , , , , , , ,512 3,442 3,372 3,301 3,231 3, OBJECTIVE 2.3 Improve the attendance rate with the ultimate goal of 95% for all students by Baseline will be determined with implementation of Policy 4110 based on actual attendance versus attendance rate calculated with allowable deductions. 23

26 GOAL 3: IMPROVE ORGANIZATIONAL EFFECTIVENESS THROUGH PROMOTION, RECRUITMENT, AND RETENTION OF A HIGHLY SKILLED WORKFORCE FOCUSED ON STRONG INSTRUCTIONAL LEADERSHIP. OBJECTIVE 3.5 Teacher Salary OBJECTIVE 3.2 Increase in NBCTs OBJECTIVE 3.4 Substitute Teacher Utilization OBJECTIVE 3.3 NBCTs in Low-Performing Schools 24 OBJECTIVE 3.1 Educator Growth

27 STRATEGIES: Customize professional development aligned to the Educator Evaluation System. Build capacity for new and aspiring school and county leaders through collaborative support systems and professional learning. Incorporate more clinical based partnerships and performance assessments within teacher preparation programs aligned to the Council for the Accreditation of Educator Preparation (CAEP). Reform leader preparation through the National Governor s Association (NGA) based on the work of the Wallace Foundation and the refreshed Interstate School Leader Licensure Consortium (ISLLC) standards. Advocate for increased salaries for West Virginia educators. Implement Phase II of the WVDE reorganization to full fidelity and continue to monitor the implementation. Establish a calendar of ongoing professional learning to develop the WVDE staff capacity, promote leadership succession and eliminate single points of failure. Continue to develop alternative pathways to the teaching profession. Strengthen existing efforts to recruit, retain and support educators and craft new models for creating an educator pipeline for West Virginia. Utilize the Reimagining Time initiative to recreate the school day to provide flexibility for both student and adult learning and to provide instruction on what normally would be lost instructional days.»» Expand the Learning School (Catalyst Schools) initiative statewide to empower teachers and principals to take charge of their own professional learning as members of collaborative learning teams. 25

28 OBJECTIVE 3.1. Increase the percentage of educators (teachers and principals) who exhibit growth on the West Virginia Professional Teaching and West Virginia Leadership Standards as measured by the educator evaluation system. Note: Since is the second full year of statewide implementation of the Educator Evaluation System, baseline data will not be available until Progression figures will be projected at that time. OBJECTIVE 3.2. Advance teacher leadership by increasing the number of National Board Certified Teachers (NBCTs) annually. Number of NBCTs in West Virginia Number of NBCTs in 2015 and Projected for Number Increase , , , ,011 1,082 1,

29 OBJECTIVE 3.3. Increase the percent of low-performing schools that have at least 1 National Board Certified Teacher (NBCT) on staff by 2 percent annually, with an ultimate goal of 28 percent of low-performing schools having at least 1 NBCT by Number and Percent of Low-Performing Schools with NBCTs on Staff Number Increase Note: Projections are based on a constant 128 low-performing schools, as in Percent of Low-Performing Schools with NBCTs 18 % 20 % 22% 24 % 26 % 28% OBJECTIVE 3.4. Decrease the percentage of substitute teacher utilization days by 1% annually, with an ultimate goal of 5% by Development is underway to collect data for this metric. Baseline and projected decreases will be included in the next edition of the strategic plan. 27

30 OBJECTIVE 3.5 Increase the state minimum salary for teachers with zero years of experience and a B.A. degree to at least $37,675 by fiscal year 2019 (W. Va. Code 18A-4-2(a)). Current Minimum Teacher Salary and Projected Increases Increase $32, $34,342 $1, $36,008 $1, $37,675 $1,667 Minimum Teacher Salary $32,675 $34,342 $36,008 $37,

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32 GOAL 4: DEVELOP EXTENSIVE AND MEANINGFUL PARENT AND COMMUNITY RELATIONSHIPS WHERE WE COMMUNICATE REGULARLY AND OFTEN WITH ALL STAKEHOLDERS. OBJECTIVE 4.5 Parent Resources OBJECTIVE 4.4 Communications OBJECTIVE 4.3 Superintendent s Advisory Group OBJECTIVE 4.2 Student Voice 30 OBJECTIVE 4.1 One Voice Tour

33 STRATEGIES: Update the WVDE website to be more user friendly. Create a Legislative Plan to ensure our elected officials fully understand educational issues and plans. Direct the WV Academic Spotlight: A Community Evaluation of Our Standards, the public review of the West Virginia Next Generation Standards. Increase the use of social media to communicate with all stakeholders. Publish findings from the One Voice Tour documenting all listening and learning observations. Continue to engage families with resources regarding standards, curriculum and assessment via websites, apps, and social media.»» Design and supply districts and schools with family-friendly resources and toolkits to help families better understand and support their child s achievement in school. 31

34 Upsh OBJECTIVE 4.1 Complete the 55-County One Voice Tour. Hancock Brooke Ohio Marshall Wetzel Monongalia Marion Morgan Tyler Preston Pleasants Taylor Mineral Harrison Hampshire Wood Doddridge Ritchie Grant Barbour Tucker Wirt Lewis Hardy Calhoun Gilmer Upshur Jackson Randolph Mason Roane Braxton Pendleton Cabell Putnam Clay Webster Kanawha Pocahontas Nicholas Wayne Lincoln Boone Fayette Greenbrier Mingo Logan Raleigh Wyoming Summers Monroe McDowell Mercer Berkeley Jefferson Tyler Wetz Broo Hanc Maso Taylo Barb Brax Clay Loga Sum Web Lewis County Preston County Schools Tuck Harrison County Schools Ohio County Schools Gran Raleigh County (RESA 1) Marshall County Schools Hard Gilmer County Cabell County Schools Poca 32 McDowell County Schools Pendleton County Schools Rand Marion County Schools Fayette County Schools Wayn

35 OBJECTIVE 4.2 Convene the Student Voice Forum, composed of two students from each county that will meet semiannually. OBJECTIVE 4.3 Establish the Superintendent s Advisory Group that will meet semiannually. OBJECTIVE 4.4 Implement a strategic communication and marketing plan to ensure our stakeholders and public understand the strategic plan and how it will be monitored. OBJECTIVE 4.5 Develop and distribute resources to parents that assist with their child s education. 33

36 GOAL 5: IMPLEMENT AND EXPAND DATA MANAGEMENT SYSTEMS, EDUCATOR EVALUATION SYSTEMS THAT INCLUDE STUDENT PERFORMANCE, AND OVERALL PERFORMANCE MANAGEMENT SYSTEMS. OBJECTIVE 5.3 secondlaunchwv OBJECTIVE 5.2 Educators Use of Data Tools 34 OBJECTIVE 5.1 1:1 Computer/Device Ratio

37 STRATEGIES: Implement a portal to serve as a front end access point for the West Virginia Education Information System (WVEIS). Create an identity management system that allows for a single sign-on solution for each user. Provide the ability for districts to host state provided as well as locally implemented solutions through the portal. Increase wireless network access within schools to support the advancement of mobile technologies, including the investigation of the feasibility of wireless access on WV school buses. Continually monitor and update bandwidth as needed to meet the needs of increased computer/device to student ratios. Implement strategies to ensure that both the K-12 Network and Confidential Student Data are properly safeguarded from unauthorized access.»» Provide data management in support of Policy 2320, A Process for Improving Education: Performance Based Accreditation System (i.e A-F Rating System). 35

38 OBJECTIVE 5.1 Continue to increase computer/device-to-student ratios in West Virginia schools, achieving a 1:1 ratio in Grades 3-12 by 2020 Development is underway to collect data for this metric. Baseline and projected increases will be included in the next edition of the strategic plan. OBJECTIVE 5.2 Increase educators use of state-supported data tools. OBJECTIVE 5.3 Continue to implement* Hancock secondlaunchwv Brooke Ohio Marshall Wetzel Monongalia Marion Morgan Tyler Preston Berkeley Pleasants Taylor Mineral Harrison Hampshire Jefferson Wood Doddridge Ritchie Grant Barbour Tucker Wirt Lewis Hardy Calhoun Gilmer Upshur Jackson Randolph Mason Roane Braxton Pendleton Putnam Cabell Clay Webster Kanawha Pocahontas Nicholas Wayne Lincoln Boone Fayette Greenbrier Mingo Counties who have Logan Raleigh received secondlaunchwv Wyoming Summers Monroe computers. McDowell Mercer * Total savings as of October 1, 2015: $1,375,

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40 Michael J. Martirano, Ed.D. State Superintendent of Schools