State Systemic Improvement Plan (SSIP)

State Systemic Improvement Plan (SSIP)Phase III, Year 2April 1, 2018

West Virginia Board of Education2018-2019

David G. Perry, PresidentMiller L. Hall, Vice President

Thomas W. Campbell, Financial Officer

F. Scott Rotruck, MemberDebra K. Sullivan, Member

Frank S. Vitale, MemberJoseph A. Wallace, J.D., Member

James S. Wilson, D.D.S., Member

Paul L. Hill, Ex OfficioChancellor

West Virginia Higher Education Policy Commission

Sarah Armstrong Tucker, Ex OfficioChancellor

West Virginia Council for Community and Technical College Education

Steven L. Paine, Ex OfficioState Superintendent of Schools

West Virginia Department of Education

1Phase III, Year 2

West Virginia’s State Systemic Improvement Plan (SSIP)Table of Contents

Phase III, Year 2 Component A .............................................................. 3(1) Theory of Action or logic model for the SSIP including the SiMR. ............................................................................3(2) The coherent improvement strategies or principle activities employed during the year, including

infrastructure improvement strategies. .................................................................................................................................3(3) The specific evidence-based practices that have been implemented to date. ...............................................11(4) Brief overview of the year’s evaluation activities, measures and outcomes. ...................................................11(5) Highlights of changes to the implementation and improvement strategies. ...................................................12

Phase III, Year 2 Component B .............................................................13(1) Description of the State’s SSIP implementation progress. .........................................................................................13(2) Stakeholder involvement in SSIP implementation. ...................................................................................................... 14

Phase III, Year 2 Component C .............................................................16(1) How the State monitored and measured outputs to assess the effectiveness of the implementation

plan. ...................................................................................................................................................................................................... 16 » How evaluation measures align with the theory of action. ............................................................................. 16 » Data sources for each key measure. .............................................................................................................................17 » Description of baseline data for key measures. .....................................................................................................17 » Data collection procedures and associated timelines. .......................................................................................17 » Sampling procedures (if appropriate). ....................................................................................................................... 18 » Planned data comparisons (if appropriate). ........................................................................................................... 18 » How data management and data analysis procedures allow for assessment of progress toward

achieving intended improvements. ............................................................................................................................ 18(2) How the State has demonstrated progress and made modifications to the SSIP as necessary............20

» How the State has reviewed key data that provide evidence regarding progress toward achieving intended improvements to infrastructure and the SiMR. ...........................................................20

» Evidence of change to baseline data for key measures. ................................................................................... 22 » How data support changes that have been made to implementation and improvement

strategies. .................................................................................................................................................................................. 23 » How data are informing next steps in the SSIP implementation. ................................................................ 24 » How data support planned modifications to intended outcomes (including the SiMR) rationale

or justification for the changes or how data support that the SSIP is on the right path. ............... 26(3) Stakeholder involvement in the SSIP evaluation ........................................................................................................... 26

» How stakeholders have been informed of the ongoing evaluation of the SSIP. ................................... 26 » How stakeholders have had a voice and been involved in decision-making regarding the

ongoing evaluation of the SSIP. ..................................................................................................................................... 26

2 West Virginia’s State Systemic Improvement Plan

Phase III, Year 2 Component D .............................................................27(1) Data limitations that affected reports of progress in implementing the SSIP and achieving the SIMR

due to quality of the evaluation data...................................................................................................................................27 » Concern or limitations related to the quality or quantity of the data used to report progress or

results. .........................................................................................................................................................................................27 » Implications for assessing progress or results. .....................................................................................................28 » Plans for improving data quality. ..................................................................................................................................28

Phase III, Year 2 Component E ............................................................ 29(1) Assessment of progress toward achieving intended improvements. ................................................................. 29

» Infrastructure changes that support SSIP initiatives, including how system changes support achievement of the SiMR, sustainability and scale-up. ..................................................................................... 29

» Evidence that SSIP’s evidence-based practices are being carried out with fidelity and having the desired effects. ....................................................................................................................................................................... 32

» Outcomes regarding progress toward short-term objectives that are necessary steps toward achieving the SiMR. ..............................................................................................................................................................36

» Measurable improvements in the SiMR in relation to targets. .......................................................................38

Phase III, Year 2 Component F ............................................................ 39(1) Additional activities to be implemented next year with timeline. ........................................................................ 39(2) Planned evaluation activities including data collection, measures and expected outcomes. ...............40(3) Anticipated barriers and steps to address those barriers. .......................................................................................40(4) The State describes any needs for additional support and/or technical assistance. ................................ 43

Phase III, Year 2, Appendices .............................................................. 44Appendix A ............................................................................................................................................................................................... 45Appendix B ............................................................................................................................................................................................... 47Appendix C ................................................................................................................................................................................................51Appendix D ...............................................................................................................................................................................................66Appendix E ................................................................................................................................................................................................ 67Appendix F ................................................................................................................................................................................................68Appendix G ............................................................................................................................................................................................... 78Appendix H ...............................................................................................................................................................................................85Appendix I .................................................................................................................................................................................................86Appendix J ................................................................................................................................................................................................. 92Resources/Documents .......................................................................................................................................................................94

3Phase III, Year 2

Phase III, Year 2 Component A: Summary of Phase III, Year 2

(1) Theory of Action or logic model for the SSIP including the SiMR.Please refer to WV GRADUATION 20/20 Logic Model. (Appendix A)

(2) The coherent improvement strategies or principle activities employed during the year, including infrastructure improvement strategies.

Please refer to YEARS 1-2 Dropout Prevention Intervention Framework and YEARS 2-3 CEEDAR Transition Practices Framework and Improvements to State Infrastructure Charts. (Appendix B)

The Dropout Prevention Intervention Framework and CEEDAR Transition Practices Framework Charts outline the specific activities needed to implement the coherent improvement strategies. WV GRADUATION 20/20 was implemented during the 2015-2016 academic school year beginning with sixty-nine (69) schools in thirty-six (36) counties representing fifty-nine (59) percent of West Virginia’s high schools. During the 2016-2017 academic year the number of high schools has grew to seventy-two (72) and the cohort included twenty (20) middle schools bringing the total to ninety-two (92) schools in forty-one (41) counties. The success of the program has led to the growth of participation during the 2017-2018 academic school year. The number of participating schools has grown to 103 schools in forty-one (41) counties. The Cohort now includes 74 High Schools, 23 Middle Schools, 6 Elementary Schools, and 2 Alternative Centers. Due to the increase of participating schools, both the original and additional self-referred schools are at different stages of implementation within both frameworks.

The implementation model utilized by West Virginia between 2015-2016 and 2017-2018 was to partner with the eight (8) Regional Education Service Agencies (RESAs) to execute our SSIP WV GRADUATION 20/20. This model was based on eight (8) Regional School Support Specialists (RS³s) who worked directly with local education agencies (LEAs) and schools to implement the Frameworks through coaching. The 2017 WV Legislative Session resulted in a bill which dismantled the RESAs by June 30, 2018, and established Educational Service Collaboratives (ESCs) if the LEAs were so inclined. Since the enactment of this legislation, the Office of Special Education has developed the West Virginia Results-Driven Priorities (RDP) Program with the goal of improving results for students with disabilities by providing funding directly to the LEAs.

Results-Driven PrioritiesThe West Virginia Results-Driven Priorities (WV-RDP) was developed to improve results for all students, including students with disabilities. RDP emphasizes child outcomes such as performance on assessments, graduation rates and early childhood outcomes. Districts are required to use data to identify gaps in student performance, analyze district systems and then implement targeted, evidence-based reforms to address the gaps. It is critical for the State and districts to develop an improvement plan in a manner that is aligned with the State’s and district’s existing improvement programs and reform efforts which are focused on supporting College- and Career- Readiness.


Supporting College and Career Readiness in West Virginia:Results-Driven Priorities

RESULTS-DRIVEN Priorities (RDP) in West VirginiaFour (4) WV-RDP for the development and growth of a comprehensive approach to closing the achievement, engagement and graduation gaps support the West Virginia Board of Education’s Strategic Plan, West Virginia’s Consolidated State Plan for the Every Student Succeeds Act and the West Virginia IDEA State Performance Plan.

The West Virginia Results-Driven Priorities (WV-RDP) has been developed to assist all 55 West Virginia districts in closing the gaps among subgroups. This program, which is funded partially through IDEA Part B and Preschool Discretionary monies from the United States Department of Education Office of Special Education Programs, includes technical assistance activities designed to provide school personnel and families with the knowledge and skills needed to implement educational programs and interventions that have proven to be effective in improving outcomes for toddlers, children and youth with disabilities. An additional funding source is through the Now is the Time (NITT) Project AWARE West Virginia-Advancing Wellness and Resilience in Education (WV-AWARE) grant monies through Substance Abuse and Mental Health Services Administration (SAMHSA) and includes technical assistance activities designed to improve educational outcomes by targeting mental health challenges.

The four (4) Results-Driven Priorities are: WV GRADUATION 20/20, LITERACY ACHIEVEMENT, NUMERACY ACHIEVEMENT and ENGAGEMENT.

Literacy/Numeracy AchievementNeed: There is a general lack of infrastructure to provide training and technical assistance in the areas of improving literacy and numeracy achievement for students with disabilities.

The LITERACY/NUMERACY ACHIEVEMENT priorities are focused on closing the achievement gap and ensuring ALL students are on target for grade-level expectations in literacy and numeracy with special emphasis on students with disabilities (SWDs), English language learners (ELLs), students with low socio-economic status (low SES) and race/ethnicity.

The LITERACY/NUMERACY ACHIEVEMENT goals include:• Support high quality schools and workforce prepared to address literacy and numeracy standards.• Support identification of interventions and implementation of a system of support for students not reaching grade level

proficiency in literacy and numeracy.• Ensure West Virginia remains on track in closing the literacy and numeracy achievement gap in grades 3-8.• Increase the percentage of students in grades 3-8 demonstrating grade-level proficiency equivalent Lexile and Quantile

scores.

The LITERACY/NUMERACY ACHIEVEMENT delivery of services includes:• Provide formula funding for all 55 districts for literacy and/or numeracy.• District Steering Committee identifies local needs and implementation plan utilizing framework:

» Utilize district Steering Committee » Analyze data » Identify target areas for intervention » Develop goals for district Results Improvement Plan » Implement district Results Improvement Plan » Monitor the implementation of the district Results Improvement Plan » Evaluate the effectiveness of the district Results Improvement Plan

• Employ Numeracy Support Grades 3-8 Coordinator and Literacy Support Grades 3-8 Coordinator in the Office of Special Education. These staff members will work with districts directly to improve achievement.


NumeracyAcademicIndicator

Graduation 20/20GraduationIndicator

EngagementStudent SuccessIndicator

LiteracyAcademicIndicator

West Virginia

Results-DrivenPriorities

5Phase III, Year 2

WV GRADUATION 20/20 PRIORITYNeed: All states were required by the Office of Special Education Programs at the United States Department of Education to develop a five year State Systemic Improvement Plan (SSIP), (IDEA Indicator 17).

The WV GRADUATION 20/20 priority uses a data driven intervention framework developed by the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) to address issues that have negatively impacted school completion. This federally required program was established in 2015 in the State Systemic Improvement Plan (SSIP) and at a minimum is required to continue through 2020.

WV GRADUATION 20/20 was specifically established to assist in building capacity to increase the high school completion rate for ALL students with special emphasis on students with disabilities (SWD) and those of low socio- economic status (low-SES).

The WV GRADUATION 20/20 goals include:

• Improve student literacy and numeracy achievement.• Increase number of students who graduate with a regular diploma.• Decrease number of students who drop out.• Increase attainment of better postsecondary outcomes.

The WV GRADUATION 20/20 delivery of services includes:

• Provide funding to 41 districts per the number of schools involved in the WV GRADUATION 20/20 priority in 2017-2018 school year at $12,500.00 per school.

• Build capacity in the 103 schools (74 high schools, 23 middle schools, 6 elementary schools) through the WV Network for Educational Excellence.

• Partner with a community provider to establish a Transition Technical Assistance Center.• The Transitional Technical Assistance Center serves as an extension of the WVDE Office of

Special Education to provide capacity building models of community-based work exploration for districts, transition to successful post school outcomes and increased utilization of the Division of Rehabilitation Services resources and Pre-Employment Transition Services (Pre-ETS) programs.

LITERACY/NUMERACY ACHIEVEMENT PRIORITYNeed: There is a general lack of infrastructure to provide training and technical assistance in the areas of improving literacy and numeracy achievement for students with disabilities.



The LITERACY/NUMERACY ACHIEVEMENT goals include:

• Support high quality schools and workforce prepared to address literacy and numeracy standards.

• Support identification of interventions and implementation of a system of support for students not reaching grade level proficiency in literacy and numeracy.

• Ensure West Virginia remains on track in closing the literacy and numeracy achievement gap in grades 3-8.

• Increase the percentage of students in grades 3-8 demonstrating grade-level proficiency equivalent Lexile and Quantile scores.

The LITERACY/NUMERACY ACHIEVEMENT delivery of services includes:

• Provide formula funding for all 55 districts for literacy and/or numeracy.• District Steering Committee identifies local needs and implementation plan utilizing framework:



ENGAGEMENT PRIORITYNeed: There is a general lack of infrastructure to provide training and technical assistance in the area of behavioral support in West Virginia.

The ENGAGEMENT priority is focused on improving attendance, behavior and access to school-based mental health services and implementing research-based effective models for developing and supporting positive school climate/culture.

The ENGAGEMENT goals include:

• Increase student attendance.• Decrease chronic absenteeism.• Decrease out-of-school suspensions.• Decrease number of bullying incidents.• Develop positive and supportive school environments by addressing mental health needs of

students and families.• Increase access to school-based mental health.

7Phase III, Year 2

The ENGAGEMENT delivery of services includes:

• Provide formula funding for all 55 districts.• District Steering Committee identifies local needs and implementation plan. • Continue to partner with The West Virginia Autism Training Center at Marshall University to

expand the Behavior/Mental Health Technical Assistance Center. This partnership has existed since 2012 to focus on Positive Behavioral Interventions and Supports (PBIS) for both school-age and early childhood students.

• The Behavior/Mental Health Technical Assistance Center provides training to schools to improve the climate through positive behavior strategies.

• The Behavior/Mental Health Technical Assistance Center serves as an extension of the WVDE Office of Special Education (OSE) to provide capacity-building models of coaching and support to schools.


WV GRADUATION 20/20 Priority Need: All states were required by the Office of Special Education Programs at the United States Department of Education to develop a five year State Systemic Improvement Plan (SSIP), (IDEA Indicator 17).

Graduation

The WV GRADUATION 20/20 priority uses a data driven intervention framework developed by the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) to address issues that have negatively impacted school completion. This federally required program was established in 2015 in the State Systemic Improvement Plan (SSIP) and at a minimum is required to continue through 2020.

WV GRADUATION 20/20 was specifically established to assist in building capacity to increase the high school completion rate for ALL students with special emphasis on students with disabilities (SWD) and those of low socio- economic status (low-SES).

The WV GRADUATION 20/20 goals include:• Improve student literacy and numeracy achievement.• Increase number of students who graduate with a regular diploma.• Decrease number of students who drop out.• Increase attainment of better postsecondary outcomes.

The WV GRADUATION 20/20 delivery of services includes:• Provide funding to 41 districts per the number of schools involved in the WV GRADUATION 20/20 priority in 2017-2018

school year at $12,500.00 per school.• Build capacity in the 103 schools (74 high schools, 23 middle schools, 6 elementary schools) through the WV Network for

Educational Excellence.• Partner with a community provider to establish a Transition Technical Assistance Center.• The Transition Technical Assistance Center serves as an extension of the WVDE Office of Special Education to provide

capacity building models of community-based work exploration for districts, transition to successful post school outcomes and increased utilization of the Division of Rehabilitation Services resources and Pre-Employment Transition Services (Pre-ETS) programs.

Behavior Support PriorityNeed: There is a general lack of infrastructure to provide training and technical assistance in the area of behavioral support in West Virginia.

Engagement

The ENGAGEMENT priority is focused on improving attendance, behavior and access to school-based mental health services and implementing research-based effective models for developing and supporting positive school climate/culture.

The ENGAGEMENT initiative goals include:• Increase student attendance.• Decrease chronic absenteeism.• Decrease out-of-school suspensions.• Decrease number of bullying incidents.• Develop positive and supportive school environments by addressing mental health needs of students and families.• Increase access to school-based mental health.

The ENGAGEMENT delivery of services includes:• Provide formula funding for all 55 districts.• District Steering Committee identifies local needs and implementation plan.• Continue to partner with The West Virginia Autism Training Center at Marshall University to expand the Behavior/Mental

Health Technical Assistance Center. This partnership has existed since 2012 to focus on Positive Behavioral Interventions andSupports (PBIS) for both school-age and early childhood students.

• The Behavior/Mental Health Technical Assistance Center provides training to schools to improve the climate throughpositive behavior strategies.

• The Behavior/Mental Health Technical Assistance Center serves as an extension of the WVDE Office of Special Education(OSE) to provide capacity-building models of coaching and support to schools.

RDPWest Virginia Results Driven Priorities

IMPROVING RESULTS FORCHILDREN WITH DISABILITIES

9Phase III, Year 2

Literacy/Numeracy AchievementNeed: There is a general lack of infrastructure to provide training and technical assistance in the areas of improving literacy and numeracy achievement for students with disabilities.


The LITERACY/NUMERACY ACHIEVEMENT goals include:• Support high quality schools and workforce prepared to address literacy and numeracy standards.• Support identification of interventions and implementation of a system of support for students not reaching grade level

proficiency in literacy and numeracy.• Ensure West Virginia remains on track in closing the literacy and numeracy achievement gap in grades 3-8.• Increase the percentage of students in grades 3-8 demonstrating grade-level proficiency equivalent Lexile and Quantile

scores.

The LITERACY/NUMERACY ACHIEVEMENT delivery of services includes:• Provide formula funding for all 55 districts for literacy and/or numeracy.• District Steering Committee identifies local needs and implementation plan utilizing framework:




NumeracyAcademicIndicator

Graduation 20/20GraduationIndicator

EngagementStudent SuccessIndicator

LiteracyAcademicIndicator

West Virginia

Results-DrivenPriorities


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11Phase III, Year 2

The Improvements to State Infrastructure Chart provides an update to the Phase II Chart and Phase III Year 1 Chart reflecting activities completed, and a Phase III, Year 2 Chart reflecting activities initiated in 2017-2018. (Appendix C)

(3) The specific evidence-based practices that have been implemented to date.Please refer to the Years 1-2 Dropout Prevention Intervention Framework and Years 2-3 CEEDAR Transition Practices Framework Charts under the Implement Improvement Strategies and EBPs. These charts depict the evidence-based practices implemented to date. (Appendix B)

(4) Brief overview of the year’s evaluation activities, measures and outcomes.Evaluation activities over the past year have been implemented according to the WV GRADUATION 20/20 Evaluation Measurement Table (Appendix D). Implementation and fidelity checks in the form of document content reviews were completed as planned for the 2016-2017 school year. Further, we continue to collect these program artifacts for the 2017-2018 school year, see Appendix E, WV GRADUATION 20/20 Evaluation Status Measurement Table: 2016-2017.

Implemented at the conclusion of the 2016-2017 school year, we have WV GRADUATION 20/20 Reflection Rubric data for the first time. The rubric (Appendix F), a retrospective pre/post survey, captures a school’s implementation stage near the beginning of the school year and then again at the end of the school year for each step and core activity of WV GRADUATION 20/20. School Leadership Teams completed the rubric as a team, and RS3s completed a rubric for each of the schools they supported. Analysis of rubric data revealed statistically significant increases in implementation stages for every core activity. Additionally, when the core activities are combined to create the five (5) implementation steps of the program, each step revealed significant increases; this held true for responses from school teams and from the RS3s. Effect sizes were calculated for each core activity as well. All items yielded a large to very large effect size. (see rubric analysis results in Appendix G).

In the summer of 2017, we conducted one focus group with School Leadership Team members (see Section C 2 d for Focus Group results). It was not possible to conduct a focus group with the RS3s during the summer due to the closure of our eight (8) Regional Education Service Agencies (RESAs). While the RESAs will not be completely phased out until June 30, 2018, we did experience a turnover in nearly half of our RS3s. For this school year, we will most likely not conduct a focus group with the RS3s. However, moving forward, we plan to have one or more focus groups with district level Points Of Contact (POCs) who will assist the Office of Special Education in supporting the WV GRADUATION 20/20 schools.

While the 2016-2017 state graduation rate among students with disabilities experienced slight slippage as compared to the 2015-2016 rate (75.69% and 76.87% respectively), other student outcomes improved. Specifically, the 2016-2017 dropout rate among students with disabilities was less than the rate among all students for the first time (0.9% compared to 1.0%). Additionally, participation in the One-year Follow-up Survey (tracking post school outcomes for Indicator 14) has improved. At 66.26% the follow-up survey participation in 2017 surpassed the state goal of 60.00%. More importantly, we exceeded our Indicator 14 goal of 67.00% with 69.05% of those surveyed reporting they are currently engaged in higher education (2 or 4 year degrees) or are competitively employed (working 20+ hours per week at or above minimum wage). (See: One-year Follow-Up Survey Results, 2016-2017 in Appendix H).


(5) Highlights of changes to the implementation and improvement strategies.The SEA has continued to make changes to the implementation and improvement strategies submitted for Phases I, II, and III.

IMPLEMENTATION STRATEGIES• Increased number of high schools in cohort from 72 to 74 including one (1) alternative high

school.• Increased number of middle schools in cohort from 20 to 23 including one (1) alternative middle

school.• Included six (6) elementary schools in cohort.• Updated and revised WV GRADUATION 20/20 High School Implementation Manual.• Collaborated with stakeholders to create a WV GRADUATION 20/20 Middle School

Implementation Manual.• Revised the WV GRADUATION 20/20 Timeline/Benchmarks for implementation of the frameworks

to more adequately reflect school progress. Please refer to the WV GRADUATION 20/20 Timeline/Benchmarks (Appendix I).

• Expanded financial support to schools of $2,500.00 from two (2) to five (5) years.• Quarterly meetings of the interagency West Virginia Partners in Transition Team (WVPTT) evolved

to include membership of the National Technical Assistance Center on Transition (NTACT) West Virginia Intensive State Team. Representatives on the team include SEA, DRS, IHE and PTI.

IMPROVEMENT STRATEGIES• Reviewed, revised, and signed Memorandum of Understanding between the West Virginia

Department of Education and West Virginia Division of Rehabilitation Services.• Secured Memorandums of Understanding between Local Education Agencies and West Virginia

Division of Rehabilitation.• Provided to LEAs revised One Year Follow-Up Survey Reports and Exit Survey Reports for the LEA

and schools with the LEA.• Developed West Virginia Results-Driven Priorities Implementation Manual, which provides

guidance for schools and districts on revised model for WV GRADUATION 20/20.• Updated the Grant Application Process to provide an online system of application and to better

integrate the LEA finance staff.• Collaborated with the Office of Career and Technical Education, the WV Division of Natural

Resources and the Governor’s Economic Initiative to provide authentic work experiences for students with disabilities.

• Developed the Transition Technical Assistance Center (TTAC) to support and assist students with disabilities by assisting school districts to set up community-based work exploration programs, provide technical assistance and collaborate with the Division of Rehabilitation Services.

13Phase III, Year 2

Phase III, Year 2 Component B: Progress in Implementing the SSIP

(1) Description of the State’s SSIP implementation progress.Description of extent to which the State has carried out its planned activities with fidelity.Intended outputs that have been accomplished as a result of the implementation activities.

Outlined in the WV GRADUATION 20/20 Memorandum of Understanding (MOU) are the expectations of all parties involved in the program. The table below represents the implementation progress and the extent to which the State has carried out its planned activities with fidelity. This is also represented in the WV GRADUATION 20/20 Logic Model (Appendix A) in the outputs column.

IMPLEMENTATION PROGRESSPHASE III, Year 2 2017-2018

IMPLEMENTATION ACTIVITIES OUTPUTS ACCOMPLISHED

Provide ongoing technical assistance to include, but not limited to, listserv, print resources and materials, assistance with the development of dropout prevention and transition initiatives, assistance with reviewing and analyzing data relevant to school retention and predictors of positive post school outcomes and capacity building forums.

Provide six days of professional learning in years one and two. Set aside financial resources to support substitutes, travel and stipends. Assist with the utilization of the Online Data Collection system to measure and monitor progress on WV GRADUATION 20/20 including:

• lead collaborative conversations quarterly• monitor and make recommendations for adjustments as needed

Review progress annually and develop an annual report submitted to USDE’s Office of Special Education Programs (OSEP).


(2) Stakeholder involvement in SSIP implementation.How stakeholders have been informed of the ongoing implementation of the SSIP.How stakeholders have had a voice and been involved in decision making regarding the ongoing implementation of the SSIP.

Stakeholder InvolvementThe Office of Special Education (OSE) engaged with stakeholder groups to collect input on implementation strategies and evaluations. OSE sought the input of educators, parents, West Virginia Department of Education (WVDE) staff and other State Agencies. OSE staff traveled to meetings in Colorado, Utah, Milwaukee, Florida, Kansas, Washington, D.C., Denver, Beckley, Huntington, Dunbar, Summersville, Parkersburg, Wheeling, Clarksburg, Martinsburg, Logan, Charleston, Morgantown and Fairmont, WV for a total of 117 meetings where information on West Virginia GRADUATION 20/20 was presented and input sought. Stakeholders attending these meetings comprised various roles: parents of students with disabilities, general education administrators, general education teachers, special education administrators, special education teachers, US Office of Special Education Programs (OSEP) Technical Assistance Centers, outside agency providers and representatives from institutions of higher education. In addition to these stakeholders, OSE also gathered input from the Special Education Advisory Panel, local special education directors, RESA personnel, the internal WVDE WV GRADUATION 20/20 State Leadership Team and the Division of Teaching and Learning Offices of Assessment, Middle/Secondary Learning, and Early Elementary Learning.

The Regional School Support Specialist (RS3) held monthly meetings with each of their WV GRADUATION 20/20 schools throughout the last year. These meetings provided a forum for the eight RS3s to discuss common barriers, successes and make suggestions for changes to ongoing implementation of WV GRADUATION 20/20.

STAKEHOLDER GROUP DATE(S)

West Virginia Advisory Council For The Education of Exceptional Children 09/15/17, 10/13/17, 12/14/17

National Technical Assistance Center for Transition 04/17/17, 04/28/17, 05/16/17-05/18/17, 10/11/17, 10/12/17, 11/2/17, 11/3/17, 12/6/17

National Center for Systemic Improvement Cross-State Collaborative

05/05/17, 11/07/17, 11/08/17, 12/15/17

Co-Teaching/WV GRADUATION 20/20 06/21/17, 06/26/17, 06/28/17

Student Success Summit 07/25/17, 07/26/17

WV GRADUATION 20/20 Academy/Professional Learning Institute KidStrong

06/21/16, 06/22/17, 06/23/17, 06/24/17

Expanded School Mental Health 05/15/17, 07/17/17, 09/18/17, 11/20/17

WV Council for Exceptional Children 09/20/2017

Council of Administrators of Special Education/Special Education Administrative Conference 10/10/17, 04/24/18, 04/25/18, 04/26/18

15Phase III, Year 2

STAKEHOLDER GROUP DATE(S)Intra-agency West Virginia Partners in WV GRADUATION 20/20 Team Cross Division Meetings 04/06/17, 04/24/17, 05/04/17, 10/23/17

Office of Special Education Staff Meetings 08/03/17, 09/07/17, 12/07/17, 01/11/18

Parent Education Resource Center (PERC) Conference 06/21/2017, 06/22/2017

Parent Education Resource Center (PERC) Training 04/06/2017, 04/26/2017, 05/18/2017, 09/14/2017, 10/19/2017, 11/16/2017, 01/22/2018, 03/28/2018

Traumatic Brain Injury Meeting 04/21/17, 03/08/18

New Special Educator Boot Camp 08/25/17, 08/26/17

West Virginia Superintendent Presentation 01/29/2018

Alternate Academic Achievement Standards Work Group

04/14/17, 05/22/17, 06/07/17, 06/08/17, 06/19/17, 06/20/17

ESSA and Supporting College and Career Ready Meeting 04/20/17, 04/27/17

Policy 2419 Training Tour 09/11/17, 09/12/17, 09/13/17, 09/14/17, 09/22/17, 09/26/17, 09/27/17, 10/04/17

Transition Boot Camp 09/15/17, 09/16/17

New Principal Training 09/21/17, 12/12/17

Co-teaching/Math Academy 10/24/17, 10/25/17, 10/26/17, 10/27/17

CTE/WV GRADUATION 20/20 Cross Division Training 01/04/18, 01/09/18

WVDE/OSE Policy 2419 Public Hearings 06/05/2017, 06/06/2017, 06/07/2017

Regional School Support Specialists (RS3) Monthly Meetings 04/12/17, 05/17/17, 06/06/17, 09/05/17, 09/06/17

WV Developmental Disabilities Council 07/21/2017, 01/23/2018

WVDE/OSE Policy 2419 Public Hearings 06/05/2017, 06/06/2017, 06/07/2017

WV Statewide Independent Living Council (WVSILC) 04/05/2017, 10/09/2017

WV School Board Association 07/20/17, 08/10/2017, 08/17/2017, 09/28/2017, 10/13/2017, 10/19/2017, 10/23/2017, 11/09/2017,

WVDE Transition Specialists’ Training 01/18/2018

Graduation School Recognition 02/10/17, 01/12/2018

West Virginia Board of Education Presentation 07/12/17

WVDE/OSE Policy 2419 Webinars 07/20/17, 07/27/17, 08/03/17, 08/10/17, 08/17/17, 08/24/17

Chief Instructional Leaders’ Meeting 03/29/18, 03/30/17

Family Advocacy Support and Training (FAST) Meeting 03/22/18

Results-Driven Priorities Meeting 03/21/18, 03/22/18


Phase III, Year 2 Component C: Data on Implementation and Outcomes

(1) How the State monitored and measured outputs to assess the effectiveness of the implementation plan.

How evaluation measures align with the theory of action.Described in Phase III, and depicted below in a continuous improvement cycle, there is a progressive relationship between the major components of WV GRADUATION 20/20. Once graduation was chosen for the SSIP, the WVDE leveraged existing relationships with the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) and the Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center to utilize their evidence based frameworks: the Dropout Prevention Intervention Framework (DPIF) and the Transition Practices and Predictors (TPP) Framework.

These Evidence-Based-Practices (EBPs) Frameworks informed the theory of action, and provided the foundation for the implementation manual and timeline/benchmarks. Further, the timeline/benchmarks informed the logic model and evaluation questions. The evaluation questions were the basis of the measurement table. Results from the evaluation activities carried out in the measurement table were used to further improve implementation of the EBPs chosen for WV GRADUATION 20/20.

17Phase III, Year 2

Data sources for each key measure.Please refer to the WV GRADUATION 20/20 Evaluation Measurement Status Table: School Year 2016-2017 for a full list of performance indicators, measures, collection schedule and current status. (Appendix E). Key measures for school year 2017-2018 will follow the same schedule as the prior school year with the exception of the noted change in focus groups. With the closure of the RESAs in June 2018, we anticipate district level supports to replace those previously supplied by the RESAs.

Key Measure Data Source(s)Services and products created and delivered by the WVDE and the RESAs to support implementation of WV GRADUATION 20/20.

PL providedTA providedResources providedDocument reviewFocus group

RESAs providing ongoing collaboration, support and technical assistance to schools as they implement WV GRADUATION 20/20.

RS3 monthly reportsCompleted school documents (MOUs, contact list, meeting agendas)Completed Core Data ToolCompleted Transition Practice ProfileFocus groups

Implementation of the Dropout Prevention Intervention Framework (DPIF) with fidelity.

WV GRADUATION 20/20 Reflection Rubric

Implementation of the Transition Practices and Predictors Framework with fidelity.

WV GRADUATION 20/20 Reflection Rubric

Improved student outcomes. WV Education Information System (WVEIS) data, One-Year Follow-Up Survey data

Description of baseline data for key measures.Baseline for West Virginia’s SiMR is the graduation rate for students with disabilities prior to WV GRADUATION 20/20 implementation, 67.08% for school year 2013-2014. While not part of the formal evaluation, RS3s and schools track baseline and longitudinal data using tools such as the Core Data Tool and the School Action Plan.

Data collection procedures and associated timelines.Please refer to the WV GRADUATION 20/20 Evaluation Measurement Table: School Year 2017-2018. (Appendix D) and the WV GRADUATION 20/20 Evaluation Measurement Status Table. (Appendix E)


Sampling procedures (if appropriate).Sampling was not appropriate in this evaluation for multiple reasons. First, during the initial implementation year, school year 2015-2016, all high schools across the state who had a graduation rate among students with disabilities of 70% or below were invited to participate in WV GRADUATION 20/20. This resulted in nearly 60% of all high schools in the state participating in the program; currently almost 70% of the high schools are participating. Therefore, finding fitting comparison groups as control groups was not possible. Second, participating high schools are in different stages of implementation; some schools have progressed faster than others, and some schools joined the program later. Third, each school examines their data in order to make data-driven decision making when choosing their areas of intervention and the students targeted for the intervention. This strategy is best suited to the Evidence-Based-Practices WV GRADUATION 20/20 implements; however, with such variance in each school’s approach it is not possible to identify control groups.

Planned data comparisons (if appropriate).Two data comparisons are part of the evaluation plan. First, state level graduation rates among students with disabilities will be monitored annually across the span of the program. Second, results of the Reflection Rubric will be examined, aggregated, and reported each year. Further, individual rubric results will be available to the RS3s, Points of Contact and the schools they support. These data will allow RS3s, Points of Contact and participating schools to better see and understand the stages of implementation, areas of strength and areas where additional support is needed.

How data management and data analysis procedures allow for assessment of progress toward achieving intended improvements.The evaluator is embedded within the Office of Special Education and is a member of the SEA WV GRADUATION 20/20 Leadership Team. The logic model, evaluation questions and measurement table were developed with input from multiple stakeholder groups.

Of note, the SEA Leadership Team and RESA staff (including the RS³s) were pivotal in the development of the evaluation and evaluation tools. Using the WV GRADUATION 20/20 Implementation Manual as the foundation, we developed a protocol wherein the RS³s submit monthly reports, School Leadership Team documents, and School Action Plans to a coordinator in OSE. Together, the evaluator and OSE coordinator developed a checklist to track and monitor process documents. Further, with input from the RS³s, the evaluator created and/or modified templates and examples of the Core Data Tool, School Action Plan and Reflection Rubric to optimize the usefulness of the tools.

The evaluation calls for a mixture of quantitative and qualitative data collection. The Reflection Rubric is an online tool; once data collection is completed the results will be analyzed to create both aggregate data (to be made available to all) as well as school specific data (shared with the appropriate RS³, Point of Contact and their schools). We believe the Reflection Rubric will be a reliable and valid tool because the items are framed within the stages of implementation from implementation science. Additionally, the foundation of the rubric was shadowed, with permission, after an implementation rubric that proved to be a valid measurement tool in another evaluation conducted by the WVDE’s Office of Research, Accountability and Data Governance. To analyze quantitative survey items (i.e., multiple-choice questions), we used SAS 9.4 to calculate and interpret measures of central tendency and dispersion (i.e., means and standard deviations). Statistical

19Phase III, Year 2

significance was established by conducting t tests; a t test determines if the difference in mean scores between two groups (such as pretest and posttest) represents a pattern and is not simply the result of chance. The WV GRADUATION 20/20 Reflection Rubric, designed as a pre/post-retrospective survey, collected paired data making it possible to conduct paired-samples t tests. Pre and Post Survey means were considered significantly different when t tests yielded p values of 0.05 or less. A p value of 0.05 or less indicates a 95% probability that the survey results were not observed due to chance. Additionally, effect sizes using Cohen’s d were calculated. Akin to their name, effect sizes measure the magnitude of difference in the mean scores between two measurements, in this study the pre and post implementation stages. Further, as a measure of strength between the differences of two mean scores, effect sizes are not affected by sample size. Cohen (1988) interpreted effect sizes lower than 0.15 to be negligible, between 0.15 and 0.40 to be small, between 0.40 and 0.75 to be medium, between 0.75 and 1.10 to be large, and above 1.10 to be very large.

The evaluator conducted the focus groups to gather qualitative data. The structured questions used in the focus groups were developed by the evaluator and peer reviewed; questions were made available in printed format to focus group participants during the focus group. Participants were informed of their rights, that they could stop participation at any time and were asked to provide verbal permission for recording the session. Recorded results were transcribed and analyzed for themes.

OSE has published and will continue to publish the SSIP annual report, which includes evaluation results. The SSIP is on the WVDE website and is disseminated to stakeholders at meetings throughout the year. Results will be published on the WVDE website. Outcome data, specifically graduation rates, are drawn from the SEA data system (WVEIS) and put into visual presentations by the evaluator. The evaluator, with ten (10) years of experience in evaluation and statistical analysis, is responsible for the management and analysis of these data.

Reference: Cohen, J. (1988). Statistical power analysis for the behavioral sciences, 2nd edition. Hillsdale: Lawrence Erlbaum.


(2) How the State has demonstrated progress and made modifications to the SSIP as necessary.

How the State has reviewed key data that provide evidence regarding progress toward achieving intended improvements to infrastructure and the SiMR.Review of key data in the progress toward achieving WV’s SiMR includes examination of longitudinal graduation rate data at the state, RESA, county and school levels. The table WV Graduation Rates by District and Subgroup: SY 2016 and SY 2017 indicates graduation rate increase from one school year to the next among all students as well as students with disabilities (SWD).

21Phase III, Year 2


Evidence of change to baseline data for key measures.Progress toward achieving our SiMR (81.44% of youth with IEPs graduating from high school with a regular diploma by 2017-2018) is visible when looking at longitudinal graduation rates. Rates among students with disabilities are increasing and the gap between rates for the all group and the students with disabilities (SWD) group are shrinking. See graph below.

23Phase III, Year 2

While the 2016-2017 state graduation rate among students with disabilities experienced slight slippage compared to the 2015-2016 rate (75.69% and 76.87% respectively), other student outcomes improved. Specifically, the 2016-2017 dropout rate among students with disabilities was less than the rate among all students for the first time (0.9% compared to 1.0%). See graph below.

How data support changes that have been made to implementation and improvement strategies.During school year 2016-2017 some districts saw positive impacts at the high school level and have added feeder middle and elementary schools to WV GRADUATION 20/20.

At the conclusion of the 2014-2015 pilot year, focus group data supported significant changes to the implementation as well as various improvement strategies. The WV GRADUATION 20/20 Implementation Manual was developed along with monitoring and tracking tools in the form of RS³ Logs, Contact Lists, Agenda/Minutes, Core Data Tool and Action Plans.

A document content review of program artifacts demonstrated that the program is maintaining momentum. Moreover, results from the WV GRADUATION 20/20 Reflection Rubric indicate statistically significant increases in implementation stages of the key components of the Evidence-Based-Practices (EBPs) chosen for this program. For rubric items and scales, all calculated effect sizes were considered to be large or very large.

Changes we anticipate in implementation strategies for the next year are related to the closure of the Regional Education Service Agencies (RESAs), and are not related to collected data.


How data are informing next steps in the SSIP implementation.Reports such as the One-Year Follow-up Report (Appendix H), along with quantitative data from the focus groups are helpful in informing next steps in WV GRADUATION 20/20. The One-Year Follow-up Survey Report, produced at the state, county and school levels inform WVDE and stakeholders about the quality of services provided to students with IEPs, as well as student outcomes one year after exiting high school. This correlates with the intent of schools to progress from using the Dropout Prevention Intervention Framework to implementing the Transition Practices and Predictors Framework.

Moreover, the use of qualitative data in the form of focus groups and open-ended comments from the WV GRADUATION 20/20 Reflection Rubric assists in the continuous improvement cycle of implementing WV GRADUATION 20/20. In the summer of 2017 one focus group was conducted; comprised of School Leadership Team Members. Participants were asked to frame their responses within the 2016-2017 school year. See the tables below for major themes discovered when the evaluator analyzed the transcripts from the focus groups and the comments from the rubric.

School Leadership Team Focus Group ResultsPositive

KidStrong Conference – Enjoyed national presenter; came away with multiple strategies and ideas to try to implement at their schools

KidStrong Conference – More than one focus group participant used what they learned at KidStrong last year at their schools this year; additionally, they plan to do the same this year

KidStrong Conference - Greater understanding of WV GRADUATION 20/20; provided ideas of things to add to school strategic plans

KidStrong Conference – Value collaboration time with other school teams

KidStrong Conference – Take away – “It’s not just about getting a diploma, it’s about being ready”

RS3s were very accessible• Attends leadership meetings once a month• Helps with any questions• Researched and supplied needed documents

Now have capacity to set-up and maintain cohorts on ZoomWV-e

SEA providing monetary support to LEAs to attend professional learning

Barriers

KidStrong Conference – Not enough time to attend sessions in other tracks at the conference

KidStrong Conference – Some confusion about where to be and when; also, construction along with having the conference at two sites added to the confusion

Lack of time with RS3

• A large number of schools in one district vying for RS3s attention

Some personnel need more training on what to do with data now that they have it; struggle with data driven decision making

Struggle with getting and maintaining buy-in at the school level

25Phase III, Year 2

School Leadership Team Focus Group ResultsSuggestions for Improvement

KidStrong Conference • Continue to bring in national presenters• Have more schools share successes, barriers and implementation strategies• Bring all GRADUATION 20/20 School Leadership Team members• Flexibility to go to other sessions besides GRADUATION 20/20

A digital community to discuss problems that occur and to get suggestions (maybe use Office 365, Facebook or the listserv to communicate)

Promote WV GRADUATION 20/20 to feeder middle and elementary schools

WV GRADUATION 20/20 Reflection Rubric Comment ThemesPositive

School teams expressed appreciation of the support provided by their RS3s

Some schools are leveraging relationships with outside agencies, such as the Division of Rehabilitation Services

Schools and RS3s described specific examples of full implementation and positive outcomes

Graduation coaches made noticeable impact in dropout rates

Positive impact on attendance rates

Staff turnover resulting in new building administrators (+)

RS3s repeatedly noted the dedication and hard work of School Leadership Team members and school administrators

Barriers

Finding time and logistical barriers to meeting

Staff turnover resulting in need to rebuild WV GRADUATION 20/20 School Leadership Team

Staff turnover resulting in new building administrators (-)

Can be difficult to form and maintain a School Leadership Team with the right number of members from an appropriate mixture of roles/backgrounds

Suggestions for Improvement

Need continuous support from RS3s

Need more training on data access, data tools and data interpretation

Need buy-in at all levels of the project; program success is often strongly linked to buy-in at the school administration level


How data support planned modifications to intended outcomes (including the SiMR) rationale or justification for the changes or how data support that the SSIP is on the right path.Data collected to date provides evidence that the SSIP is on the right path.

• Over the last several years graduation rates among students with disabilities have been on an upward trajectory (SiMR) while the graduation rate gap between the all group and students with disabilities has decreased.

• Dropout rates among students with disabilities has decreased over time; currently the dropout rate for students with disabilities is lower (0.9%) than the dropout rate for all students (1.0%).

• The SEA has provided the services and resources outlined in the WV GRADUATION 20/20 MOU.• Short-term outcomes, as listed in the WV GRADUATION 20/20 Measurement Table, have been

accomplished.• Document content reviews indicate the SEA, RESAs, RS³s and School Leadership Teams are

actively engaged in the steps of the EBPs used in WV GRADUATION 20/20.• Focus group results from key stakeholders, and School Leadership Teams provide positive

feedback and thoughtful insights in ways to alleviate barriers and improve services.• All items on the WV GRADUATION 20/20 Reflection Rubric yielded statistically significant

increases in implementation stage; this is true for both the School Leadership Teams and the RS3s. Effect sizes for all statistically significant results were large to very large.

(3) Stakeholder involvement in the SSIP evaluationHow stakeholders have been informed of the ongoing evaluation of the SSIP.Please refer to the charts in component B. (2): Stakeholder Involvement in SSIP Implementation (a and b). This chart outlines how the Office of Special Education engaged stakeholder groups while being constrained by state budget restrictions.

How stakeholders have had a voice and been involved in decision-making regarding the ongoing evaluation of the SSIP.Beyond engaging with stakeholders listed in component B, key input regarding the implementation and evaluation of the program came from focus groups. At the conclusion of the first implementation year (2015-2016 school year), two focus groups with School Leadership Team members, and one focus group with the RS³s were conducted. One focus group with School Leadership Teams was conducted after the end of the 2016-2017 school year. Results of the focus groups are informing improvement to the implementation of WV GRADUATION 20/20 at the state, RESA and school levels. Additionally, the results will be published on the WVDE website. See component C. (2) for focus group results.

27Phase III, Year 2

Phase III, Year 2 Component D: Data Quality Issues

(1) Data limitations that affected reports of progress in implementing the SSIP and achieving the SIMR due to quality of the evaluation data.

Concern or limitations related to the quality or quantity of the data used to report progress or results.To date, we have discovered few limitations to data for the purposes of evaluating the SSIP. Process measures primarily consist of document content reviews, checklists and some qualitative data from focus groups and an open-ended item on the WV GRADUATION 20/20 Reflection Rubric. The Reflection Rubric is the tool we are using to measure implementation fidelity. The data collection window for the Reflection Rubric was April to July, 2017. Although the response rate was exceptionally high among the School Leadership Teams (79.35%) and the RS3s (84.78), it was not 100%, leaving room for improvement. When interpreting results in any study, it is important to consider inherent limitations that may skew findings. Surveys that rely upon self-reported information always have a risk of response bias; respondents may exaggerate or underestimate, may have accurate recall difficulties, and may report information they perceive as socially acceptable. This study relies upon one self-reported survey, a retrospective pre-post survey. Retrospective pre-post surveys are convenient because they occur once (improving response rates) and the pre-post data are matched at the individual participant level. Some research postulates that response-shift bias (a type of bias created from pre-survey overestimation and post-survey underestimation of one’s knowledge, skills and/or behaviors) is alleviated through using retrospective pre-post surveys (Moore & Tananis, 2009). Conversely, other research argues traditional pretest-posttest types of surveys result in less biased program effectiveness estimates. In a 2011 study, Nimon, Zigarmi and Allen discovered inflated effect sizes among retrospective pre-post survey items. According to their findings, surveys with before-and-after items presented side by side may introduce types of bias including theories of change, self-presentation and/or effort justification. Further, to resolve the issues of both response-shift bias and exaggerated effect sizes Nimon and colleagues (2011) recommend administering traditional pre-post surveys with a retrospective pre-post survey. While this solution would alleviate some bias, it was not possible to initiate in this study.

References:

Moore, D., & Tananis, C. A. (2009). Measuring change in a short-term educational program using a retrospective pretest design. American Journal of Evaluation, 30(2), 189– 202. Nimon, K., Zigarmi, D., & Allen, J. (2011). Measures of program effectiveness based on retrospective pretest data: Are all created equal? American Journal of Evaluation, 32 (1), 8-28.

We continue to address data issues related to measuring our SiMR (state level graduation rates).

Quantity - Two of the State Performance Plan/Annual Performance Report (SPP/APR) Indicators #8 and #14 have presented concerns related to the quantity of data. Results Indicator #8, Parent Involvement, captures the percent of parents with a child receiving special education services who report that school facilitated parent involvement as a means of improving services and results for children with disabilities. Question 24, Transition from School, probes whether or not the school provides information on agencies that can assist a child in the transition from school. The 2015-2016 target was 39% and the response rate was 39.7% on the West Virginia Parent Involvement Survey. During 2016-2017, various methods (online, paper copy and face-to-face survey queries) were used to increase the


response rate. In 2016-2017 the response rate was 37%, missing the target by only 2%. Additional efforts are needed increase the number of parents responding to the survey.

Results Indicator #14, Post-School Outcomes, uses the One-Year Follow-Up Survey to monitor post-school outcomes among youth who are no longer in secondary school and had IEPs in place at the time they left school. In prior years the response rate was concerning. However, due to efforts by state, district, school and Parent Education Resource Centers, survey participation has risen by approximately 100 surveys each year over the last two years of data collection. West Virginia’s 2016-2017 One-Year Follow-Up Survey response rate was 66.26%, surpassing the goal of 60.00%. The SPP/APR FFY 2016-2017 Target for Indicator #14, the percent of youth engaged in higher education or competitive employment one year after exiting high school was 67.00%; WV’s result was 69.05%. LEAs will be evaluated on whether they met the response rate target as a part of their Results Score on their Annual Determination.

Quality – Throughout the last year the WVDE has paid special attention to the improvement of data quality. These changes may be seen in the restructuring of the department, including the addition of the Office of Education and Information Systems, and employment of several WV Education Information System (WVEIS) specialists, coordinators and managers. Work continues in the efforts to improve the data matching between WV’s SLDS system, ZoomWV and its informational system, WVEIS WOW.

Implications for assessing progress or results.More responses need to be generated on the Parent Involvement Survey to ensure the representativeness of the sample. One-Year Follow-Up Surveys have seen an increase of about 100 students participating each year over the past two years. This increase in participation indicates a stronger likelihood the survey results are representative of the population. In addition, gathering a larger data set allows us to have greater confidence in the reliability of the survey data. Last year we discovered a discrepancy between those students reported as exiting the school system and those students actually exiting within our WVEIS data. This discovery led to the addition of edit checks in the system to ensure end of the year exits are coded properly.

Plans for improving data quality.Beyond strengthening internal capacity to address data quality, WV is working with several national TA centers. West Virginia has partnered with the Center for the Integration on IDEA Data (CIID) whose mission is to support State Education Agencies (SEAs) with the integration of IDEA Part B Sections 616 and 618 data with statewide longitudinal data systems (SLDS). The tool, Generate, is designed to automate and simplify EDFacts reporting, provide consistency across the SEA for IDEA data reporting, and produce user-friendly reports to support data use. Generate has the capability to produce reports that can be used to support administration and policy work toward improved educational outcomes for children with disabilities and their families. Generate is designed to help increase the efficiency of data submissions and improve the quality of IDEA data. West Virginia is in collaboration with the IDEA Data Center (IDC) to implement the use of the Data Processing Tool Kit. The kit will interface with Generate as well as improve knowledge of IDEA data and align our processing of EDFacts with the file specifications. Enhanced processing procedures will result in improved data quality and data fidelity.

29Phase III, Year 2

Phase III, Year 2 Component E: Progress toward Achieving Intended Improvements.

(1) Assessment of progress toward achieving intended improvements. Infrastructure changes that support SSIP initiatives, including how system changes support achievement of the SiMR, sustainability and scale-up.

IMPROVEMENTS TO STATE INFRASTRUCTUREPHASE III Year 2 2017-2018

GOVERNANCE ACHIEVEMENT OF THE SiMR SUSTAINABILITY SCALE-UP

Revised Policy 2419: Regulations for the Education of Exceptional Students to reflect implementation of transition to begin at age 14 years on July 1, 2019.

Revised Policy 2419: Regulations for the Education of Exceptional Students to reflect DSM-5 definition of intellectual disability and defined significant cognitive disability.

Defined and adopted State Defined Alternate Diploma requirements. Revised implementation structure of GRADUATION 20/20 from utilizing 8 RESA Regional School Support Specialists to utilizing 41 LEA Points of Contact (POC).

Established WV GRADUATION 20/20 as one of the four Results-Driven Priorities (RDP) which emphasize closing the achievement, engagement and graduation gaps.

Align RDP to support the West Virginia Board of Education’s Strategic Plan, West Virginia’s Consolidated State Plan for Every Student Succeeds Act and the West Virginia IDEA State Performance Plan.

Collaborated with 41 local education agencies (LEAs) to plan and execute WV GRADUATION 20/20. Develop MOU between WVDE, LEAs, WV State Park Partnership Compact and Transition Technical Assistance Center (TTAC) outlining responsibilities.



FISCAL ACHIEVEMENT OF THE SiMR SUSTAINABILITY SCALE-UP

Determine how funds previously supporting RESA programs would be allocated to 55 counties. Develop Results-Driven Priorities Application and process for LEAs to secure funds formatted on the Annual Desk Audit Improvement Plans

Conduct required county meeting to discuss WV Results-Driven Priorities and certain funding requirements.

Initiate Grants and Planning System (GPS) digital budget management system to align with WV Results-Driven Priorities

Provide funding to 41 districts per the number of schools involved in the WV GRADUATION 20/20 Priority in 2018-2019 school year at $12,500.00 per year.

QUALITY STANDARDS ACHIEVEMENT OF THE SiMR SUSTAINABILITY SCALE-UP

Developed West Virginia Alternate Academic Achievement Standards (WVAAAS) Best Practices document for the West Virginia College- and Career- Readiness Social Studies Standards.

Develop Companion Scaffold Document for WVAAAAS in ELA, Math and Science. Developed WVAAAS Course Codes for grades 9-12 which mirror WVCCRS Course Codes ACCOUNTABILITY ACHIEVEMENT

OF THE SiMR SUSTAINABILITY SCALE-UP

Applied through US Department of Education for 1% Waiver of students taking the Alternate Assessment Participation Rate.

Submission of justification by those LEAs exceeding 1% participation rate on Alternate Assessment. Revised MOUs from 103 WV GRADUATION 20/20 school cohort participants. Revised Transition Section of Online IEP. Revised Transition Section of Forms and Procedures Manual. Revised high school WV GRADUATION 20/20 Implementation Manual Guidance for West Virginia Schools and Districts.

31Phase III, Year 2


ACCOUNTABILITY ACHIEVEMENT OF THE SiMR SUSTAINABILITY SCALE-UP

Developed middle school WV GRADUATION 20/20 Implementation Manual Guidance for West Virginia Schools and Districts.

Developed elementary school WV GRADUATION 20/20 Implementation Manual Guidance for West Virginia Schools and Districts.

Establish collaboration with WV State Park Partnership Compact to develop community-based work-exploration sites.

Developed Results-Driven Priority Implementation Manual Guidance for West Virginia Schools and Districts.

DATA ACHIEVEMENT OF THE SiMR SUSTAINABILITY SCALE-UP

Provide to districts the subgroups (by eligibility) of special education students participating in the alternate assessment (Appendix J).

Provide to districts the numbers of students above 1% participating in the alternate assessment. Provided comparison graduation rate data between SWD and All students for 2015-2016 and 2016-2017 by districts.

Provide drop-out data for SWD and All in 2016-2017 by district. Provide WV GRADUATION Rates among All and SWD from 2012-2017. Provide WV Dropout Rates All and SWD from 2012-2017. Aligned ESSA’s longterm 4-year Cohort Graduation Rates of SWD to SPP/APR with Interim Annual Progress Rates.

Provide Exit Survey and One Year Follow-Up Survey Reports by district and school. ACCOUNTABILITY ACHIEVEMENT

OF THE SiMR SUSTAINABILITY SCALE-UP

Developed “Planning for the Future” Brochure. Developed “Transition Services Planner” Booklet Developed “WV Transition Services Guide”


Evidence that SSIP’s evidence-based practices are being carried out with fidelity and having the desired effects.Discussed in Component B (1), the WVDE is carrying out its duties as described in the WV GRADUATION 20/20 MOU. These duties have resulted in the completion of the short-term outcomes listed in the WV GRADUATION 20/20 Measurement Table. Process measures at the RESA level indicate the RESAs and RS³s are supporting the School Leadership Teams with fidelity. Specifically, WV GRADUATION 20/20 Reflection Rubric results suggest the School Leadership Teams and RS³s are working within the steps of the two evidence-based frameworks with fidelity (Dropout Prevention Intervention and Transition Practices and Predictors Frameworks).

The WV GRADUATION 20/20 Reflection Rubric opened for data collection April 2017. The rubric, based on the five (5) stages of implementation in implementation science, has been redesigned with substantial input from the RS³s. Originally, a pre/post survey collected twice a year, the rubric is now a retrospective pre/post tool collected once a year. The use of a retrospective pre/post type survey reduces the burden of work on the RS³s and the School Leadership Teams. The rubric is designed to capture implementation stages for both of the chosen EBPs; there are five (5) steps and multiple key components to each step. It was important to design the rubric in this manner to allow for the fact that schools are in different ‘program years’, and therefore, may be working only within the DPIF, or the Transition Practices, or some combination of both EBPs. As referred to in Component D. (1) a, the Reflection Rubric data were analyzed to calculate measures of central tendency, statistical significance, and effect size. Pre and post rubric means were considered significantly different when t tests yielded p values of 0.05 or less. Effect sizes lower than 0.15 are considered negligible, between 0.15 and 0.40 to be small, between 0.40 and 0.75 to be medium, between 0.75 and 1.10 to be large, and above 1.10 to be very large.

Analysis of rubric data revealed statistically significant increases in implementation stages for every core activity. The scale, based on implementation science, ranged from 1 to 5 with: 1 = Not yet established, 2 = Exploration-Identifying Need, 3 = Installation-Establishing Resources, 4 = Initial Implementation-Making Adjustments and 5 = Full Implementation-Well-Integrated. Every core activity implementation stage had additional information that further described the components of that stage. Additionally, when the core activities are combined to create the 5 implementation steps of the program, each step revealed significant increases; this held true for responses from school teams and from the RS3s. See the graphs below that show the Reflection Rubric mean scale scores and effect sizes. On average, the School Leadership Teams and the RS3s reported an increase by one implementation stage from pre to post. School teams tended to rate their level of implementation somewhat higher in the pre and post data as compared to the RS3s. Effect sizes were large (0.75 to 1.10) and very large (1.10 and above).

33Phase III, Year 2


35Phase III, Year 2


These data indicate School Leadership Teams and the RS3s are in relative agreement as to implementation progress made during the 2016-2017 school year. Of note, both the teams and RS3s report high levels of implementation for steps one (1) and (2). Other highlights include consensus that School Leadership Teams are well on their way to developing and implementing their School Action Plans, but may be experiencing difficulty in communicating and sharing findings.

While we cannot draw correlations between the work of WV GRADUATION 20/20 and the state graduation rate, there have been increases in graduation rates, decreases in dropout rates and improvement in post-school outcomes among students with disabilities over the last several years.

Outcomes regarding progress toward short-term objectives that are necessary steps toward achieving the SiMR.

Evaluation Question Measurement(s)EQ1. To what extent have services and products been created and delivered, by the West Virginia Department of Education (WVDE) and the Regional Education Service Agencies (RESAs), to support WV GRADUATION 20/20 as planned in the proposed Timeline/Benchmark matrix (see WV GRADUATION 20/20 Implementation Manual)?

WVDE Measurements – Professional learning delivery/attendance (i.e., Dropout Prevention Intervention Framework and Transition Practices and Predictor of Post School Success workshops), Technical Assistance (TA) provided, webinars provided, initiative documents and resources provided, initiative documents (i.e., WV GRADUATION 20/20 Implementation Manual)

RESA Measurements – TA provided, leadership teams developed, webinars attended, initiative documents disseminated

EQ2. To what extent are the RESAs providing ongoing collaboration, support and technical assistance to schools as they implement WV GRADUATION 20/20?

RS3 Monthly Reports, Core Data tool completed, Transition Practice Profiles completed, School Action Plans completed, School Leadership Team focus group(s)

37Phase III, Year 2

EQ3. To what extent are schools implementing the National Dropout Prevention Center for Students with Disabilities’ (NDPC-SD) Dropout Prevention Intervention Framework (DPIF) with fidelity?

• Have schools followed the key components of DPIF: 1) Utilize State and School Leadership Teams, 2) Analyze Data, 3) Identify Target Areas for Intervention, 4) Develop Goal for School Strategic Plan and 5) Implement, Monitor, and Evaluate?

WV GRADUATION 20/20 Reflection Rubric and School Leadership Team focus group(s)

EQ4. To what extent are schools implementing the Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center’s Transition Practices and Predictors Framework with fidelity?

• Have schools reviewed and chosen at least one strategy from the evidence-based Transition Practices and Predictors of Post School Success Framework (i.e., student-focused planning, student development, family involvement, program structure and interagency collaboration)?

WV GRADUATION 20/20 Reflection Rubric and School Leadership Team focus group(s)

EQ5. To what extent are student outcomes among students with Individualized Education Programs (IEPs) improving at: a) the state level*, and b) schools participating in the WV GRADUATION 20/20 program?

Graduation rate*, dropout rate, One-Year Follow-up Survey (or similar), higher education participation, workforce participation

*West Virginia has chosen graduation as the State-identified Measurable Result (SiMR) with the target that 81.44% of youth with IEPs will graduate from high school with a regular diploma by 2017-2018.


Measurable improvements in the SiMR in relation to targets.

39Phase III, Year 2

Phase III, Year 2 Component F: Plans for Next Year

(1) Additional activities to be implemented next year with timeline.

Additional Activities 2017-2018

GOVERNANCE TimelinesRevised implementation structure of WV GRADUATION 20/20 from utilizing 8 RESA Regional School Support Specialists (RS³) to utilizing 41 LEA Points of Contact (POC).

Partially Completed

Collaborated with 41 local education agencies (LEAs) to plan and execute WV GRADUATION 20/20.

Partially Completed

Developed MOU between WVDE, LEAs, WV State Park Partnership Compact and Transition Technical Assistance Center (TTAC) outlining responsibilities.

Not Started

FISCAL TimelinesInitiate Grants and Planning System (GPS) digital budget management system to align with WV Results-Driven Priorities.

Partially Completed

Provide funding to 41 districts per the number of schools involved in the WV GRADUATION 20/20 Priority in 2018-2019 school year at $12,500.00 per year.

Partially Completed

QUALITY STANDARDS TimelinesDeveloped sample course descriptions for four (4) Community Readiness elective courses.

Partially Completed

Develop WVAAAS for social studies, technology, health, physical education and the arts to mirror WVCCRS.

In Progress

Develop Companion Scaffold Document for WVAAAAS in ELA, Math and Science. In Progress

ACCOUNTABILITY TimelinesDeveloped elementary school WV GRADUATION 20/20 Implementation Manual Guidance for West Virginia Schools and Districts.

Partially Completed

Establish collaboration with WV State Park Partnership Compact to develop community-based work-exploration sites.

In Progress

DATA TimelinesProvide to districts the subgroups (by eligibility) of special education students participating in the alternate assessment.

Partially Completed

Provide Exit Survey and One Year Follow-Up Survey Reports by district and school. Partially Completed


PROFESSIONAL LEARNING TimelinesBuild capacity in the 103 schools (74 high schools, 23 middle schools, 6 elementary schools) through the Network for Educational Excellence, WV Summit for Educational Excellence and KidStrong.

Initiated

Provide PathwaysWV.org training in at least 14 districts per year. Initiated

Provide training on Pre-ETS service requirements in at least 14 districts per year. Initiated

Provide training on WV Transition materials (Planning For the Future, Transition Services Planner, Transition Guide) in at least 14 districts per year.

Initiated

Provide training on SPP/APR Indicators #13 Secondary Transition and #14 Post-School Outcomes in at least 14 districts per year.

Initiated

(2) Planned evaluation activities including data collection, measures and expected outcomes.

Evaluation activities for the upcoming school year will follow the activities listed in the WV GRADUATION 20/20 Logic Model (Appendix A) and outcomes listed in the WV GRADUATION 20/20 Evaluation Measurement Table (Appendix D). With the use of the Reflection Rubric, we are able to measure our intermediate outcomes – implementation fidelity of the Dropout Prevention Intervention Framework and CEEDAR’s Transition Practices and Predictors Framework. To date, the data indicate acceptable progress. The primary anticipated change to the evaluation activities will be the replacement of RS3s with district level Points of Contact. The transition of RESA support to LEA support will occur over the summer, giving WVDE time to provide professional learning to district personnel. While we are hopeful the transition will be seamless, there is the possibility of some disruption to the flow of implementation documentation. The timeline for the Reflection Rubric will not be impacted.

(3) Anticipated barriers and steps to address those barriers.

BARRIERS IDENTIFIED IN PHASE III STEPS TO ADDRESSThe 2017 WV Legislative Session resulted in a bill which phased out the eight (8) RESAs by June 30, 2018, requiring the WVDE Office of Special Education (OSE) to reconfigure WV GRADUATION 20/20 implementation.

The OSE developed the West Virginia Results-Driven Priorities (RDP) Program with the goal of improving results for students with disabilities by providing funding directly to the LEAs.

RS3 turnover due to RESA closure WVDE worked to assist RESAs hire and train new school support personnel during the summer of 2017

Suspension of monthly convening of RS3s, RS3 focus groups and RS3 Reflection Rubric data collection

Provided support to individual RS3s as needed through emails and telephone correspondence; plan to restart data collection in the 2018-2019 school year.

41Phase III, Year 2

BARRIERS IDENTIFIED IN PHASE II STEPS TO ADDRESSNeed to revise compliance/monitoring to include focus on Graduation, Drop Out, Transition, Post School Outcomes and Participation in Alternate Assessment

Include Post School Survey Response Rate/ AA Participation Rate in LEA Annual Desk Audit and LEA Determination. Work with ComplianceMonitoring Team to develop graduation and drop out focus activities.

Need for county training on State Performance Plan Indicator #13 Transition to improve compliance.

Develop and provide 8 RESA trainings and archived webinars on SPP/APR Indicator #13.

Institutions of Higher Education need to become aware of State emphasis on transition/post school outcomes.

Convene IHE Forums twice a year.

Lack of time for school leadership teams to meet impedes planning.

Continue to provide $2,500.00 per year to each school for stipends for after- and before-school meetings.

Lack of LEA funding available threatens continuation of local initiatives.

State financial support of professional learning and LEA initiatives provided to WV GRADUATION 20/20 schools.

School One Year Follow-Up Survey Responses need to be increased.

One Year Follow-Up Survey Targeted Response Rate included in the LEA Annual Desk Audit and LEA Determination.

School staff including counselors need to understand the interface between the Individualized Education Program (IEP) and Personalized Education Plan (PEP).

Develop and provide training on interface of the IEP with the Personalized Education Plan (PEP), Community Readiness Courses, IWRC, Career Pathways, Option Pathway, CTE Clusters, Pathways and Programs of Study.

WV GRADUATION 20/20 Schools need to complete Transition Practice Profiles.

Regional School Support Specialists (RS³s) ensure any data and/or information required for WV GRADUATION 20/20 monitoring is completed.

WV GRADUATION 20/20 Schools need to update Action Plans, contact lists and Amended MOUs.

Regional School Support Specialists (RS3) ensure any data and/or information required for WV GRADUATION 20/20 monitoring is completed.

School staff turnover and lack of certified teachers hamper continuity of implementation.

Develop and provide eight RESA professional learning trainings on SPP/APR Indicator #13. Retrain WV GRADUATION 20/20 School Leadership Teams and new staff on Frameworks. Provide Transition segment in New Teacher Boot Camp.


BARRIERS IDENTIFIED IN PHASE I HOW ADDRESSEDAdditional staff required to support WV GRADUATION 20/20 at RESA

Office of Special Education provided funding for eight (8) RESAs to employ Regional School Support Specialists (RS³s)

Formalized agreements, MOUs, requirements developed within LEAs, RESAs, schools and IHEs.

Developed MOUs outlining requirements of WVDE, RESA, LEA and schools.

Lack of defined process for implementation of WV GRADUATION 20/20

Developed West Virginia GRADUATION 20/20 Implementation Manual.

Need for Communication Plan. Resources developed and utilized for LEAs, RS³s, and Cohort 1 schools.

Need for Implementation Science professional learning.

Provided training to OSE staff and RS3s on Implementation Science.

Utilize Implementation Framework WV GRADUATION 20/20 Implementation Scale for schools to use.

Implementation Framework in the WV GRADUATION 20/20 Implementation Scale for schools to use (see attachment WV GRADUATION 20/20. Implementation Scale)

Need to reorganize compliance/monitoring to include results in a LEA Results Improvement Plan.

LEA Results Improvement Plan addressed in 2014-2015.

Need to require RESAs to complete Regional Systemic Improvement Plan.

RESA Application for 2015-2016 included Regional Systemic Improvement Plan.

Review and approve LEA Improvement Process Submitted with Annual Desk Audit.

Improvement Plans in LEA Annual Desk Audits reviewed by Offices of Special Education and Federal Programs.

43Phase III, Year 2

(4) The State describes any needs for additional support and/or technical assistance.

DATA• Provision of support for integration of IDEA data and West Virginia’s longitudinal data system

through the Center for the Integration of IDEA Data (CIID) and IDEA Data Center (IDC).

Infrastructure Development• Access to resources on transition and dropout prevention evidence-based practices.• Provision of national conference implementation and evaluation.• Access to Cross State Learning Collaborative and other States’ resources through the National

Center for Systemic Improvement (NCSI).• Provision of support for Alternate Assessment and Alternate Diploma through the State

Collaborative on Assessment and Student Standard’s (SCASS) Assessing Special Education Students (ASES).

Support for LEA Implementation of EBPs• Access to nationally recognized content specialist on transition evidence-based practices (EBP)

through the Collaboration for Effective Education Development, Accountability and Reform (CEEDAR).

• Access to nationally recognized content specialists on the National Dropout Prevention Intervention Framework (DPIF).

• Assistance in developing blended professional learning modules for RESA RS3s and school-based teams on transition through the University of Kansas.

• Provision of on-site training for WV GRADUATION 20/20 Cohorts.

Evaluation• Evaluation of SSIP utilizing OSEP’s evaluation tool.• Assist State in examination of Indicators 1, 2, 13 and 14 data and Division of Rehabilitation

Services performance data. Provide consultation regarding collecting, analyzing and using valid and reliable data to identify strengths, needs and priorities regarding secondary education and transition services through the National Technical Assistance Center on Transition (NTACT).

Stakeholder Involvement in Phase III, Year 2

• Improve collaboration between SEA and Division of Rehabilitation Services to enhance services for students with disabilities (NTACT).

• Improve collaboration with adult service agencies, post-secondary education, employer and business organizations.

• Suggest members of stakeholder groups (NTACT).


Phase III, Year 2: Appendices

45Phase III, Year 2

WV

GR

AD

UA

TIO

N 2

0/2

0 L

ogic

Mod

el (r

evis

ed M

arch

20

18)

Situ

atio

n: In

resp

onse

to O

SEP/

IDEA

Indi

cato

r 17,

whi

ch c

alls

for t

he d

evel

opm

ent a

nd im

plem

enta

tion

of a

Sta

te S

yste

mic

Impr

ovem

ent P

lan

(SSI

P), t

he W

est V

irgin

ia

Depa

rtm

ent o

f Edu

catio

n (W

VDE)

, the

Offi

ce o

f Spe

cial

Edu

catio

n (O

SE),

and

mul

tiple

sta

keho

lder

gro

ups

and

indi

vidu

als

deve

lope

d th

e W

V GR

ADUA

TION

20/

20 p

rogr

am.

OSE

is c

oord

inat

ing

effo

rts

amon

g se

vera

l sta

te, r

egio

nal,

and

loca

l age

ncie

s to

impl

emen

t WV

GRAD

UATI

ON 2

0/20

. Wes

t Virg

inia

has

cho

sen

grad

uatio

n as

the

Stat

e-Id

entif

ied

Mea

sura

ble

Resu

lt (S

iMR)

with

the

targ

et th

at 8

1.44%

of y

outh

with

IEPs

will

gra

duat

e fr

om h

igh

scho

ol w

ith a

regu

lar d

iplo

ma

by 2

017-

2018

.

Evid

ence

-bas

ed fr

amew

ork:

Nat

iona

l Dro

p-ou

t Pre

vent

ion

Cent

er fo

r Stu

dent

s wi

th D

isab

ilitie

s (N

DPC-

SD) D

ropo

ut P

reve

ntio

n In

terv

entio

n Fr

amew

ork

(DPI

F)

Inpu

ts

Activ

ities

Ou

tput

s Ou

tcom

es

Impa

cts

Wha

t fun

ding

/ re

sour

ces

(incl

udin

g pe

ople

) will

sup

port

th

e w

ork?

W

hat w

ill w

e do

? W

hat s

ervi

ces

and

prod

ucts

will

be

crea

ted?

W

hat w

ill b

e th

e re

sults

? W

hat w

ill b

e th

e ul

timat

e im

pact

?

• US

Dep

t. of

Edu

catio

n •

WV

Dept

. of E

duca

tion

(WVD

E), O

ffice

of S

peci

al

Educ

atio

n (O

SE)

• Fu

ndin

g •

Evid

ence

-bas

ed

fram

ewor

k: D

ropo

ut

Prev

entio

n In

terv

entio

n Fr

amew

ork

(DPI

F)

• Na

tiona

l Tec

hnic

al

Assi

stan

ce (T

A) C

ente

rs

• W

V ed

ucat

ion

data

sy

stem

s •

Reg

iona

l Edu

catio

n Se

rvic

e Ag

ency

(RES

A)

staf

f •

LEA

Cent

ral O

ffice

sta

ff •

Scho

ol p

erso

nnel

•

Part

nerin

g W

V st

ate

agen

cies

•

PTI

• Ot

her s

take

hold

ers

• OS

E w

ill p

rovi

de p

rofe

ssio

nal l

earn

ing,

te

chni

cal a

ssis

tanc

e (T

A), f

unds

, and

su

ppor

ting

mat

eria

ls to

the

eigh

t RES

As to

su

ppor

t the

impl

emen

tatio

n of

the

DPIF

• Tr

aine

d RE

SA p

erso

nnel

in D

PIF

• Tr

aine

d RE

SA a

nd c

ount

y pe

rson

nel i

n W

V GR

ADUA

TION

20

/20

Impl

emen

tatio

n M

anua

l •

Deve

lope

d an

d di

ssem

inat

ed W

V GR

ADUA

TION

20/

20 d

ocum

ents

, w

ebsi

te, a

nd in

tern

et-b

ased

tool

s •

Prov

ided

mon

thly

DPI

F we

bina

rs

• Sh

ort t

erm

– In

crea

sed

expo

sure

am

ong

RESA

, cou

nty,

an

d sc

hool

per

sonn

el to

ad

dres

s gr

adua

tion

and

drop

-ou

t pre

vent

ion

thro

ugh

impl

emen

tatio

n of

evi

denc

e-ba

sed

drop

out p

reve

ntio

n st

rate

gies

•

Inte

rmed

iate

– Im

plem

enta

tion

of D

PIF;

incr

ease

d an

d/or

im

prov

ed s

choo

l lev

el

prog

ram

s an

d st

rate

gies

to

posi

tivel

y im

pact

gra

duat

ion

and

drop

-out

rate

s •

Long

term

– Im

prov

ed s

tude

nt

outc

omes

at t

he s

choo

l lev

el,

i.e. i

ncre

ased

gra

duat

ion

rate

s an

d de

crea

sed

drop

-out

rate

s; im

prov

ed s

tude

nt o

utco

mes

at

the

stat

e le

vel

Ø

WV

SiM

R ~

By 2

017-

2018

, 81

.44%

of W

V yo

uth

with

IE

Ps w

ill g

radu

ate

from

hi

gh s

choo

l with

a

regu

lar d

iplo

ma

• W

V st

uden

ts

with

IEPs

su

cces

sful

ly

com

plet

ing

high

sch

ool

with

in fo

ur

year

s af

ter

ente

ring

the

9th

grad

e •

RESA

s w

ill e

mpl

oyee

Reg

iona

l Sch

ool

Supp

ort S

peci

alis

ts (R

S3 s) t

o sc

ale-

up

impl

emen

tatio

n of

the

DPIF

in s

choo

ls

part

icip

atin

g in

WV

GRAD

UATI

ON 2

0/20

•

With

dire

ct s

uppo

rt fr

om R

ESAs

and

RS3 s

, and

in

dire

ct s

uppo

rt fr

om O

SE, s

choo

ls

part

icip

atin

g in

WV

GRAD

UATI

ON 2

0/20

will

im

plem

ent t

he s

teps

/sta

ges

in th

e DP

IF

• Tr

aine

d Sc

hool

Lea

ders

hip

Team

on

WV

GRAD

UATI

ON 2

0/20

•

Revi

sed

Core

Dat

a To

ol

• W

V GR

ADUA

TION

20/

20 S

choo

l Ac

tion

Plan

s de

velo

ped

• De

velo

ped

Refle

ctio

n Ru

bric

• St

akeh

olde

rs a

t all

leve

ls w

ill b

e in

volv

ed in

de

velo

ping

a W

V GR

ADUA

TION

20/

20

Eval

uatio

n Pl

an to

be

impl

emen

ted

by th

e W

VDE;

eva

luat

ion

resu

lts w

ill b

e di

ssem

inat

ed b

y th

e W

VDE

and

stak

ehol

ders

w

ill u

se e

valu

atio

n re

sults

in a

con

tinuo

us

cycl

e to

mod

ify a

nd im

prov

e W

V GR

ADUA

TION

20/

20 im

plem

enta

tion

• De

velo

ped

eval

uatio

n pl

an a

nd

data

col

lect

ion

met

hods

•

Colle

ct W

V GR

ADUA

TION

20/

20

Eval

uatio

n da

ta

• Di

ssem

inat

e W

V GR

ADUA

TION

20

/20

Eval

uatio

n re

sults

Appe

ndix

A


Evid

ence

-bas

ed fr

amew

ork:

Col

labo

ratio

n fo

r Effe

ctiv

e Ed

ucat

or, D

evel

opm

ent,

Acco

unta

bilit

y, a

nd R

efor

m (C

EEDA

R) C

ente

r’s E

vide

nce-

base

d Tr

ansi

tion

Prac

tices

and

Pre

dict

ors

of P

ost S

choo

l Suc

cess

Inpu

ts

Activ

ities

Ou

tput

s Ou

tcom

es

Impa

cts

Wha

t fun

ding

/ re

sour

ces

(incl

udin

g pe

ople

) will

sup

port

th

e w

ork?

W

hat w

ill w

e do

? W

hat s

ervi

ces

and

prod

ucts

will

be

crea

ted?

W

hat w

ill b

e th

e re

sults

? W

hat w

ill b

e th

e ul

timat

e im

pact

?

• US

Dep

t. of

Edu

catio

n •

WV

Dept

. of E

duca

tion

(WVD

E), O

ffice

of

Spec

ial E

duca

tion

(OSE

) •

Fund

ing

• Ev

iden

ce-b

ased

fr

amew

ork:

Tra

nsiti

on

Prac

tices

and

Pr

edic

tors

of P

ost

Scho

ol S

ucce

ss

• Na

tiona

l Tec

hnic

al

Assi

stan

ce (T

A) C

ente

rs

• W

V ed

ucat

ion

data

sy

stem

s •

Regi

onal

Edu

catio

n Se

rvic

e Ag

enci

es (R

ESA)

st

aff

• LE

A Ce

ntra

l Offi

ce s

taff

• Sc

hool

per

sonn

el

• Pa

rtne

ring

WV

stat

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impl

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ased

tran

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rate

gies

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dict

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impr

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sch

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pr

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and

stra

tegi

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po

sitiv

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impa

ct tr

ansi

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serv

ices

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term

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prov

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stud

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mes

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reer

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Eval

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prov

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Ev

alua

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resu

lts

47Phase III, Year 2

YEARS 1-2 DROPOUT PREVENTION INTERVENTION FRAMEWORK

Follow Key Components

Step 1. Utilize State and School Leadership Teams c View "What Would Participation In WVGRADUATION 20/20 Mean For My

c [

D

D

c c c

School?" Webinar Review WV GRADUATION 20/20 process Years 1 and 2. Review WV GRADUATION 20/20 School Memorandum of Understanding and Commitments/Requirements Documents. Discuss at the school level the graduation/dropout rate and/or achievement gaps of subgroups. Secure Memorandum of Understanding from schools desiring to participate in WV GRADUATION 20/20 project. Identify School Leadership Team members. Identify School Leadership Team Leader. Determine meeting dates (at least 1 time per month).

Step 2. Analyze Data c Enter data for the three prior years into the Core Dropout Data Tool. Use

the questions in the accompanying discussion guide to help identify trends, patterns and needs in the data. Look also at your school's demographics/infrastructure data. Examine student performance in the following areas:

> Achievement-Course Passing Rate> Attendance> Discipline- Office and Disciplinary Referrals» School Climate» Student Engagement> Transition> Graduation/Dropout Data/Race Ethnicity/Students with

DisabilitiesStep 3. Identify Target Areas for Intervention

c Identify and prioritize the areas of need based on data. c Determine those students who will be targeted:

» Selected group (example: 9th grade students with

disabilities).> School-wide/Universal» Identified group of students based on at-risk indicators.

Appendix B


- . Step 4. Develop Goal for School Strategic Plan

D

D

Identify and select evidence-based strategies/interventions to drive improvement. Complete each section of School WV GRADUATION 20/20 Dropout Prevention Action Plan:

> Determine goal> Identify measurable outcomes and gather baseline data)ii> Determine activities/strategies/interventions)ii> Establish reasonable timelines> Identify person(s) responsible> Evaluation/Progress Check

D Identify implementation concerns and work to remove barriers. Step 5. Implement, Monitor and Evaluate Implement

D

D D

Monitor D

D

D

Evaluate D

D

D

D

Train staff in professional learning specific to the implementation of the School Action Plan, making sure all staff members demonstrate a clear, consistent and shared understanding of what the faculty and students are expected to know, understand and do. Communicate goals to targeted students and explain the intervention(s). Implement School Action Plan according to the determined timelines.

Develop assessment tools measuring performance {i.e., school developed walk-through observations, awareness walks, survey, benchmarks, protocols, logs, charts, student portfolios, common assessments, etc.) that will provide consistent data over time to monitor improvement of the targeted area {i.e., achievement, attendance, discipline, etc.). Develop a data collection schedule, collect the data, record it in a spreadsheet and utilize the data to monitor progress. Continuously adjust strategies/School Action Plan steps based on analysis and review of data. *The School Action Plan should be updated and revised, as appropriate.

Collect the data for your measurable outcomes in order assess improvement, analyze causes for unsatisfactory results and identify successes. Based on findings, make revisions to the School Action Plan in order to maximize its' effectiveness for the upcoming school year. Share findings with faculty, students, parents, community, WVDE and Local Board of Education. Celebrate Successes!

49Phase III, Year 2

YEARS 2-3 CEEDAR TRANSITION PRACTICES FRAMEWORK

Choose Site-Spedfic Strategies

Step 1. Utilize State and School Leadership Teams D Use UWhat Would Participation in WV GRADUATION 20/20 Mean For My

D D D D D

Schoolr Webinar to orient new staff in the building to WV GRADUATION 20/20_ Review WV GRADUATION 20/20 Process Years 2 and 3_ Discuss at the school level the transition practices in place_ Re-establish School Leadership Team members: Re-identify School Leadership Team Leader_ Determine meeting dates (at least 1 time per month)_

Step 2. Analyze Data D Complete Transition Practices Framework: School Level Practice

Profile as a self-assessment to determine the most critical needs with the transition program components:

> Student-Focused Planning> Student Development> Family Involvement> Program Structure> lnteragency Collaboration

D Determine the level of implementation of Transition Practices: > Exploration> Installation> Initial Implementation> Full Implementation

Step 3. Identify Target Areas for Intervention D Identify and prioritize the areas of need based on Practice Profile data_ D Determine whether to focus on one component, several or all of them_ D Note the gap between the desired level and current leveL

Step 4. Develop Goal for School Strategic Plan D

D

Identify and select evidence-based strategies/interventions to drive improvement Complete each section of School WV GRADUATION 20/20 Transition Action Plan:

> Determine goal> Identify measurable outcomes and gather baseline data> Determine activities/strategies/interventions> Establish reasonable timelines> Identify person(s) responsible> Evaluation/Progress Check

D Identify implementation concerns and work to remove barriers_


Step 5. Implement, Monitor and Evaluate Implement

D

D D

Monitor D

D

D

Evaluate D

D

D

D

Train staff in professional learning specific to the implementation of the School Action Plan, making sure all staff members demonstrate a clear, consistent and shared understanding of what the faculty and students are expected to know, understand and do. Communicate goals to targeted students. Implement School Action Plan according to the determined timelines.

Develop assessment tools measuring performance (i.e., school developed walk-through observations, awareness walks, survey, benchmarks, protocols, logs, charts, student portfolios, common assessments, etc.) that will provide consistent data over time to monitor improvement of the targeted area (i.e., achievement, attendance, discipline, etc.). Develop a data collection schedule, collect the data and utilize the data to monitor progress Continuously adjust strategies/School Action Plan steps based on analysis and review of data. *The School Action Plan and Practice Profile should be updated and revised as appropriate.

Collect the data for your measurable outcomes in order to assess improvement, analyze causes for unsatisfactory results and identify successes. Based on findings, make revisions to the School Action Plan in order to maximize its' effectiveness for the upcoming school year. Share findings with faculty, students, parents, community, WVDE and Local Board of Education. Celebrate Successes!

51Phase III, Year 2

Appe

ndix

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me

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ear o

f im

plem

enta

tion.

WV

GRAD

UATI

ON

20/2

0

Lead

ersh

ip T

eam

Offi

ce o

f Co

mm

unic

atio

ns a

nd

Part

ners

hips

Prov

ide

Guid

ance

to

LEA/

Scho

ols

Fully

Co

mpl

eted

Deve

lope

d W

V GR

ADUA

TIO

N 20

/20

Impl

emen

tatio

n M

anua

l Gui

danc

e fo

r Wes

t Virg

inia

Sch

ools

and

Dis

tric

ts.

WV

GRAD

UATI

ON

20/2

0

Lead

ersh

ip T

eam

Offi

ce o

f Co

mm

unic

atio

ns a

nd

Part

ners

hips

Prov

ide

Guid

ance

to

LEA/

Scho

ols

Fully

Com

plet

ed

Deve

lope

d W

V GR

ADUA

TIO

N 20

/20

Scho

ol

Impl

emen

tatio

n Ti

mel

ine/

Benc

hmar

ksW

V GR

ADUA

TIO

N 20

/20

Le

ader

ship

Tea

m

Offi

ce o

f Co

mm

unic

atio

ns a

nd

Part

ners

hips

Prov

ide

Dire

ctio

n to

LE

A/Sc

hool

sFu

lly

Com

plet

ed

Deve

lope

d W

V GR

ADUA

TIO

N 20

/20

Scho

ol

Impl

emen

tatio

n Pr

oces

s.W

V GR

ADUA

TIO

N 20

/20

Le

ader

ship

Tea

m

Offi

ce o

f Co

mm

unic

atio

ns a

nd

Part

ners

hips

Prov

ide

Dire

ctio

n to

LE

A/Sc

hool

sFu

lly

Com

plet

ed


Deve

lop

sche

me

for i

nclu

sion

of I

HE in

yea

rs 2

, 3, 4

gra

nt

for e

xam

inat

ion

of c

ours

ewor

k.W

V GR

ADUA

TIO

N 20

/20

Le

ader

ship

Tea

mNA

Prov

ide

fram

ewor

k fo

r inc

lusi

on o

f all

WV

IHEs

Part

ially

Com

plet

ed

Set O

SE/R

ESA

(sub

gra

ntee

) exp

ecta

tions

for t

rain

ing,

co

achi

ng a

nd m

onito

ring

impl

emen

tatio

n.W

V GR

ADUA

TIO

N 20

/20

Le

ader

ship

Tea

m, R

ESAs

NAEn

sure

und

erst

andi

ng

of p

artic

ipat

ion

in

initi

ativ

e

Fully

Co

mpl

eted

Set e

xpec

tatio

ns u

sing

the

Impl

emen

tatio

n Sc

ienc

e M

odel

of E

xplo

ratio

n, In

stal

latio

n, In

itial

Im

plem

enta

tion,

Ful

l Im

plem

enta

tion.

WV

GRAD

UATI

ON

20/2

0

Lead

ersh

ip T

eam

Cont

ract

ed re

tired

em

ploy

ee

Prov

ide

awar

enes

s to

O

SE a

nd R

ESA

staf

f of

Impl

emen

tatio

n Sc

ienc

e

Fully

Co

mpl

eted

Secu

red

MO

Us fr

om s

choo

l coh

ort p

artic

ipan

ts.

RESA

, RS3 s

NAEn

sure

und

erst

andi

ng

of p

artic

ipat

ion

in

initi

ativ

e

Fully

Co

mpl

eted

Secu

re M

OUs

from

IHE

Coho

rt p

artic

ipan

ts.

WV

GRAD

UATI

ON

20/2

0

Lead

ersh

ip T

eam

NAEn

sure

und

erst

andi

ng

of p

artic

ipat

ion

in

activ

ityNo

t Sta

rted

Sele

cted

by

Natio

nal T

echn

ical

Ass

ista

nce

Cent

er o

n Tr

ansi

tion

(NTA

CT) a

s an

Inte

nsiv

e Te

chni

cal A

ssis

tanc

e St

ate.

NTAC

T/W

V GR

ADUA

TIO

N 20

/20,

Lea

ders

hip

Team

NA

Impr

oved

co

llabo

ratio

n w

ith D

RS

and

impr

oved

rate

s of

Gr

adua

tion

and

post

sc

hool

out

com

es

Fully

Co

mpl

eted

Join

ed N

atio

nal C

ente

r on

Syst

emic

Impr

ovem

ent’s

(N

CSI)

Grad

uatio

n Cr

oss

Stat

e Co

llabo

rativ

e.NT

ACT/

WV

GRAD

UATI

ON

20/2

0, L

eade

rshi

p Te

amNA

Gain

kno

wle

dge

from

ot

her s

tate

s w

ith li

ke

goal

s

Fully

Co

mpl

eted

Incl

uded

Indi

cato

rs 1

, 2, 1

3 an

d 14

on

LEA

Annu

al D

esk

Audi

t req

uirin

g w

ritte

n Im

prov

emen

t Pla

n w

hen

LEA

resu

lts a

re b

elow

SPR

targ

et o

r sta

te a

vera

ge.

Exec

utiv

e Di

rect

or,

Assi

stan

t Dire

ctor

, Da

ta C

oord

inat

or, D

ata

Man

agem

ent a

nd

Anal

ysis

Coo

rdin

ator

NA

Impr

oved

LEA

pe

rform

ance

on

Res

ults

and

Co

mpl

ianc

e In

dica

tors

Fully

Co

mpl

eted

Incl

ude

Indi

cato

rs 1

, 2, 1

3 an

d 14

on

LEA

Dete

rmin

atio

ns.

Exec

utiv

e Di

rect

or,

Assi

stan

t Dire

ctor

NA

Impr

oved

LEA

pe

rform

ance

on

Res

ults

and

Co

mpl

ianc

e In

dica

tors

Fully

Co

mpl

eted

59Phase III, Year 2

Acce

ssed

Tar

gete

d As

sist

ance

thro

ugh

the

Colla

bora

tion

for E

ffect

ive

Educ

ator

, Dev

elop

men

t, Ac

coun

tabi

lity

and

Refo

rm (C

EEDA

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ente

r.

Data

Coo

rdin

ator

, CE

EDAR

NAIm

prov

ed co

llabo

ratio

n w

ith In

stitu

tions

of

High

er E

duca

tion

Fully

Co

mpl

eted

IMPR

OVE

MEN

TS T

O S

TATE

INFR

ASTR

UCTU

REPH

ASE

III Y

ear 1

201

6-20

17

ACCO

UNTA

BILI

TYPE

RSON

(S)

RESP

ONSI

BLE

RESO

URCE

S NE

EDED

EXPE

CTED

OUT

COM

ESTI

MEL

INES

Incl

uded

3b

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rnat

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sess

men

t Par

ticip

atio

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and

14

Resp

onse

Rat

e on

LEA

Det

erm

inat

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.Ex

ecut

ive

Dire

ctor

and

As

sist

ant D

irect

orNA

Impr

ove

LEA

perfo

rman

ce o

n Gr

adua

tion

Rate

and

Po

st S

choo

l Out

com

es

Fully

Co

mpl

eted

Revi

sed

“Mod

ifi ed

Dip

lom

a” to

“Alte

rnat

e Di

plom

a”

Broc

hure

OSE

Offi

ce o

f Co

mm

unic

atio

n an

d Pa

rtne

rshi

ps

Prov

ide

reso

urce

s fo

r sc

hool

s, te

ache

rs,

LEAs

, etc

., to

use

Fully

Co

mpl

eted

Deve

lope

d “P

lann

ing

for t

he F

utur

e” B

roch

ure.

WV

GRAD

UATI

ON

20/2

0 Le

ader

ship

Tea

m

Offi

ce o

f Co

mm

unic

atio

n an

d Pa

rtne

rshi

ps

Prov

ide

info

rmat

ion

to p

aren

ts o

f SW

D on

tra

nsiti

on

Fully

Co

mpl

eted

Deve

lope

d “T

rans

ition

Ser

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s Pl

anne

r” B

ookl

et

WV

GRAD

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20/2

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ader

ship

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s of

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High

Sc

hool

and

CTE

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ce o

f Co

mm

unic

atio

n an

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rtne

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ps

Prov

ide

tool

for

scho

ol a

nd D

ivis

ion

of

Reha

bilit

atio

n Se

rvic

es

staf

f

Fully

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mpl

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Deve

lope

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V Tr

ansi

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Serv

ices

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WV

GRAD

UATI

ON

20/2

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ader

ship

Tea

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ffi ce

s of

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High

Sc

hool

and

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Offi

ce o

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mm

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atio

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ps

Prov

ide

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men

t to

capt

ure

Pre-

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ent

Tran

sitio

n Se

rvic

es

betw

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econ

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Fully

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mpl

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ided

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DUAT

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20/2

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adem

ies

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idSt

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nfer

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mpl

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ansi

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Offi

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ctic

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ACCO

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URCE

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ctor

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t

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As e

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rtic

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on

Alte

rnat

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men

t

Fully

Co

mpl

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Revi

sed

MO

Us fr

om 1

03 W

V GR

ADUA

TIO

N 20

/20

scho

ol

coho

rt p

artic

ipan

ts.

WV

GRAD

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ON

20/2

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ship

Tea

mNA

Ensu

re u

nder

stan

ding

of

par

ticip

atio

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pr

ogra

m

Fully

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mpl

eted

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sed

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sitio

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cor

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mpl

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ms

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ual.

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mpl

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Revi

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sch

ool W

V GR

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Impl

emen

tatio

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anua

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Sc

hool

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stric

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iddl

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ual G

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Scho

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lope

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emen

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ool W

V GR

ADUA

TIO

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/20

Impl

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tatio

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anua

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danc

e fo

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t Virg

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Par

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rdin

ator

NAPr

ovid

e m

etho

d fo

r di

stric

t to

exam

ine

data

.Co

mpl

eted

Prov

ide

WV

GRAD

UATI

ON

Rate

s am

ong

All a

nd S

WD

from

201

2- 2

017.

Rese

arch

Coo

rdin

ator

NAPr

ovid

e m

etho

d fo

r di

stric

t to

exam

ine

data

.Co

mpl

eted

Prov

ide

WV

Drop

out R

ates

All

and

SWD

from

201

2-20

17.

Rese

arch

Coo

rdin

ator

NAPr

ovid

e m

etho

d fo

r di

stric

t to

exam

ine

data

.Co

mpl

eted

Alig

ned

ESSA

’s lo

ng te

rm 4

-yea

r Coh

ort G

radu

atio

n Ra

tes

and

SWD

to S

PP/A

PR w

ith In

terim

Ann

ual

Prog

ress

Rat

es.

Data

Coo

rdin

ator

NAPr

ovid

e m

etho

d fo

r di

stric

t to

exam

ine

data

.Co

mpl

eted

Prov

ide

Exit

Surv

ey a

nd O

ne Y

ear F

ollo

w-U

p Su

rvey

Re

port

s by

dis

tric

t and

sch

ool.

Rese

arch

Coo

rdin

ator

NA

Data

pro

vide

s w

ays

to im

prov

e se

cond

ary

prog

ram

min

g an

d tra

nsiti

on.

Part

ially

Co

mpl

eted

63Phase III, Year 2

IMPR

OVE

MEN

TS T

O S

TATE

INFR

ASTR

UCTU

REPH

ASE

II 20

15-2

016

PROF

ESSI

ONAL

LEA

RNIN

GPE

RSON

(S)

RESP

ONSI

BLE

RESO

URCE

S NE

EDED

EXPE

CTED

OUT

COM

ESTI

MEL

INES

Revi

se P

rofe

ssio

nal L

earn

ing,

Tar

gete

d Te

chni

cal

Assi

stan

ce a

nd T

echn

ical

Ass

ista

nce

Reso

urce

s.O

SE, P

rofe

ssio

nal

Lear

ning

Com

mitt

eeO

ffi ce

of E

arly

Le

arni

ng

Assu

re p

rofe

ssio

nal

lear

ning

dev

elop

ed in

W

VDE

fram

ewor

kFu

lly C

ompl

eted

Cont

ract

ed w

ith re

tired

em

ploy

ee to

dev

elop

/pro

vide

tra

inin

g on

the

wor

k of

the

Natio

nal I

mpl

emen

tatio

n Re

sour

ce N

etw

ork

(NIR

N) im

plem

enta

tion

mea

sure

s to

O

SE a

nd R

ESA

staf

f.

Exec

utiv

e Di

rect

orCo

ntra

cted

retir

ed

empl

oyee

Prov

ide

awar

enes

s to

O

SE a

nd R

ESA

staf

f of

Impl

emen

tatio

n Sc

ienc

e

Fully

Com

plet

ed

Deve

lope

d on

e-pa

ger t

o de

scrib

e W

V GR

ADUA

TIO

N 20

/20.

WV

GRAD

UATI

ON

20/2

0, L

eade

rshi

p Te

am

Offi

ce o

f Co

mm

unic

atio

n an

d Pa

rtne

rshi

ps

Prov

ide

com

mun

icat

ion

tool

Fully

Com

plet

ed

Deve

lope

d Po

wer

Poin

t for

pot

entia

l par

ticip

ants

“Wha

t W

ould

WV

GRAD

UATI

ON

20/2

0 Pa

rtic

ipat

ion

Mea

n fo

r M

y Sc

hool

?”

WV

GRAD

UATI

ON

20/2

0, L

eade

rshi

p Te

amNA

Utili

ze tr

aini

ng to

ex

plai

n in

itiat

ive

Fully

Com

plet

ed

Alig

ned

prof

essi

onal

lear

ning

con

tent

and

pro

cess

of

Drop

out P

reve

ntio

n In

terv

entio

n Fr

amew

ork

(DPI

F).

WV

GRAD

UATI

ON

20/2

0, L

eade

rshi

p Te

am

Offi

ce o

f Ear

ly

Lear

ning

Assu

re p

rofe

ssio

nal

lear

ning

dev

elop

ed in

W

VDE

fram

ewor

kFu

lly C

ompl

eted

Deve

lope

d se

ries

of tr

aini

ngs

(web

inar

s) fo

r RS3 ’s

and

sc

hool

s th

at fo

cus

on D

ropo

ut P

reve

ntio

n (W

V Le

arns

e-

Lear

ning

Cou

rse)

.

WV

GRAD

UATI

ON

20/2

0, L

eade

rshi

p Te

am, e

-Lea

rnin

g Co

ordi

nato

r NDP

C-SD

Offi

ce o

f Mid

dle/

Seco

ndar

y Le

arni

ng

Prov

ide

train

ings

in

Year

1 o

n Dr

opou

t Pr

even

tion

Impr

ovem

ents

to

Sta

te

Infra

stru

ctur

e Ph

ase

II 20

15-2

016

IMPR

OVE

MEN

TS T

O S

TATE

INFR

ASTR

UCTU

REPH

ASE

III Y

ear 1

201

6-20

17

PROF

ESSI

ONAL

LEA

RNIN

GPE

RSON

(S)

RESP

ONSI

BLE

RESO

URCE

S NE

EDED

EXPE

CTED

OUT

COM

ESTI

MEL

INES

Acce

ssed

ser

ies

of m

odul

es fr

om th

e Tr

ansi

tion

Coal

ition

(Uni

vers

ity o

f Kan

sas)

for R

S3 s a

nd s

choo

ls

that

focu

s on

Tra

nsiti

on (W

V Le

arns

e-L

earn

ing

cour

se).

WV

GRAD

UATI

ON

20/2

0, L

eade

rshi

p Te

am, e

-Lea

rnin

g Co

ordi

nato

r

Offi

ce o

f Mid

dle/

Seco

ndar

y Le

arni

ngPr

ovid

e tra

inin

gs in

Ye

ar 2

on

Tran

sitio

nFu

lly C

ompl

eted


Deve

lope

d Ac

tion

Plan

form

at th

at in

corp

orat

ed N

DPC-

SD a

nd C

EEDA

R Tr

ansi

tion

IC.

WV

GRAD

UATI

ON

20/2

0, L

eade

rshi

p Te

am

Offi

ce o

f Res

earc

h an

d Da

ta A

naly

sis

Utili

ze A

ctio

n Pl

ans

in

year

s 1

and

2 to

fram

e st

rate

gies

Fully

Com

plet

ed

Deve

lope

d/pr

ovid

e tra

inin

g on

Tra

nsiti

on P

robe

Pr

actic

e Pr

ofi le

s.

WV

GRAD

UATI

ON

20/2

0, L

eade

rshi

p Te

amNA

Utili

ze P

ract

ice

Profi

les

to c

olle

ct Y

ear

2 da

ta

Part

ially

Co

mpl

eted

Deve

lop

Tran

sitio

n To

olki

t with

DRS

, WIA

, SIL

C, D

D,

WVP

TI a

nd o

ther

age

ncie

s.W

VPGT

Site

arr

ange

men

tsPr

ovid

e re

sour

ce

guid

e fo

r sch

ools

and

pa

rent

s

Part

ially

Co

mpl

eted

Deve

lop/

colla

bora

te w

ith W

VPTI

Tra

nsiti

on T

rain

ing

Goal

#3.

WV

GRAD

UATI

ON

20/2

0, L

eade

rshi

p Te

am, W

VPTI

Site

arr

ange

men

tsJo

intly

trai

n w

ith P

TI

on tr

ansi

tion

Not S

tart

ed

Conv

ene

IHE

Foru

ms

twic

e a

year

.W

V GR

ADUA

TIO

N 20

/20,

Lea

ders

hip

Team

Site

arr

ange

men

tsCo

ntin

ued

colla

bora

tion

with

IH

EsNo

t Sta

rted

Prov

ided

wor

ksho

p fo

r Coh

ort 1

on

impr

ovem

ent a

nd

utili

zatio

n of

NDP

C-SD

Cor

e Da

ta T

ool d

ata

sour

ces.

NDPC

-SD

NDPC

-SD

Trai

ning

Incr

ease

use

of C

ore

Data

Too

lFu

lly C

ompl

eted

Deve

lope

d FA

CT S

heet

s on

Dro

pout

, Gra

duat

ion

Requ

irem

ents

, Fou

r-Yea

r and

Fiv

e-Ye

ar A

djus

ted

Coho

rt

Grad

uatio

n Ra

tes,

Opt

ion

Path

way

and

Sec

onda

ry

Opt

ions

for S

tude

nts

with

Dis

abili

ties.

WV

GRAD

UATI

ON

20/2

0, L

eade

rshi

p Te

amNA

Prov

ide

quic

k re

fere

nce

to

GRAD

UATI

ON

20/2

0 to

pics

Fully

Com

plet

ed

IMPR

OVE

MEN

TS T

O S

TATE

INFR

ASTR

UCTU

REPH

ASE

III Y

ear 2

201

7-20

18

PROF

ESSI

ONAL

LEA

RNIN

GPE

RSON

(S)

RESP

ONSI

BLE

RESO

URCE

S NE

EDED

EXPE

CTED

OUT

COM

ESTI

MEL

INES

Part

ner w

ith c

omm

unity

pro

vide

r to

esta

blis

h a

Tran

sitio

n Te

chni

cal A

ssis

tanc

e Ce

nter

(TTT

A) to

pr

ovid

e ca

paci

ty b

uild

ing

mod

els

of c

omm

unity

-bas

ed

wor

k-ex

plor

atio

n fo

r dis

tric

ts, t

rans

ition

to s

ucce

ssfu

l po

st s

choo

l out

com

es a

nd in

crea

sed

utili

zatio

n of

the

Divi

sion

of R

ehab

ilita

tion

Serv

ices

reso

urce

s an

d Pr

e-Em

ploy

men

t Tra

nsiti

on S

ervi

ces

(Pre

-ETS

) pro

gram

s.

WV

GRAD

UATI

ON

Lead

ersh

ip T

eam

IDEA

Disc

retio

nary

Impr

ove

trans

ition

an

d po

st s

choo

l ou

tcom

esCo

mpl

eted

65Phase III, Year 2

Build

cap

acity

in th

e 10

3 sc

hool

s (7

4 hi

gh s

choo

ls, 2

3 m

iddl

e sc

hool

s, 6

elem

enta

ry s

choo

ls) t

hrou

gh th

e Ne

twor

k fo

r Edu

catio

nal E

xcel

lenc

e, W

V Su

mm

it fo

r Ed

ucat

iona

l Exc

elle

nce

and

KidS

trong

.

WV

GRAD

UATI

ON

Lead

ersh

ip T

eam

, LEA

Po

int o

f Con

tact

IDEA

Disc

retio

nary

Trai

n GR

ADUA

TIO

N sc

hool

lead

ersh

ip

team

s an

d di

stric

t Po

int o

f Con

tact

.

Initi

ated

Prov

ide

Path

way

sWV.

org

train

ing

in a

t lea

st 1

4 di

stric

ts

per y

ear.

Tran

sitio

n Te

chni

cal

Assi

stan

ce C

ente

rID

EADi

scre

tiona

ry

Prov

ide

train

ings

to

teac

hers

and

st

uden

tsIn

itiat

ed

Prov

ide

train

ing

on P

re-E

TS s

ervi

ce re

quire

men

ts in

at

leas

t 14

dist

ricts

per

yea

r.

Tran

sitio

n Te

chni

cal

Assi

stan

ce

Cent

er D

ivis

ion

of R

ehab

ilita

tion

Serv

ices

IDEA

Disc

retio

nary

Prov

ide

train

ing

to

scho

ol s

taff

Initi

ated

Prov

ide

train

ing

on W

V Tr

ansi

tion

mat

eria

ls (P

lann

ing

For t

he F

utur

e, T

rans

ition

Ser

vice

s Pl

anne

r, Tr

ansi

tion

Guid

e) in

at l

east

14

dist

ricts

per

yea

r.

Tran

sitio

n Te

chni

cal

Assi

stan

ce

Cent

er D

ivis

ion

of R

ehab

ilita

tion

Serv

ices

IDEA

Disc

retio

nary

Prov

ide

train

ing

to d

istr

ict a

nd

reha

bilit

atio

n st

aff

Initi

ated

Prov

ide

train

ing

on S

PP/A

PR In

dica

tors

#13

Sec

onda

ry

Tran

sitio

n an

d #1

4 Po

st-S

choo

l Out

com

es in

at l

east

14

dist

ricts

per

yea

r.

Tran

sitio

n Te

chni

cal

Assi

stan

ce C

ente

r O

ffi ce

of F

eder

al

Prog

ram

s

IDEA

Disc

retio

nary

Prov

ide

train

ing

to

dist

rict s

taff

Initi

ated


WV

GR

AD

UA

TIO

N 2

0/2

0 E

valu

atio

n M

easu

rem

ent T

able

Eval

uati

on q

uest

ion

Type

of

outc

ome

Out

com

e de

scrip

tion

Re

spon

sibl

e pa

rty

Perf

orm

ance

indi

cato

r M

easu

rem

ent/

Dat

a co

llect

ion

met

hods

Co

llect

ion

freq

uenc

y To

wha

t ext

ent h

ave

serv

ices

and

pr

oduc

ts b

een

crea

ted

and

deliv

ered

, by

the

Wes

t Virg

inia

Dep

artm

ent o

f Ed

ucat

ion

(WVD

E) a

nd th

e Re

gion

al

Serv

ice

Educ

atio

n Ag

enci

es (R

ESAs

), to

su

ppor

t WV

GRAD

UAT

ION

20/

20 a

s pl

anne

d in

the

prop

osed

Ti

mel

ine/

Benc

hmar

k m

atrix

?

Shor

t ter

m

Incr

ease

d ex

posu

re a

mon

g RE

SA, c

ount

y, a

nd s

choo

l pe

rson

nel t

o ad

dres

s gr

adua

tion

rate

incr

ease

, dro

p-ou

t pre

vent

ion,

and

tran

sitio

n th

roug

h im

plem

enta

tion

of

evid

ence

-bas

ed s

trat

egie

s

WVD

E Pr

ofes

sion

al le

arni

ng

deliv

ery/

atte

ndan

ce (i

.e.,

Drop

out

Prev

entio

n In

terv

entio

n Fr

amew

ork

and

Tran

sitio

n Pr

actic

es a

nd

Pred

icto

r of P

ost S

choo

l Suc

cess

w

orks

hops

)

Regi

stra

tion

and/

or

atte

ndan

ce lo

gs

Ever

y su

mm

er

WVD

E Te

chni

cal A

ssis

tanc

e (T

A) p

rovi

ded

Mee

ting

agen

das

Annu

ally

W

VDE

Web

inar

s pr

ovid

ed

Revi

ew o

f dev

elop

ed

web

inar

s M

onth

ly

WVD

E In

itiat

ive

docu

men

ts a

nd re

sour

ces

prov

ided

Do

cum

ent r

evie

w

RESA

TA

pro

vide

d RS

3 Mon

thly

Log

M

onth

ly

RESA

Le

ader

ship

team

s de

velo

ped

Scho

ol L

eade

rshi

p Co

ntac

t Lis

t An

nual

ly

RESA

W

ebin

ars

atte

nded

RS

3 Mon

thly

Log

M

onth

ly

RESA

In

itiat

ive

docu

men

ts d

isse

min

ated

Do

cum

ent r

evie

w

Annu

ally

To

wha

t ext

ent a

re th

e RE

SAs

prov

idin

g on

goin

g co

llabo

ratio

n, s

uppo

rt, a

nd

tech

nica

l ass

ista

nce

to s

choo

ls a

s th

ey

impl

emen

t WV

GRAD

UATI

ON

20/

20?

Shor

t ter

m

Incr

ease

d ca

paci

ty a

mon

g sc

hool

per

sonn

el to

impl

emen

t ev

iden

ce-b

ased

str

ateg

ies

RESA

RS3 M

onth

ly R

epor

ts

Docu

men

t rev

iew

M

onth

ly

Core

Dat

a to

ol c

ompl

eted

Do

cum

ent r

evie

w

Annu

ally

Tr

ansi

tion

Prac

tice

Prof

iles

com

plet

ed

Docu

men

t rev

iew

Bi

-ann

ually

Scho

ol A

ctio

n Pl

ans

com

plet

ed

Docu

men

t rev

iew

An

nual

ly

GRAD

UATI

ON

20

/20

Eval

uato

r Le

vels

of s

uppo

rt a

nd

com

mun

icat

ion

Scho

ol L

eade

rshi

p Te

am

focu

s gr

oup(

s)

Annu

ally

To w

hat e

xten

t are

sch

ools

impl

emen

ting

the

Nat

iona

l Dro

pout

Pre

vent

ion

Cent

er

for S

tude

nts

with

Dis

abili

ties’

(NDP

C-SD

) Dr

opou

t Pre

vent

ion

Inte

rven

tion

Fram

ewor

k (D

PIF)

with

fide

lity?

Inte

rmed

iate

Im

plem

enta

tion

of D

PIF;

in

crea

sed

and/

or im

prov

ed

scho

ol le

vel p

rogr

ams

and

stra

tegi

es to

pos

itive

ly im

pact

gr

adua

tion

and

drop

-out

rate

s

GRAD

UATI

ON

20

/20

Eval

uato

r DP

IF im

plem

enta

tion

fidel

ity

WV

GRAD

UATI

ON

20/

20

Refle

ctio

n Ru

bric

, Sc

hool

Lea

ders

hip

Team

fo

cus

grou

p(s)

Annu

ally

To w

hat e

xten

t are

sch

ools

impl

emen

ting

the

Colla

bora

tion

for E

ffect

ive

Educ

ator

, De

velo

pmen

t, Ac

coun

tabi

lity,

and

Ref

orm

(C

EEDA

R) C

ente

r’s T

rans

ition

Pra

ctic

es

and

Pred

icto

rs fr

amew

ork

with

fide

lity?

Inte

rmed

iate

Im

plem

enta

tion

of T

rans

ition

Pr

actic

es a

nd P

redi

ctor

s of

Pos

t Sc

hool

Suc

cess

fram

ewor

k;

incr

ease

d an

d/or

impr

oved

sc

hool

leve

l pro

gram

s an

d st

rate

gies

to p

ositi

vely

impa

ct

tran

sitio

n se

rvic

es

GRAD

UATI

ON

20

/20

Eval

uato

r Tr

ansi

tion

Prac

tices

and

Pre

dict

ors

fram

ewor

k im

plem

enta

tion

fidel

ity

WV

GRAD

UATI

ON

20/

20

Refle

ctio

n Ru

bric

, Sc

hool

Lea

ders

hip

Team

fo

cus

grou

p(s)

Annu

ally

To w

hat e

xten

t are

stu

dent

out

com

es

amon

g st

uden

ts w

ith In

divi

dual

ized

Ed

ucat

ion

Prog

ram

s (IE

Ps) i

mpr

ovin

g at

sc

hool

s pa

rtic

ipat

ing

in th

e W

V GR

ADUA

TIO

N 2

0/20

pro

gram

?

Long

term

Im

prov

ed g

radu

atio

n ra

te

amon

g st

uden

ts w

ith IE

Ps a

t the

st

ate

leve

l

GRAD

UATI

ON

20

/20

Eval

uato

r Si

MR

- 81.4

4% o

f you

th w

ith IE

Ps w

ill

grad

uate

from

hig

h sc

hool

with

a

regu

lar d

iplo

ma

by 2

017-

2018

4 ye

ar a

djus

ted

coho

rt

grad

uatio

n ra

te fo

r st

uden

t’s w

ith IE

Ps

Annu

ally

Impr

oved

stu

dent

out

com

es a

t th

e sc

hool

leve

l GR

ADUA

TIO

N

20/2

0 Ev

alua

tor

Impr

oved

: gra

duat

ion

rate

, dro

pout

ra

te, a

tten

danc

e ra

te, a

cade

mic

ac

hiev

emen

t, sc

hool

clim

ate,

pos

t-sc

hool

suc

cess

WVE

IS c

ertif

ied

data

, Sc

hool

Clim

ate

surv

ey,

One

-yea

r Fol

low

-up

surv

ey

Annu

ally

Appe

ndix

D

67Phase III, Year 2

WV

GR

AD

UA

TIO

N 2

0/2

0 E

valu

atio

n St

atus

Mea

sure

men

t Tab

le:

Scho

ol Y

ear

2016

-20

17

Eval

uati

on Q

uest

ion

Perf

orm

ance

Indi

cato

r M

easu

rem

ent/

Da

ta c

olle

ctio

n m

etho

ds

Colle

ctio

n Fr

eque

ncy

2016

-201

7 St

atus

To

wha

t ext

ent h

ave

serv

ices

and

pro

duct

s be

en

crea

ted

and

deliv

ered

, by

the

Wes

t Virg

inia

Dep

artm

ent

of E

duca

tion

(WVD

E) a

nd th

e Re

gion

al S

ervi

ce E

duca

tion

Agen

cies

(RES

As),

to s

uppo

rt th

e W

V GR

ADUA

TIO

N 2

0/20

in

itiat

ive

as p

lann

ed in

the

prop

osed

Ti

mel

ine/

Benc

hmar

k m

atrix

?

Prof

essi

onal

lear

ning

del

iver

y/at

tend

ance

Re

gist

ratio

n an

d/or

att

enda

nce

logs

An

nual

ly

Fully

com

plet

ed

Tech

nica

l Ass

ista

nce

(TA)

pro

vide

d M

eetin

g ag

enda

s/ tr

aini

ng lo

gs

Annu

ally

Fu

lly c

ompl

eted

W

ebin

ars

prov

ided

Re

view

of d

evel

oped

web

inar

s M

onth

ly

Fully

com

plet

ed

Initi

ativ

e do

cum

ents

and

reso

urce

s pr

ovid

ed

(web

site

, web

inar

s, e

tc.)

Docu

men

t con

tent

revi

ew o

f Re

sour

ces

for R

S³s

Mon

thly

Fu

lly c

ompl

eted

TA p

rovi

ded

RS3 M

onth

ly L

og

Mon

thly

Fu

lly c

ompl

eted

Le

ader

ship

team

s de

velo

ped

Scho

ol L

eade

rshi

p Co

ntac

t Lis

t An

nual

ly

Fully

com

plet

ed

Web

inar

s at

tend

ed

RS3 M

onth

ly L

og

Mon

thly

Fu

lly c

ompl

eted

In

itiat

ive

docu

men

ts d

isse

min

ated

(Im

plem

enta

tion

Man

uals

, SSI

P Ph

ase

III,

Tran

sitio

n pu

blic

atio

ns, b

ooks

for s

choo

ls, e

tc.)

Docu

men

t con

tent

revi

ew

Annu

ally

Fu

lly c

ompl

eted

Leve

ls o

f sup

port

and

com

mun

icat

ion

Focu

s gr

oup

with

RS3 s

Annu

ally

Ca

ncel

led

To w

hat e

xten

t are

the

RESA

s pr

ovid

ing

ongo

ing

colla

bora

tion,

sup

port

, and

tech

nica

l ass

ista

nce

to

scho

ols

as th

ey im

plem

ent t

he W

V GR

ADU

ATIO

N 2

0/20

in

itiat

ive?

RS3 M

onth

ly R

epor

ts

Docu

men

t con

tent

revi

ew

Mon

thly

Fu

lly c

ompl

eted

Co

re D

ata

tool

com

plet

ed

Docu

men

t con

tent

revi

ew

Annu

ally

Fu

lly c

ompl

eted

Tr

ansi

tion

Prac

tice

prof

ile c

ompl

eted

Do

cum

ent c

onte

nt re

view

An

nual

ly

Fully

com

plet

ed

WV

GRAD

UATI

ON

20/

20 im

plem

enta

tion

fidel

ity

WV

GRAD

UATI

ON

20/

20 R

efle

ctio

n Ru

bric

An

nual

ly

Fully

com

plet

ed

Scho

ol A

ctio

n Pl

ans

com

plet

ed

Docu

men

t rev

iew

An

nual

ly

Fully

com

plet

ed

Leve

ls o

f sup

port

and

com

mun

icat

ion

Scho

ol L

eade

rshi

p Te

am fo

cus

grou

p(s)

An

nual

ly

Fully

com

plet

ed

To w

hat e

xten

t are

sch

ools

impl

emen

ting

the

Nat

iona

l Dr

opou

t Pre

vent

ion

Cent

er fo

r Stu

dent

s w

ith

Disa

bilit

ies’

(NDP

C-SD

) Dro

pout

Pre

vent

ion

Inte

rven

tion

Fram

ewor

k (D

PIF)

with

fide

lity?

DPIF

impl

emen

tatio

n fid

elity

W

V GR

ADUA

TIO

N 2

0/20

Ref

lect

ion

Rubr

ic

Annu

ally

Fu

lly c

ompl

eted

To w

hat e

xten

t are

sch

ools

impl

emen

ting

the

Colla

bora

tion

for E

ffect

ive

Educ

ator

, Dev

elop

men

t, Ac

coun

tabi

lity,

and

Ref

orm

(CEE

DAR)

Cen

ter’s

Tra

nsiti

on

Prac

tices

and

Pre

dict

ors

fram

ewor

k w

ith fi

delit

y?

Tran

sitio

n Pr

actic

es a

nd P

redi

ctor

s fr

amew

ork

impl

emen

tatio

n fid

elity

W

V GR

ADUA

TIO

N 2

0/20

Ref

lect

ion

Rubr

ic

Annu

ally

Fu

lly c

ompl

eted

To w

hat e

xten

t are

stu

dent

out

com

es a

mon

g st

uden

ts

with

Indi

vidu

aliz

ed E

duca

tion

Prog

ram

s (IE

Ps)

impr

ovin

g at

sch

ools

par

ticip

atin

g in

the

WV

GRAD

UATI

ON

20/

20 p

rogr

am?

SiM

R - 8

1.44%

of y

outh

with

IEPs

will

gra

duat

e fr

om h

igh

scho

ol w

ith a

regu

lar d

iplo

ma

by

2017

-201

8

4 ye

ar a

djus

ted

coho

rt g

radu

atio

n ra

te fo

r stu

dent

’s w

ith IE

Ps

Annu

ally

In

pro

gres

s

Impr

oved

: gra

duat

ion

rate

, dro

pout

rate

, at

tend

ance

rate

, aca

dem

ic a

chie

vem

ent,

scho

ol

clim

ate,

pos

t-sc

hool

suc

cess

WVE

IS c

ertif

ied

data

, Sch

ool C

limat

e su

rvey

, One

-yea

r Fol

low

-up

surv

ey

Annu

ally

In

pro

gres

s

Note

: The

focu

s gr

oup

sche

dule

d fo

r the

RS3 s

in th

e su

mm

er o

f 201

7 w

as c

ance

lled

due

the

loss

of n

earl

y ha

lf of

the

RS3 s

. Dur

ing

the

2017

Reg

ular

Leg

isla

tive

Sess

ion,

WV

law

mak

ers

deci

ded

to p

hase

out

the

eigh

t (8)

Reg

iona

l Edu

cati

on S

ervi

ce A

genc

ies

by Ju

ne 3

0, 2

018.

Thi

s ac

tion

lead

to p

erso

nnel

turn

over

. The

re a

re n

o ad

ditio

nal f

ocus

gro

ups

plan

ned

for t

he R

S3 s. M

ovin

g fo

rwar

d, th

ere

may

be

the

oppo

rtun

ity to

eng

age

the

dist

rict

leve

l Poi

nts

of C

onta

ct in

sim

ilar f

ocus

gro

ups.

Appe

ndix

E


By completing this rubric you are consenting to participate in a research study. The

purpose of the study is to determine the extent to which participating schools in

West Virginia GRADUATION 20/20 are implementing the steps of either the Dropout

Prevention Intervention Framework (DPIF) or the CEEDAR Transition Practices

Framework. The results of this research study will be used to help determine

revisions to the WV GRADUATION 20/20 initiative at the state, district, and school

levels. Your participation in the study includes completing this survey once during

the school year; it should not take more than 20 minutes of your time to complete.

You will be presented with a series of items and asked to indicate your responses by

selecting from multiple choice options.

Participation in this research study poses no more risk than you would encounter

during the course of a normal day. It is the intention that results from this rubric will

be used by the WV GRADUATION 20/20 School Leadership Teams, School Support

Specialists, and the West Virginia Department of Education (WVDE) to improve

supports and activities related to implementation of the DPIF and/or the Transition

Practices Framework. All responses to this data collection activity shall remain

completely confidential and no identification of individual participants will occur. All

results will be reported in aggregate.

There is no compensation for taking part in this research study. Please note that

your participation is completely voluntary and you may stop at any time. You will

experience no penalties or loss of benefits if you should refuse to participate in the

research. If you have questions about the research associated with WV

GRADUATION 20/20 or this rubric, you may contact Amber Stohr, Coordinator, at the

WVDE Office of Special Education at 304.558.2696 or [email protected].

This research study has been reviewed and given exempt status by the WVDE

Institutional Review Board (IRB).

Thank you for your participation!

Welcome to the WV GRADUATION 20/20 Reflection Rubric

These rubrics are to be used to assess the fidelity with which WV GRADUATION

Instructions

Appendix F

69Phase III, Year 2

20/20 has been implemented by participating schools.

They are NOT to be used to assess the fidelity with which any particular intervention

selected by a school has been implemented.

The reflection rubric is designed to capture the stages of implementation at two

specific time periods. First, choose the stage that best reflects the implementation

level near the beginning of the school year (Autumn 2017). Second, choose the

stage that best reflects the implementation level at the end of the school year

(Spring 2018).

***********************The rubric should reflect work done this school year only. The

stages of implementation are: not yet established, exploration, installation, initial

implementation, and full implementation. Each school will be at different levels of

implementation for different activities. Further, it is not expected that a school reach

the highest level of implementation for all activities in one school year -- full

implementation may take a matter of weeks or months to achieve for some

activities, while others may take well over a year. ***********************

As a group, each WV GRADUATION 20/20 School Leadership Team is to complete

the reflection rubric near the end of the school year.

School Support Specialists are to complete a reflection rubric for each of the

schools they support, also near the end of the school year.

The intent of the rubric is to allow schools to identify areas of strength and potential

barriers as they work through the steps outlined in the Dropout Prevention

Intervention Framework and/or the CEEDAR Transition Practices Framework.

District/School Information

1. Role:

School Support Specialist

WV GRADUATION 20/20 School Leadership Team

2. District:


3. School name:

4. For your school's WV GRADUATION 20/20 program, what is currently the main focus?

Dropout prevention

Transition practices

Both dropout prevention and transition practices

For each core activity, choose the implementation level that is most applicable to the beginning of

the school year, and near the end of the school year.

Key components:

• Establish a WV GRADUATION 20/20 School Leadership Team (hereafter GRAD 20/20 Team or the

team).

• Review and/or receive training on the components of the evidence based framework, either the

Dropout Prevention Intervention Framework or the Transition Practices framework). [Examples:

power point presentations, webinars, transition coalition modules.]

• Take ownership and commit to the implementation process.

Step 1. Utilize school leadership team

Not Yet

Established - No

attempt has been

made to establish

the team

Exploration:

Identifying Need -

Planning for

identifying and

recruiting team

members has begun

Installation:

Establishing

Resources - The

team is established;

recruitment has

begun

Initial

Implementation:

Making

Adjustments -

Most recruitment of

team members is

complete

Full

Implementation:

Well-Integrated

- Recruitment is

complete, the team

is ready to meet

Near the beginning of

the school year (Autumn

2017)

Near the end of the

school year (Spring

2018)

5. Core activity: Establish a WV GRADUATION 20/20 School Leadership Team.

71Phase III, Year 2

Not Yet

Established - No

training has taken

place

Exploration:

Identifying Need -

A training plan is in

development

Installation:

Establishing

Resources - Some

members trained on

some aspects of the

framework

Initial

Implementation:

Making

Adjustments -

Most members

trained on most

aspects of the

framework

Full

Implementation:

Well-Integrated -All

members trained on

the primary

components of the

framework


the school year

Near the end of the

school year

6. Core activity: Train GRAD 20/20 Team members on the primary components of either the Dropout

Prevention Intervention Framework or the Transition Practices Framework.

Not Yet

Established -

The team has not

taken ownership

of the project or

committed to

implementation

Exploration:

Identifying Need

- Planning for

implementation

has begun; project

ownership

unknown

Installation:

Establishing

Resources - Early

stages of

implementation; some

ownership/commitment

Initial

Implementation:

Making Adjustments

- Implementation

underway; moderate


Full Implementation:

Well-Integrated -

Implementation in full

swing; strong


Near the beginning

of the school year

Near the end of the

school year

7. Core activity: Establish ownership and commitment for the project implementation process.



Key components:

• Examine school data.

• Complete the NDCP Core Data Tool or the school level Transition Practice Profile.

• Analyze data to determine trends/areas of need.

Step 2. Analyze data


Not Yet

Established - An

examination of

school data has not

begun

Exploration:

Identifying Need -

Planning for the

analysis of school

data has begun

Installation:

Establishing

Resources - The

team has begun to

examine school

data

Initial

Implementation:

Making

Adjustments -Most

data have been

examined;

discussions have

begun

Full

Implementation:

Well-Integrated -

All school data have

been examined and

discussed in detail



2017)

Near the end of the

school year (Spring

2018)

8. Core activity: Examine school data related to the Dropout Intervention Framework or the Transition

Practices Framework.

Not Yet

Established - No

work has begun to

complete the

tool/profile

Exploration:

Identifying Need -

Planning for how to

complete the

tool/profile has

begun

Installation:

Establishing

Resources - Some

portions of the

tool/profile have

been completed

Initial

Implementation:

Making

Adjustments -

Most sections of the

tool/profile

have been

completed

Full

Implementation:

Well-Integrated -

All sections of the

tool/profile have

been completed


the school year

Near the end of the

school year

9. Core activity: Complete the Core Data Tool or the Transition Practice Profile.

Not Yet

Established -

Determination of

data trends has not

begun

Exploration:

Identifying Need -

Planning on how to

use the completed

tool/profile has

begun

Installation:

Establishing

Resources - Some

of the tool/profile

have been

examined for trends

Initial

Implementation:

Making

Adjustments -

Most of the

tool/profile have

been examined for

trends

Full

Implementation:

Well-Integrated -

Examination is

complete;

trends/areas of

need are identified


the school year

Near the end of the

school year

10. Core activity: Use the completed Core Data Tool or Transition Practice Profile to determine and discuss

trends in the data. Use trends to inform data driven decision making for WV GRADUATION 20/20

programs.

Step 3. Identify target areas for intervention

73Phase III, Year 2



Key components:

• Identify and prioritize areas of need based on the data analysis.

• Determine the level of intervention (i.e., a cohort of students based on set demographics or risk

indicators, a particular subgroup such as 9th grade special education students, or school

wide/universal).

Not Yet

Established -

Identification of

areas of need has

not begun

Exploration:

Identifying Need

- Planning has

begun on the

process of

identifying areas of

need

Installation:

Establishing

Resources - The

team has identified

some areas of need

Initial

Implementation:

Making

Adjustments - The

team identified most

areas of need

Full

Implementation:

Well-Integrated -

The team has

identified all areas

of need



2017)

Near the end of the

school year (Spring

2018)

11. Core activity: Identify areas of need that emerged from the data analysis in Step 2.

Not Yet

Established -

Prioritizing the areas

of need has not

begun

Exploration:

Identifying Need -

Planing for how

to prioritize the

areas of need has

begun

Installation:

Establishing

Resources - The

team has prioritized

some areas of need

Initial

Implementation:

Making

Adjustments - The

team has prioritized

most areas of need

Full

Implementation:

Well-Integrated -

The team has

prioritized all areas

of need


the school year

Near the end of the

school year

12. Core activity: Prioritize areas of need that emerged from the data analysis in Step 2.


Not Yet

Established -

Determining the

level(s) of

intervention has not

begun

Exploration:

Identifying Need -

Planning for how to

select the level(s) of

intervention has

begun

Installation:

Establishing

Resources - The

team has

determined level(s)

of some

interventions

Initial

Implementation:

Making

Adjustments - The

team has

determined level(s)

of

most interventions

Full

Implementation:

Well-Integrated -

The team has

determined levels of

all interventions


the school year

Near the end of the

school year

13. Core activity: Determine the level of intervention. Will it be a cohort, a subgroup, or school wide?



Key components:

• Identify evidence-based strategies/interventions to drive improvement.

• Complete the School Action Plan.

• Identify implementation concerns and work to remove barriers.

Step 4. Develop goal for school strategic plan

Not Yet

Established -

Work to identify

strategies /

interventions

has not begun

Exploration:

Identifying Need -

Planning for how

to identify

strategies/interventions

has begun

Installation:

Establishing

Resources -Some


have been

identified/discussed

Initial

Implementation:

Making Adjustments -

Most


have been identified

Full Implementation:

Well-Integrated - All


have been identified

Near the

beginning of the

school year

(Autumn 2017)

Near the end of

the school year

(Spring 2018)

14. Core activity: Identify evidence-based strategies and/or interventions to drive improvement.

75Phase III, Year 2

Not Yet

Established - Work

to complete the

School Action Plan

has not begun

Exploration:

Identifying Need

- The team plans to

meet to review the

School Action Plan

template

Installation:

Establishing

Resources - Some

sections of the

School Action Plan

are complete

Initial

Implementation:

Making

Adjustments - All

sections of the

School Action Plan

are complete

Full

Implementation:

Well-Integrated -

Implementation of

the School Action

plan has begun


the school year

Near the end of the

school year

15. Core activity: Complete all sections of the School Action Plan [e.g., focus areas, baselines, goals,

objectives, strategies, activities, persons responsible, timelines, and evaluation].

Not Yet

Established -

Work to identify

concerns and

barriers has not

begun

Exploration:

Identifying Need

- The team plans to

meet to discuss

identifying

concerns/barriers

Installation:

Establishing

Resources - Some

concerns/barriers

have been

identified and

discussed

Initial

Implementation:Making

Adjustments -All

barriers identified;

discussing how to

alleviate them

Full

Implementation:

Well-Integrated -

Work to alleviate

and/or remove

identified barriers

has begun


the school year

Near the end of the

school year

16. Core activity: Identify implementation concerns and work to remove barriers.



Key components:

• Implement the School Action Plan with fidelity.

• Monitor the implementation of the School Action Plan.

• Evaluate the effectiveness of the School Action Plan.

Step 5. Implement, monitor, and evaluate


Not Yet

Established - Work

for this activity has

not begun

Exploration:

Identifying Need -

The professional

learning (PL) needs

have been

determined

Installation:

Establishing

Resources - A plan

to share

expectations with

faculty is in

development

Initial

Implementation:

Making

Adjustments -

Some

PL completed;

expectations shared

with faculty

Full

Implementation:

Well-Integrated -

PL completed;

faculty

fully understand

action plan

expectation



2017)

Near the end of the

school year (Spring

2018)

17. Core activity: If needed, provide professional learning (PL) to school staff specific to implementing the

School Action Plan. Ensure staff members demonstrate a clear, consistent, and shared understanding of

what the faculty and students are expected to know, understand, and do.

Not Yet

Established - No

communication of

the School Action

Plan has taken

place

Exploration:

Identifying Need -

A communication

plan is in the

process of being

developed

Installation:

Establishing

Resources -

Communication

plan complete;

some

students/families

contacted

Initial

Implementation:

Making

Adjustments -

Comm. plan in

effect; most

students/families

contacted

Full

Implementation:

Well-Integrated -

Comm. plan fully

implemented; all

students/families

contacted


the school year

Near the end of the

school year

18. Core activity: Communicate School Action Plan goals to targeted students (and their families).

Not Yet

Established -

Implementation of

the action plan has

not begun

Exploration:

Identifying Need

- Planning for

implementation of

the action plan has

begun

Installation:

Establishing

Resources - Some

activities in the

action plan have

taken place

Initial

Implementation:

Making

Adjustments -

Many activities are

completed; some

data collected

Full

Implementation:

Well-Integrated -

Most/all activities

completed; data

collected


the school year

Near the end of the

school year

19. Core activity: Implement the School Action Plan according to the determined timeline.

77Phase III, Year 2

Not Yet

Established - No

data has been

identified for

monitoring needs

Exploration:

Identifying Need -

Planning for

identifying data

needs and sources

has begun

Installation:

Establishing

Resources - Some

data needs and

sources have been

identified

Initial

Implementation:

Making

Adjustments

- Most

needs/sources

identified; tools

being developed

Full

Implementation:

Well-Integrated

- All needs/sources

identified;

tools/collection

schedule done


the school year

Near the end of the

school year

20. Core activity: Determine what data is needed to monitor implementation of programs and/or

interventions. Identify data sources, develop tools if necessary, and set a data collection schedule.

Not Yet

Established - No

review or analysis

has occurred

Exploration:

Identifying Need -

Planning on how to

approach the review

and/or data analysis

Installation:

Establishing

Resources -

Review and/or

analysis of data has

begun

Initial

Implementation:

Making

Adjustments - The

review/analysis has

been completed

Full

Implementation:

Well-Integrated -

Adjustments are

based directly on

data review/analysis


the school year

Near the end of the

school year

21. Core activity: Review or analyze data on an ongoing basis to make adjustments to the School Action

Plan.

Not Yet

Established - No

communication of

findings has taken

place

Exploration:

Identifying Need -

A communication

plan is in the early

stages of

development

Installation:

Establishing

Resources - The

communication plan

has been completed

Initial

Implementation:

Making

Adjustments - The

communication plan

is in effect

Full

Implementation:

Well-Integrated -

All aspects of the

communication plan

have been

implemented


the school year

Near the end of the

school year

22. Core activity: Communicate findings with faculty, students, families, the community, and other

stakeholders.


Refle

ctio

n Ru

bric

Sch

ool L

eade

rshi

p Te

am: P

re a

nd P

ost M

eans

, T T

est a

nd E

ffect

Siz

e

Step

1. U

tiliz

e a

scho

ol le

ader

ship

team

Core

act

ivity

Pre

Po

st

Sign

ifica

nce

of d

iffer

ence

Cohe

n's d

Effe

ct s

ize

n

Mea

n SD

n M

ean

SD

t

p

Esta

blis

h a

WV

GRAD

UATI

ON 2

0/20

Sch

ool

Lead

ersh

ip T

eam

72

3.

75

1.37

73

4.

73

0.56

7.10

<.00

01

0.

94

larg

e ef

fect

Tr

ain

GRAD

20/

20 T

eam

mem

bers

on

the

prim

ary

com

pone

nts

of e

ither

the

Drop

out

Prev

entio

n In

terv

entio

n Fr

amew

ork

or th

e Tr

ansi

tion

Prac

tices

Fra

mew

ork

73

3.26

1.3

2

72

4.25

0.

85

8.

73

<.00

01

0.

89

larg

e ef

fect

Es

tabl

ish

owne

rshi

p an

d co

mm

itmen

t for

the

proj

ect i

mpl

emen

tatio

n pr

oces

s 73

3.

37

1.30

72

4.

35

0.75

9.55

<.

0001

0.93

la

rge

effe

ct

Step

1 C

ore

activ

ities

com

bine

d 73

3.

46

1.33

72

4.

44

0.72

14.4

3 <.

0001

0.92

la

rge

effe

ct

Refle

ctio

n Ru

bric

Sch

ool L

eade

rshi

p Te

am: P

re a

nd P

ost M

eans

, T T

est a

nd E

ffect

Siz

e

Step

2. A

naly

ze d

ata

Core

act

ivity

Pre

Po

st

Sign

ifica

nce

of d

iffer

ence

Cohe

n's d

Effe

ct s

ize

n

Mea

n SD

n M

ean

SD

t

p

Exam

ine

scho

ol d

ata

rela

ted

to th

e Dr

opou

t In

terv

entio

n Fr

amew

ork

or th

e Tr

ansi

tion

Prac

tices

Fra

mew

ork

73

3.34

1.2

8

72

4.38

1.2

8

8.79

<.

0001

0.81

la

rge

effe

ct

Com

plet

e th

e Co

re D

ata

Tool

or t

he

Tran

sitio

n Pr

actic

e Pr

ofile

72

3.

06

1.43

72

4.

24

1.43

8.

82

<.00

01

0.

83

larg

e ef

fect

Us

e th

e co

mpl

eted

Cor

e Da

ta T

ool o

r Tr

ansi

tion

Prac

tice

Prof

ile to

det

erm

ine

and

73

3.01

1.3

8

71

4.06

1.3

8

8.98

<.

0001

0.76

la

rge

effe

ct

Appe

ndix

G

79Phase III, Year 2

disc

uss

tren

ds in

the

data

. Use

tren

ds to

in

form

dat

a dr

iven

dec

isio

n m

akin

g fo

r WV

GRAD

UATI

ON

20/

20 in

terv

entio

ns

Step

2 C

ore

activ

ities

com

bine

d 73

3.

14

1.36

72

4.

22

1.36

15

.37

<.00

01

0.

80

larg

e ef

fect

Refle

ctio

n Ru

bric

Sch

ool L

eade

rshi

p Te

am: P

re a

nd P

ost M

eans

, T T

est a

nd E

ffect

Siz

e

Step

3. I

dent

ify ta

rget

are

as fo

r int

erve

ntio

n

Core

act

ivity

Pre

Po

st

Sign

ifica

nce

of d

iffer

ence

Cohe

n's d

Effe

ct s

ize

n

Mea

n SD

n M

ean

SD

t

p

Iden

tify

area

s of

nee

d th

at e

mer

ged

from

the

data

ana

lysi

s in

Ste

p 2

73

3.10

1.2

4

71

4.23

0.

91

10

.38

<.00

01

1.0

4 la

rge

effe

ct

Prio

ritiz

e ar

eas

of n

eed

that

em

erge

d fr

om th

e da

ta a

naly

sis

in S

tep

2 72

3.

13

1.26

71

4.

08

1.00

9.

05

<.00

01

0.

85

larg

e ef

fect

Dete

rmin

e th

e le

vel o

f int

erve

ntio

n 72

3.

08

1.38

73

4.

26

0.8 0

8.

89

<.00

01

1.0

5 la

rge

effe

ct

Step

3 C

ore

activ

ities

com

bine

d 72

3.

10

1.29

72

4.

19

0.90

16.2

2 <.

0001

0.98

la

rge

effe

ct

Refle

ctio

n Ru

bric

Sch

ool L

eade

rshi

p Te

am: P

re a

nd P

ost M

eans

, T T

est a

nd E

ffect

Siz

e

Step

4. D

evel

op a

goa

l(s) f

or s

choo

l str

ateg

ic p

lan

Core

act

ivity

Pre

Po

st

Sign

ifica

nce

of d

iffer

ence

Cohe

n's d

Effe

ct s

ize

n

Mea

n SD

n M

ean

SD

t

p

Iden

tify

evid

ence

-bas

ed s

trat

egie

s an

d/or

inte

rven

tions

to d

rive

impr

ovem

ent

72

3.07

1.2

1

73

4.25

0.

76

10

.12

<.00

01

1.1

7 ve

ry la

rge

effe

ct


Com

plet

e al

l sec

tions

of t

he S

choo

l Ac

tion

Plan

72

2.

96

1.35

73

4.

38

0.95

9.86

<.

0001

1.23

very

larg

e ef

fect

Id

entif

y im

plem

enta

tion

conc

erns

and

w

ork

to re

mov

e ba

rrie

rs

72

3.00

1.1

9

72

4.18

0.

92

8.

69

<.00

01

1.1

2 ve

ry la

rge

effe

ct

Step

4 C

ore

activ

ities

com

bine

d 72

3.

10

1.29

72

4.

19

0.90

16.4

4 <.

0001

1.18

very

larg

e ef

fect

Refle

ctio

n Ru

bric

Sch

ool L

eade

rshi

p Te

am: P

re a

nd P

ost M

eans

, T T

est a

nd E

ffect

Siz

e

Step

5. I

mpl

emen

t, m

onito

r, an

d ev

alua

te

Core

act

ivity

Pre

Po

st

Sign

ifica

nce

of d

iffer

ence

Cohe

n's d

Effe

ct s

ize

n

Mea

n SD

n M

ean

SD

t

p

If ne

eded

, pro

vide

pro

fess

iona

l lea

rnin

g (P

L) to

sch

ool s

taff

spec

ific

to

impl

emen

ting

the

Scho

ol A

ctio

n Pl

an

73

2.79

1.3

4

72

3.86

0.

89

9.

94

<.00

01

0.

94

larg

e ef

fect

Co

mm

unic

ate

Scho

ol A

ctio

n Pl

an g

oals

to

targ

eted

stu

dent

s (a

nd th

eir f

amili

es)

72

2.49

1.3

5

73

3.59

1.2

1

8.54

<.

0001

0.87

la

rge

effe

ct

Impl

emen

t the

Sch

ool A

ctio

n Pl

an

acco

rdin

g to

the

dete

rmin

ed ti

mel

ine

71

2.82

1.3

7

72

4.15

0.

93

9.

08

<.00

01

1.1

5 ve

ry la

rge

effe

ct

Dete

rmin

e w

hat d

ata

is n

eede

d to

m

onito

r im

plem

enta

tion

of p

rogr

ams

and/

or in

terv

entio

ns

72

2.89

1.2

8

73

4.00

0.

96

8.

54

<.00

01

0.

99

larg

e ef

fect

Re

view

or a

naly

ze d

ata

on a

n on

goin

g ba

sis

to m

ake

adju

stm

ents

to th

e Sc

hool

Ac

tion

Plan

71

2.

93

1.36

72

3.

97

1.03

8.

21

<.00

01

0.

87

larg

e ef

fect

81Phase III, Year 2

Com

mun

icat

e fin

ding

s w

ith fa

culty

, st

uden

ts, f

amili

es, t

he c

omm

unity

, and

ot

her s

take

hold

ers

72

2.38

1.2

6

73

3.34

1.1

8

7.97

<.00

01

0.

80

larg

e ef

fect

Step

5 C

ore

activ

ities

com

bine

d 72

2.

72

1.33

73

3.

82

1.03

19

.18

<.00

01

0.

94

larg

e ef

fect

Refle

ctio

n Ru

bric

RS3 :

Pre

and

Post

Mea

ns, T

Tes

t and

Effe

ct S

ize

St

ep 1

. Util

ize

a sc

hool

lead

ersh

ip te

am

Core

act

ivity

Pre

Po

st

Sign

ifica

nce

of d

iffer

ence

Cohe

n's d

Effe

ct s

ize

n

Mea

n SD

n M

ean

SD

t

p

Esta

blis

h a

WV

GRAD

UATI

ON 2

0/20

Sch

ool

Lead

ersh

ip T

eam

78

3.

13

1.53

78

4.

73

0.56

8.56

<.

0001

0.76

la

rge

effe

ct

Trai

n GR

AD 2

0/20

Tea

m m

embe

rs o

n th

e pr

imar

y co

mpo

nent

s of

eith

er th

e Dr

opou

t Pr

even

tion

Inte

rven

tion

Fram

ewor

k or

the

Tran

sitio

n Pr

actic

es F

ram

ewor

k 78

2.

73

1.35

78

4.

25

0.85

8.63

<.

0001

0.80

la

rge

effe

ct

Esta

blis

h ow

ners

hip

and

com

mitm

ent f

or th

e pr

ojec

t im

plem

enta

tion

proc

ess

78

2.71

1.2

7

77

4.35

0.

75

8.

55

<.00

01

0.

87

larg

e ef

fect

Step

1 C

ore

activ

ities

com

bine

d 78

2.

85

1.38

78

4.

44

0.72

14.9

1 <.

0001

0.81

la

rge

effe

ct


Refle

ctio

n Ru

bric

RS3 :

Pre

and

Post

Mea

ns, T

Tes

t and

Effe

ct S

ize

St

ep 2

. Ana

lyze

dat

a

Core

act

ivity

Pre

Po

st

Sign

ifica

nce

of d

iffer

ence

Cohe

n's d

Effe

ct s

ize

n

Mea

n SD

n M

ean

SD

t

p

Exam

ine

scho

ol d

ata

rela

ted

to th

e Dr

opou

t In

terv

entio

n Fr

amew

ork

or th

e Tr

ansi

tion

Prac

tices

Fra

mew

ork

78

2.56

1.1

3

78

3.81

0.

95

13

.32

<.00

01

1.1

9 ve

ry la

rge

effe

ct

Com

plet

e th

e Co

re D

ata

Tool

or t

he

Tran

sitio

n Pr

actic

e Pr

ofile

78

2.

69

1.22

78

4.

14

0.92

13.6

9 <.

0001

1.35

very

larg

e ef

fect

Us

e th

e co

mpl

eted

Cor

e Da

ta T

ool o

r Tr

ansi

tion

Prac

tice

Prof

ile to

det

erm

ine

and

disc

uss

tren

ds in

the

data

. Use

tren

ds to

in

form

dat

a dr

iven

dec

isio

n m

akin

g fo

r WV

GRAD

UATI

ON

20/

20 in

terv

entio

ns

78

2.55

1.2

3

78

3.72

1.0

7

11.9

9 <.

0001

1.02

larg

e ef

fect

Step

2 C

ore

activ

ities

com

bine

d 78

2.

60

1.20

78

3.

89

0.98

22.4

0 <.

0001

1.18

very

larg

e ef

fect

Refle

ctio

n Ru

bric

RS3 :

Pre

and

Post

Mea

ns, T

Tes

t and

Effe

ct S

ize

St

ep 3

. Ide

ntify

targ

et a

reas

for i

nter

vent

ion

Core

act

ivity

Pre

Po

st

Sign

ifica

nce

of d

iffer

ence

Cohe

n's d

Effe

ct s

ize

n

Mea

n SD

n M

ean

SD

t

p

Iden

tify

area

s of

nee

d th

at e

mer

ged

from

the

data

ana

lysi

s in

Ste

p 2

77

2.48

1.1

9

77

3.56

0.

97

10

.19

<.00

01

1.0

0 la

rge

effe

ct

Prio

ritiz

e ar

eas

of n

eed

that

em

erge

d fr

om th

e da

ta a

naly

sis

in S

tep

2 78

2.

37

1.17

78

3.

45

1.00

11

.20

<.00

01

0.

99

larg

e ef

fect

83Phase III, Year 2

Dete

rmin

e th

e le

vel o

f int

erve

ntio

n 78

2.

41

1.17

78

3.

62

1.02

11

.99

<.00

01

1.1

1 ve

ry la

rge

effe

ct

Step

3 C

ore

activ

ities

com

bine

d 78

2.

42

1.18

78

3.

54

1.00

19

.27

<.00

01

1.0

3 la

rge

effe

ct

Refle

ctio

n Ru

bric

RS3 :

Pre

and

Post

Mea

ns, T

Tes

t and

Effe

ct S

ize

St

ep 4

. Dev

elop

a g

oal(s

) for

sch

ool s

trat

egic

pla

n

Core

act

ivity

Pre

Po

st

Sign

ifica

nce

of d

iffer

ence

Cohe

n's d

Effe

ct s

ize

n

Mea

n SD

n M

ean

SD

t

p

Iden

tify

evid

ence

-bas

ed s

trat

egie

s an

d/or

inte

rven

tions

to d

rive

impr

ovem

ent

78

2.41

1.1

3

78

3.62

0.

87

12

.40

<.00

01

1.2

0 ve

ry la

rge

effe

ct

Com

plet

e al

l sec

tions

of t

he S

choo

l Ac

tion

Plan

78

2.

51

1.30

78

4.

04

0.99

14.6

1 <.

0001

1.33

very

larg

e ef

fect

Id

entif

y im

plem

enta

tion

conc

erns

and

w

ork

to re

mov

e ba

rrie

rs

78

2.42

1.1

8

78

3.58

0.

97

11

.93

<.00

01

1.0

7 la

rge

effe

ct

Step

4 C

ore

activ

ities

com

bine

d 78

2.

45

1.20

78

3.

74

0.94

22.2

5 <.

0001

1.21

very

larg

e ef

fect

Refle

ctio

n Ru

bric

RS3 :

Pre

and

Post

Mea

ns, T

Tes

t and

Effe

ct S

ize

St

ep 5

. Im

plem

ent,

mon

itor,

and

eval

uate

Core

act

ivity

Pre

Po

st

Sign

ifica

nce

of d

iffer

ence

Cohe

n's d

Effe

ct s

ize

n

Mea

n SD

n M

ean

SD

t

p


If ne

eded

, pro

vide

pro

fess

iona

l lea

rnin

g (P

L) to

sch

ool s

taff

spec

ific

to

impl

emen

ting

the

Scho

ol A

ctio

n Pl

an

78

2.05

1.1

3

78

3.15

1.1

3

10.2

7 <.

0001

0.98

la

rge

effe

ct

Com

mun

icat

e Sc

hool

Act

ion

Plan

goa

ls

to ta

rget

ed s

tude

nts

(and

thei

r fam

ilies

) 78

1.7

9 0.

8 6

77

2.75

1.0

2

11.79

<.

0001

1.03

larg

e ef

fect

Im

plem

ent t

he S

choo

l Act

ion

Plan

ac

cord

ing

to th

e de

term

ined

tim

elin

e 77

2.

18

1.14

77

3.

62

0.93

13.6

8 <.

0001

1.39

very

larg

e ef

fect

De

term

ine

wha

t dat

a is

nee

ded

to

mon

itor i

mpl

emen

tatio

n of

pro

gram

s an

d/or

inte

rven

tions

76

2.

34

1.11

76

3.

61

0.8 8

12

.24

<.00

01

1.2

7 ve

ry la

rge

effe

ct

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ew o

r ana

lyze

dat

a on

an

ongo

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mak

e ad

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ts to

the

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ol

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n Pl

an

77

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very

larg

e ef

fect

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unic

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findi

ngs

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facu

lty,

stud

ents

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ilies

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com

mun

ity, a

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lder

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ore

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85Phase III, Year 2

ONE YEAR FOLLOW-UP SURVEY REPORT 2016-2017

Notes: Report reflects information collected from 04/01/2017 to 12/15/2017 from students exiting school during the 2015-2016 school year. Data are self-reported by students and electronically submitted by student, parent/guardian, county/school personnel. Percentages may not add to 100% due to missing responses. Low response numbers should be interpreted with caution. March 23, 2018

Reasons among those who are not working or going to school # Unable to work because of disability 147 Unable to afford school or training 18 Need to help family at home 48 Do not know what I want to do 55 Do not need to work/parents support me 43 Unable to find work 85 Unable to get accepted into a school or training program 7 Transportation not available 43 Other 88

Data presented in numbers (#) as students could select all that applied.

Rate the skills or training you received while in school

% Needed

more

% Just

enough

% Too

much Everyday reading, writing and math skills 19.67% 69.41% 1.98% Specific career/vocational skills to prepare me for my current job/education program 23.56% 65.33% 0.83% Money management skills 30.14% 59.77% 0.45% Independent and home living skills 18.77% 69.99% 10.15% Job seeking and job keeping 24.84% 64.62% 0.77% Specific work experiences 27.39% 62.07% 0.64% Social skills to get along with others 12.64% 75.35% 2.36% Technology skills for work, education, living 18.20% 71.78% 0.96%

WV STATE RESULTS

Total number of responses: 1566 Response rate: 66.26%

Exit reason % Survey submitter % Graduated Standard Diploma 80.59% Student 1.53% Graduated Modified Diploma 11.81% Parent/guardian 2.87% Dropped out 7.60% County/school personnel 95.59%

Currently (or have for at least 3 months this year) % Attending college (4 year) 8.24% Attending community & technical college (2 year) 10.92% Other school or training 8.24% In the military 1.02% Currently working 53.64%

- Percent competitively employed of those working 55.62%

Receive agency support % Type of support % Yes 26.18% Educational 50.24% Work 44.88% Independent living 21.71% Other 16.83%

Appendix H


WV GRADUATION 20/20 Suggested Timeline/Benchmarks

Year 1 DROPOUT PREVENTION INTERVENTION FRAMEWORK

Step 1. UTILIZE STATE AND SCHOOL LEADERSHIP TEAMS

TASK DESCRIPTION AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE JULY

1. Discuss at the district and school level

the graduation/dropout rate and/or

achievement gaps of subgroups.

P P P P P

2. Identify School Leadership Team

members.P P

3. Determine school meeting dates (at least

1 time per month) and publish.P P

4. Complete Dropout Prevention Sessions

(Webinars/e-Learning For Educators).P P P P P P P P P P P

Step 2. ANALYZE DATA


1. Complete the NDPC-SD Core Data Tool

using the accompanying discussion guide

if needed. Look at school demographics/

infrastructure. Examine student

performance in the areas of achievement,

attendance, discipline, school climate,

student engagement, family involvement,

transition and graduation/ dropout data.

P P P

2. Analyze the compiled data to determine

any trends.P P P

Step 3. IDENTIFY TARGET AREAS FOR INTERVENTION


1. Identify and prioritize the areas of need

based on data.P P P

2. Determine those students that will be

targeted.

a. Selected group (example – 9th grade

students with disabilities)

b. School-wide/universal

c. Identified group of students based

on at-risk indicators

P P

Appendix I

87Phase III, Year 2

Step 4. DEVELOP GOAL FOR SCHOOL STRATEGIC PLAN


1. Identify evidence-based strategies/

interventions to drive improvement.P P P

2. Complete each section of the School

Action Plan.

a. Determine goal

b. WV GRADUATION 20/20 Timeline/

Benchmarks

c. Determine research-based

activities/strategies/ interventions

d. Establish reasonable timelines

e. Identify person(s) responsible

f. Evaluation/Progress Check

g. Measurable results

P P P P P P P

3. Identify implementation concerns and

work to remove barriers.P P P P P P

Step 5. IMPLEMENT THE SCHOOL ACTION PLAN WITH FIDELITY


1. Train staff in professional learning

specific to the implementation of the

School Action Plan, making sure all staff

members demonstrate a clear, consistent

and shared understanding of what the

faculty and students are expected to

know, understand and do.

P P P P P P P P

2. Communicate goals to targeted students

in order to implement goal setting.P P P P P P

3. Implement the School Action Plan

according to determined timelines.P P P P P


Step 6. MONITOR THE IMPLEMENTATION OF THE SCHOOL ACTION PLAN


1. Develop assessment tools measuring

student performance (e.g., walk-through

observations, survey, benchmarks,

protocols, logs, charts, student portfolios,

common assessments, etc.) that will

provide consistent data over time to

monitor improvement of the targeted

area (e.g., achievement, attendance,

discipline, etc.).

P P P P P

2. Develop a data collection schedule,

collect the data and utilize the data to

monitor progress.

P P P P P P P P

3. Continuously adjust strategic/action plan

steps based on analysis and review of

data. Remember that the School Action

Plan and Data Probe should be updated

and revised as appropriate.

P P P P P P P P P

Step 7. EVALUATE THE EFFECTIVENESS OF THE SCHOOL ACTION PLAN


1. Collect all school level data in order

to detect patterns, analyze causes for

unsatisfactory results and identify

successes.

P P P P

2. Based on findings, make revisions to the

School Action Plan in order to maximize

its effectiveness for the upcoming school

year.

P P P P

3. Share findings with faculty, students,

community, WVDE, LEA and relevant

stakeholders.

P P P P

4. Celebrate Successes! P P P

89Phase III, Year 2

WV GRADUATION 20/20 Suggested Timeline/Benchmarks

Year 2 CEEDAR TRANSITION PRACTICES FRAMEWORK

Step 1. UTILIZE STATE AND SCHOOL LEADERSHIP TEAMS


1. Discuss at the district and school level the graduation/dropout rate and/or achievement gaps of subgroups.

P P P P

2. Identify School Leadership Team members. P P

3. Determine school meeting dates (at least 1 time per month) and publish. P P

4. Complete Transition Practices Sessions (e-Learning For Educators). P P P

Step 2. ANALYZE DATA


1. Complete the Practice Profile using the accompanying discussion guide. Look at school programs/schedule/ infrastructure. Examine student performance in the areas of achievement, student engagement, family involvement, transition, graduation/dropout data, student exit data and one-year follow-up surveys as well as WV Transition Guide information.

P P

2. Analyze the compiled data to determine any trends. P P P

Step 3. IDENTIFY TARGET AREAS FOR INTERVENTION


1. Identify and prioritize the areas of need based on the Practice Profile, WV Transition Guide information and additional program data.

P P

2. Determine those programs/practices that will be targeted.a. School-wide/universalb. Identified group of students based

on at-risk indicators

P P


Step 4. DEVELOP GOAL FOR SCHOOL STRATEGIC PLAN


1. Identify evidence-based strategies/ interventions to drive improvement. P P

2. Complete each section of the School Action Plan.a. Determine goalb. WV GRADUATION 20/20 Timeline/

Benchmarksc. Determine activities/strategies/

interventionsd. Establish reasonable timelinese. Identify person(s) responsiblef. Evaluation/Progress Checkg. Measurable results

P P P P P P P

3. Identify implementation concerns and work to remove barriers. P P P P P P

4. Complete Transition Coalition Best Practices Module P P

Step 5. IMPLEMENT THE SCHOOL ACTION PLAN WITH FIDELITY


1. Train staff in professional learning specific to the implementation of the School Action Plan, making sure all staff members demonstrate a clear, consistent and shared understanding of what the faculty and students are expected to know, understand and do.

P P P P P P P P

2. Communicate goals to targeted students in order to implement goal setting. P P P P P P P

3. Implement the School Action Plan according to determined timelines. P P P P P P

Step 6. MONITOR THE IMPLEMENTATION OF THE SCHOOL ACTION PLAN


1. Develop assessment tools measuring student performance (e.g., walk-through observations, awareness walks, survey, benchmarks, protocols, logs, charts, student portfolios, common assessments, etc.) that will provide consistent data over time to monitor improvement of the targeted area (e.g., achievement, student engagement, transition, etc.).

P P P

2. Develop a data collection schedule, collect the data and utilize the data to monitor progress.

P P P P P P P P

3. Continuously adjust strategic/action plan steps based on analysis and review of data. Remember that the School Action Plan and Practice Profile should be updated and revised as appropriate.

P P P P P P P P P

91Phase III, Year 2

Step 7. EVALUATE THE EFFECTIVENESS OF THE SCHOOL ACTION PLAN


1. Collect all school level data in order to detect patterns, analyze causes for unsatisfactory results and identify successes.

P P P P

2. Based on findings, make revisions to the School Action Plan in order to maximize its effectiveness for the upcoming school year.

P P P P

3. Share findings with faculty, students, community, WVDE LEA and relevant stakeholders.

P P P P

4. Celebrate Successes! P P P


Produced October 20, 2017

BARBOUR

BERKELEY

BOONE

BRAXTON

BROOKE

CABELL CLAY

FAYETTE

GILMER

GRANT

GREENBRIER

HAMPSHIRE

HANCOCK

HARDY

HARRISON

JACKSON

KANAWHA

LEWIS

LINCOLN

LOGAN

MCDOWELL

MARION

MASON

MERCER

MINERAL

MINGO

MONONGALIA

MONROE

MORGAN

NICHOLAS

OHIO

PENDLETON

POCAHONTAS

PRESTON

PUTNAM

RALEIGH

RANDOLPH

RITCHIE

ROANE

TAYLOR

TUCKER

TYLER

UPSHUR

WAYNE

WEBSTER

WETZEL

WIRT

WOOD

WYOMING

MARSHALL

CAL-HOUN

DODD-RIDGE

JEFF-ERSON

PLEAS-ANTS

SUM-MERS

WV Alternate Summative Assessment Participation Percent (%) SY 2017

MathematicsGrades 3-8 and 11

Above WV % (>1.37%)

At or below WV % (≤1.37%) but above 1.0%

At or below target (≤1.0%)

WV% = 1.37(Target % = 1.0)

Source: RPTCARD17_PWVN307A


Appendix J

93Phase III, Year 2

BARBOUR

BERKELEY

BOONE

BRAXTON

BROOKE

CABELL CLAY

FAYETTE

GILMER

GRANT

GREENBRIER

HAMPSHIRE

HANCOCK

HARDY

HARRISON

JACKSON

KANAWHA

LEWIS

LINCOLN

LOGAN

MCDOWELL

MARION

MASON

MERCER

MINERAL

MINGO

MONONGALIA

MONROE

MORGAN

NICHOLAS

OHIO

PENDLETON

POCAHONTAS

PRESTON

PUTNAM

RALEIGH

RANDOLPH

RITCHIE

ROANE

TAYLOR

TUCKER

TYLER

UPSHUR

WAYNE

WEBSTER

WETZEL

WIRT

WOOD

WYOMING

MARSHALL

CAL-HOUN

DODD-RIDGE

JEFF-ERSON

PLEAS-ANTS

SUM-MERS


ELAGrades 3-8 and 11

Above WV % (>1.36%)



WV% = 1.36(Target % = 1.0)



BARBOUR

BERKELEY

BOONE

BRAXTON

BROOKE

CABELL CLAY

FAYETTE

GILMER

GRANT

GREENBRIER

HAMPSHIRE

HANCOCK

HARDY

HARRISON

JACKSON

KANAWHA

LEWIS

LINCOLN

LOGAN

MCDOWELL

MARION

MASON

MERCER

MINERAL

MINGO

MONONGALIA

MONROE

MORGAN

NICHOLAS

OHIO

PENDLETON

POCAHONTAS

PRESTON

PUTNAM

RALEIGH

RANDOLPH

RITCHIE

ROANE

TAYLOR

TUCKER

TYLER

UPSHUR

WAYNE

WEBSTER

WETZEL

WIRT

WOOD

WYOMING

MARSHALL

CAL-HOUN

DODD-RIDGE

JEFF-ERSON

PLEAS-ANTS

SUM-MERS


ScienceGrades 5, 8, and 10

Above WV % (>1.47%)



WV% = 1.47(Target % = 1.0)




WV GRADUATION 20/20 Participating Counties

SY 2017-2018

BARBOUR

BERKELEY

BOONE

BRAXTON

BROOKE

CABELL CLAY

FAYETTE

GILMER

GRANT

GREENBRIER

HAMPSHIRE

HANCOCK

HARDY

HARRISON

JACKSON

KANAWHA

LEWIS

LINCOLN

LOGAN

MCDOWELL

MARION

MASON

MERCER

MINERAL

MINGO

MONONGALIA

MONROE

MORGAN

NICHOLAS

OHIO

PENDLETON

POCAHONTAS

PRESTON

PUTNAM

RALEIGH

RANDOLPH

RITCHIE

ROANE

TAYLOR

TUCKER

TYLER

UPSHUR

WAYNE

WEBSTER

WETZEL

WIRT

WOOD

WYOMING

MARSHALL

CAL-HOUN

DODD-RIDGE

JEFF-ERSON

PLEAS-ANTS

SUM-MERS

HANCOCK

95Phase III, Year 2

WV GRADUATION 20/20 Schools 2017-2018

District SchoolBerkeley Martinsburg High

Boone Sherman High

Boone Sherman Middle

Boone Scott High

Boone Van Junior/Senior High

Braxton Braxton County High

Brooke Brooke County High

Brooke Follansbee Middle

Brooke Wellsburg Middle

Cabell Cabell Midland High

Cabell Huntington High

Calhoun Calhoun High

Calhoun Calhoun Middle

Clay Clay County High

Fayette Ansted Middle

Fayette Fayetteville High

Fayette Meadow Bridge High

Fayette Midland Trail High

Fayette Oak Hill High

Fayette Valley High

Gilmer Gilmer County High

Greenbrier Greenbrier East High

Hampshire Capon Bridge Middle

Hampshire Hampshire Senior High

Hampshire Romney Middle

Hancock Allison Elementary

Hancock New Manchester Elementary

Hancock Oak Glen High

Hancock Oak Glen Middle

Hancock Weir High

Hancock Weir Middle

Hancock Weir Alternative Middle

Hancock Weirton Elementary

Hardy East Hardy High

District SchoolHardy Moorefield High

Harrison Liberty High

Harrison Lincoln County High

Harrison Robert C. Byrd High

Harrison South Harrison High

Kanawha Capital High

Kanawha Herbert Hoover High

Kanawha Nitro High

Kanawha Riverside High

Kanawha Saint Albans High

Kanawha Sissonville High

Kanawha South Charleston High

Lewis Lewis County High

Logan Logan Senior High

Logan Man Senior High

Marion East Fairmont High

Marion Fairmont Senior High

Marion North Marion High

Marshall Cameron High (7-12)

Marshall Gateway Achievement Center

Marshall John Marshall High

Marshall Moundsville Middle

Marshall Sharrard Middle

Mason Point Pleasant Junior/Senior High

McDowell Sandy River Middle

McDowell Mt. View Middle

McDowell Southside K-8

Mercer Bluefield High

Mercer Montcalm High (7-12)

Mercer Pikeview High

Mercer Princeton Senior High

Mineral Keyser High

Mingo Mingo Central High

Mingo Tug Valley High

Monroe James Monroe High


District SchoolNicholas Nicholas County High

Nicholas Richwood High

Nicholas Richwood Middle

Nicholas Summersville Middle

Ohio Bridge Street Middle

Ohio Elm Grove Elementary

Ohio Madison Elementary

Ohio Triadelphia Middle

Ohio Warwood Elementary

Ohio Warwood Middle

Ohio Wheeling Middle

Ohio Wheeling Park High

Pocahontas Pocahontas County High

Putnam Poca High

Raleigh Independence High

Raleigh Liberty High

Raleigh Shady Spring High

District SchoolRaleigh Woodrow Wilson High

Randolph Elkins High

Roane Geary Elementary/Middle

Roane Roane County High

Roane Spencer Middle

Roane Walton Elementary/Middle

Summers Summers County High

Taylor Grafton High

Tucker Tucker County High

Upshur Buckhannon Upshur High

Wayne Spring Valley High

Webster Webster County High

Wetzel Paden City High (7-12)

Wirt Wirt County Middle

Wirt Wirt County High

Wyoming Westside High

Wyoming Wyoming High

97Phase III, Year 2

Celeb

ration

of A

chieve

ment

Janu

ary

12, 2

018

Out

side

Hou

se C

ham

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Wes

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gini

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y Sp

ring

s H

igh

Scho

ol

Mor

gan

Mit

chel

l Nid

a, P

rinc

ipal

Er

ich

May

Nic

hola

s C

ount

y H

igh

Scho

ol

Nic

hola

sK

endr

a R

app,

Pri

ncip

al

Dr.

Don

na B

urge

-Tet

rick

Ric

hwoo

d H

igh

Scho

ol

Nic

hola

sSc

ott W

illia

ms,

Pri

ncip

al

Dr.

Don

na B

urge

-Tet

rick

Whe

elin

g Pa

rk H

igh

Scho

ol

Ohi

oA

my

Min

ch, P

rinc

ipal

D

r. K

im M

iller

Pend

leto

n C

ount

y M

iddl

e/H

igh

Scho

ol

Pend

leto

nLo

ri H

ull,

Prin

cipa

l C

harl

es H

edri

ck

St. M

arys

Hig

h Sc

hool

Pl

easa

nts

Jeff

Sol

e, P

rinc

ipal

G

. Mic

hael

Wel

ls

Hur

rica

ne H

igh

Scho

ol

Putn

amR

icha

rd C

ampb

ell,

Prin

cipa

l Jo

hn G

. Hud

son

Poca

Hig

h Sc

hool

Pu

tnam

Dav

id H

arpe

r, P

rinc

ipal

Jo

hn G

. Hud

son

Win

fi el

d H

igh

Scho

ol

Putn

amB

ruce

McG

rew

, Pri

ncip

al

John

G. H

udso

n

Libe

rty

Hig

h Sc

hool

R

alei

ghLo

ri K

nigh

t, P

rinc

ipal

C

. Dav

id P

rice

Shad

y Sp

ring

Hig

h Sc

hool

R

alei

ghD

eann

a M

asse

y, P

rinc

ipal

C

. Dav

id P

rice

Elki

ns H

igh

Scho

ol

Ran

dolp

hC

hris

toph

er H

amri

ck, P

rinc

ipal

G

abri

el D

evon

o

Pick

ens

Elem

enta

ry/H

igh

Scho

ol

Ran

dolp

hC

hris

tine

Lon

g, P

rinc

ipal

G

abri

el D

evon

o

Tyga

rts

Valle

y M

iddl

e/H

igh

Scho

ol

Ran

dolp

hSt

ephe

n W

amsl

ey, P

rinc

ipal

G

abri

el D

evon

o

Roa

ne C

ount

y H

igh

Scho

ol

Roa

neB

ill H

eis,

Pri

ncip

al

Dr.

Ric

hard

Dun

can

Tuck

er C

ount

y H

igh

Scho

ol

Tuck

erSt

ephe

n C

osne

r, P

rinc

ipal

D

r. E

ddie

Cam

pbel

l, Jr

.

Tyle

r C

onso

lidat

ed H

igh

Scho

ol

Tyle

rJa

mes

Yoh

o, P

rinc

ipal

R

obin

Daq

uila

nte

Buc

khan

non

Ups

hur

Hig

h Sc

hool

U

pshu

rEd

die

Vin

cent

, Pri

ncip

al

Roy

Wag

er

Tols

ia H

igh

Scho

ol

Way

neR

eva

Sand

ers,

Pri

ncip

al

Todd

Ale

xand

er

Web

ster

Cou

nty

Hig

h Sc

hool

W

ebst

erSt

acey

Cut

lip, P

rinc

ipal

Sc

ott C

ochr

an

Pade

n C

ity

Hig

h Sc

hool

W

etze

lJa

son

Salv

a, P

rinc

ipal

Ed

Tom

an

Valle

y H

igh

Scho

ol

Wet

zel

Jam

es K

imbl

e, P

rinc

ipal

Ed

Tom

an

Mag

nolia

Hig

h Sc

hool

W

etze

lK

athi

Sch

mal

z, P

rinc

ipal

Ed

Tom

an

Park

ersb

urg

Sout

h H

igh

Scho

ol

Woo

dB

etsy

Pat

ters

on, P

rinc

ipal

Jo

hn B

. Flin

t

Will

iam

stow

n H

igh

Scho

ol

Woo

dW

illia

m P

eter

s, P

rinc

ipal

Jo

hn B

. Flin

t

Wyo

min

g C

ount

y Ea

st H

igh

Scho

ol

Wyo

min

gA

man

da H

ylto

n, P

rinc

ipal

D

eird

re C

line


A M

essage

from

the S

uperin

tenden

t I a

m in

cred

ibly

hon

ored

to w

elco

me

you

to A

Cel

ebra

tion

of

Ach

ieve

men

t,

a sp

ecia

l eve

nt r

ecog

nizi

ng W

est V

irgi

nia

high

sch

ools

wit

h gr

adua

tion

ra

tes

of 9

0 pe

rcen

t or

high

er fo

r th

e 20

16-2

017

scho

ol y

ear.

I wan

t to

cong

ratu

late

and

form

ally

than

k ea

ch o

f you

for

repr

esen

ting

pu

blic

sch

ools

in s

uch

an a

dmir

able

way

. Res

earc

h te

lls u

s th

at a

stu

dent

w

ho g

radu

ates

hig

h sc

hool

is a

lrea

dy s

etti

ng th

eir

path

for

the

futu

re in

a

posi

tive

dir

ecti

on. Y

ou s

houl

d fe

el in

cred

ibly

pro

ud o

f you

r ha

rd-e

arne

d an

d w

ell-

dese

rved

suc

cess

.

The

Wes

t Vir

gini

a B

oard

of

Educ

atio

n an

d W

est V

irgi

nia

Dep

artm

ent

of E

duca

tion

sha

re a

com

mon

vis

ion

to p

repa

re a

nd e

mpo

wer

all

Wes

t V

irgi

nia

stud

ents

to p

ursu

e kn

owle

dge

for

life,

con

trib

ute

to th

eir

com

mun

ity

as r

espo

nsib

le c

itiz

ens

and

succ

eed

in th

e w

orkf

orce

. As

evid

ence

d to

day

and

thro

ugh

your

eff

orts

, we

are

mak

ing

that

vis

ion

a re

alit

y.

Toda

y is

a d

ay o

f ho

nor

for y

our

stud

ents

, you

r sc

hool

, you

r co

unty

and

yo

ur s

tate

. I c

omm

end

you

for y

our

dedi

cati

on a

nd h

ard

wor

k. Y

ou d

eser

ve

to b

e pr

oud

of y

our

achi

evem

ent.

You

r de

dica

tion

and

focu

s is

cri

tica

l to

achi

evin

g th

is g

oal.

Than

k yo

u fo

r you

r co

mm

itm

ent a

nd s

uppo

rt.

Than

k yo

u fo

r al

l you

do

on b

ehal

f of

our

stu

dent

s. I

am h

onor

ed to

wor

k al

ongs

ide

each

of y

ou. I

join

the

Stat

e B

oard

of

Educ

atio

n in

app

laud

ing

your

dri

ve fo

r ex

celle

nce

and

in c

eleb

rati

ng y

our

succ

ess.

Sinc

erel

y,

Stev

en L

. Pai

ne, E

d.D

.W

est V

irgi

nia

Supe

rint

ende

nt o

f Sc

hool

s

A C

elebrati

on of

Achi

eveme

nt

8 a.

m.

Rece

ption

Out

side

Hou

se C

ham

ber,

Wes

t Vir

gini

a St

ate

Cap

itol

8:45

a.m

.

Pled

ge of

Alleg

iance

Natio

nal A

nthem

Una

ccom

pani

ed M

inor

s En

sem

ble

Geo

rge W

ashi

ngto

n H

igh

Scho

olM

arin

Bur

dett

eK

amry

nn C

arne

yC

ourt

ney

Eplin

gG

race

Gog

gins

Jaco

b G

uthr

ieLo

rah

Jord

anD

wed

ee K

obba

h

Mad

elin

e Ros

sK

ayla

Wal

ker

Tim

Wal

ker

Ale

xand

er W

ard

Clo

rian

na W

hite

Aus

tin W

hite

9 a.

m.

Reco

gnitio

n of S

chools

99Phase III, Year 2

SA

MPL

E Sc

hool

Act

ion

Plan

1

Scho

ol Y

ear:

2016

-17

Sch

ool D

istri

ct:

Cou

nty

Nam

e S

choo

l Tea

m L

eade

r: Le

ader

Nam

e

S

choo

l Nam

e:

Scho

ol N

ame

Gra

duat

ion

20/2

0 R

S3 : R

S3 Nam

e Fo

cus

Are

a 1:

St

uden

t Eng

agem

ent

Cur

rent

Bas

elin

e:

69.1

%

Goa

l: Fo

cus

on s

tude

nt e

ngag

emen

t to

incr

ease

SW

D g

radu

atio

n ra

te.

Bas

elin

e Ye

ar:

2014

-201

5 O

bjec

tive:

SW

D g

radu

atio

n ra

te w

ill in

crea

se b

y 3

perc

enta

ge p

oint

s pe

r yea

r (fo

r exa

mpl

e, th

e gr

adua

tion

rate

wou

ld b

e 72

.1%

at t

he

com

plet

ion

of th

e 20

15-1

6 sc

hool

yea

r, 75

.1%

in 2

016-

17, a

nd 7

8.1%

in 2

017-

18).

Stra

tegi

es

Act

iviti

es

Pers

on(s

) R

espo

nsib

le*

Tim

elin

e(s)

Ev

alua

tion

Com

pone

nt(s

) M

easu

rabl

e R

esul

t A.

En

cour

age

stud

ents

to

exp

lore

pot

entia

l ca

reer

s.

1.

Expa

nd c

urre

nt jo

b-sh

adow

ing

to

incl

ude

at-ri

sk s

tude

nts

and

a gr

eate

r va

riety

of j

obs

that

may

inte

rest

them

(b

eaut

icia

n, p

lum

ber,

etc.

).

2.

Invi

te g

uest

spe

aker

s in

to c

lass

es to

di

scus

s em

ploy

men

t opt

ions

, job

s,

train

ing

requ

ired

and

pay.

1.

Dire

ctor

of

Tech

nica

l Car

eer

Ed.,

Cou

nsel

ors,

G

radu

atio

n C

oach

2.

D

irect

or o

f Te

chni

cal C

aree

r Ed

., C

ouns

elor

s,

Gra

d C

oach

1.

Dec

. 201

5 2.

Fe

b. to

M

ay 2

016

1.

Num

ber o

f st

uden

ts

parti

cipa

ting

in

job

shad

owin

g 2.

N

umbe

r of

gues

t spe

aker

s

1.

25

stud

ents

2.

4

gues

t sp

eake

rs

B.

Cre

ate

a m

ore

posi

tive

scho

ol c

limat

e fo

r SW

D

stud

ents

by

addi

ng s

tude

nt

orga

niza

tions

that

are

ap

prop

riate

for a

ll st

uden

ts.

1.

Form

a P

ep C

lub

to p

rom

ote

scho

ol

spiri

t. Th

e cl

ub w

ill ha

ve g

roup

se

atin

g at

sch

ool e

vent

s.

1.

Gra

d C

oach

, Clu

b Sp

onso

rs

1.

Sept

./Oct

. 20

15

1.

Num

ber o

f SW

Ds

parti

cipa

ting

1.

50 S

WD

st

uden

ts

C.

Enha

nce

the

trans

ition

pr

oces

s fo

r 8th

gra

ders

be

ing

prom

oted

to th

e 9th

grad

e.

1.

Hav

e an

8th

gra

de p

aren

t nig

ht to

in

clud

e sc

hool

tour

s, c

lub

fair,

etc

. M

ake

a lis

t of c

lubs

and

spo

rts a

nd

thei

r spo

nsor

s av

aila

ble

to a

ll ris

ing

fresh

men

. 2.

Sc

hedu

le a

day

with

the

feed

er

mid

dle

scho

ols

for c

urre

nt 1

1th

grad

ers

to m

eet i

n a

sess

ion

to

addr

ess

ques

tions

of u

pcom

ing

9th

grad

ers

abou

t hig

h sc

hool

.

1.

Gra

d C

oach

, G

uida

nce

and

Clu

b Sp

onso

rs

2.

Prin

cipa

ls, G

rad

Coa

ch, s

elec

ted

11th g

rade

rs

1.

Aug.

201

5 2.

Ju

ne 2

016

1.

Num

ber o

f pa

rent

s at

tend

ing

2.

Num

ber o

f SW

D 9

th

grad

ers

parti

cipa

ting

in

spor

ts a

nd

club

s

1.

80 p

aren

ts

2.

15

stud

ents

*Whi

le m

any

pers

ons,

incl

udin

g st

uden

ts, p

aren

ts, a

nd co

mm

unity

mem

bers

may

hav

e re

spon

sibili

ties t

o co

mpl

ete

activ

ities

, the

ove

rall

stra

tegy

shou

ld b

e le

d by

one

or m

ore

indi

vidu

als a

t the

scho

ol le

vel (

i.e. g

radu

atio

n co

ach,

cou

nsel

or, a

dmin

istra

tor,

etc.

).


SA

MPL

E Sc

hool

Act

ion

Plan

2

Focu

s A

rea

2:

Acad

emic

Eng

agem

ent

Cur

rent

Bas

elin

e:

1.2%

G

oal:

Focu

s on

aca

dem

ic e

ngag

emen

t to

decr

ease

SW

D d

rop-

out r

ate.

B

asel

ine

Year

: 20

14-2

015

Obj

ectiv

e: S

WD

dro

p-ou

t rat

e w

ill de

crea

se b

y 0.

3 of

a p

erce

ntag

e po

int p

er y

ear (

for e

xam

ple,

the

drop

-out

rate

wou

ld b

e 0.

9% a

t the

co

mpl

etio

n of

the

2015

-16

scho

ol y

ear,

0.6%

in 2

016-

17, a

nd 0

.3%

in 2

017-

18).

Stra

tegi

es

Act

iviti

es

Pers

on(s

) R

espo

nsib

le

Tim

elin

e(s)

* Ev

alua

tion

Mea

sura

ble

Res

ult

A.

Keep

stu

dent

s on

trac

k fo

r gr

adua

tion

and

mot

ivat

ed

by in

corp

orat

ing

stud

ent

cred

it re

cove

ry.

1.

Cre

ate

Virtu

al S

choo

l cre

dit r

ecov

ery

prog

ram

. Ope

n sc

hool

com

pute

r lab

fo

r thi

s pu

rpos

e.

1.

Gra

duat

ion

Coa

ch,

coun

selo

rs

1.

Jan.

to

June

201

6

1.

Num

ber o

f st

uden

ts

succ

essf

ully

co

mpl

etin

g cr

edit

reco

very

1.

10 s

tude

nts

B.

Prov

ide

alte

rnat

ive

and

crea

tive

acad

emic

sup

port

and

enric

hmen

t op

portu

nitie

s.

1.

Offe

r enr

ichm

ent a

ctiv

ities

at d

iffer

ent

times

from

cor

e cl

asse

s, o

r as

elec

tives

, or a

s af

ter s

choo

l pro

gram

s.

2.

Rec

ruit

scho

ol s

taff,

par

ents

and

/or

com

mun

ity m

embe

rs to

pro

vide

tu

torin

g.

3.

Esta

blis

h pa

rtner

ship

s w

ith c

omm

unity

or

gani

zatio

ns a

nd/o

r pos

tsec

onda

ry

inst

itutio

ns to

offe

r add

ition

al

enric

hmen

t pro

gram

s to

SW

Ds.

1.

Prin

cipa

ls,

scho

ol fa

culty

, G

rad

Coa

ch

2.

Gra

d C

oach

, sc

hool

facu

lty

3.

Gra

d C

oach

1.

2015

/16

Scho

ol

Year

2.

Se

pt./O

ct.

2015

3.

O

ct./D

ec.

2015

1.

Cla

ss/a

ctiv

ity

parti

cipa

tion

rost

er

2.

Num

ber o

f SW

D u

sing

tu

torin

g pr

ogra

m

3.

SWD

pa

rtici

pant

s in

pr

ogra

ms

1.

See

rost

er

2.

18 s

tude

nts

3.

20 s

tude

nts

C.

Incr

ease

pos

itive

beh

avio

rs

of S

WD

s w

ho h

ave

been

id

entif

ied

as h

avin

g at

-risk

sc

hool

beh

avio

rs.

1.

Star

t a B

uddy

Pro

gram

for i

dent

ified

SW

Ds.

2.

D

evel

op im

plem

enta

tion

plan

for t

he

prog

ram

.

3.

Pair

sele

cted

SW

D w

ith a

resp

onsi

ble

gene

ral e

duca

tion

stud

ent w

ho w

ill se

rve

as a

men

tor.

4.

As

sign

vol

unte

er fa

culty

mem

ber t

o m

ento

r SW

D a

nd g

ener

al e

duca

tion

stud

ent p

airs

. 5.

D

evel

op c

onta

ct s

heet

s fo

r men

tors

an

d fa

culty

to tr

ack

num

ber a

nd n

atur

e of

con

tact

hou

rs.

1.

Gra

d C

oach

, co

unse

lors

, te

ache

rs

2.

Gra

d C

oach

3.

G

rad

Coa

ch

4.

Gra

d C

oach

, pa

rtici

patin

g fa

culty

5.

G

rad

Coa

ch

1.

Sept

. 201

5 2.

Se

pt. 2

015

3.

2015

/201

6 sc

hool

yea

r 4.

O

ct. 2

015

5.

Sept

. 201

5

1.

List

of s

elec

ted

stud

ents

2.

Pr

ogra

m p

lan

3.

Acad

emic

pe

rform

ance

an

d di

scip

line

data

of

sele

cted

SW

Ds

4.

Acad

emic

pe

rform

ance

an

d di

scip

line

data

of

sele

cted

SW

Ds

5.

Con

tact

she

ets

1.

See

list

2.

See

plan

3.

G

PA

incr

ease

in

50%

of

parti

cipa

nt

stud

ents

; 10

%

redu

ctio

n in

di

scip

line

refe

rrals

4.

Sa

me

as

abov

e 5.

Se

e sh

eets

*E

stab

lish

real

istic

tim

elin

es th

at d

rive

the

activ

ities

tow

ard

com

plet

ion.

Som

e ac

tiviti

es m

ay b

e co

mpl

eted

in a

shor

t tim

efra

me,

whi

le o

ther

s will

cont

inue

for

mon

ths o

r the

ent

ire sc

hool

yea

r.

101Phase III, Year 2

SA

MPL

E Sc

hool

Act

ion

Plan

3

Focu

s A

rea

3:

Atte

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ce

Cur

rent

Bas

elin

e:

92.6

%

Goa

l: D

evel

op s

choo

l pro

gram

s, p

olic

ies

and

envi

ronm

ent t

o in

crea

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ttend

ance

. B

asel

ine

Year

:

2014

-201

5 O

bjec

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ttend

ance

rate

will

incr

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by

half

a pe

rcen

tage

poi

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er y

ear (

for e

xam

ple,

the

atte

ndan

ce ra

te w

ould

be

93.1

%

at th

e co

mpl

etio

n of

the

2015

-16

scho

ol y

ear,

93.6

% in

201

6-17

, and

94.

1% in

201

7-18

).

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tegi

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Act

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on(s

) R

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Tim

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alua

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sura

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ate

an in

cent

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prog

ram

to re

war

d st

uden

ts w

ho im

prov

e th

eir a

ttend

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.

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tify

at-ri

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WD

, ask

them

wha

t w

ould

mot

ivat

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atte

nd s

choo

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vera

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xist

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staf

f/stu

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ups

to d

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n in

cent

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prog

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. 3.

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volv

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rent

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d co

mm

unity

(as

stak

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and

con

tribu

tors

). 4.

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unic

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ince

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m to

st

uden

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atte

ndan

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oord

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or o

r sim

ilar

to tr

ack

atte

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nd a

war

d in

cent

ives

.

1.

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duat

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coac

h,

teac

hers

, SW

D

2.

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d co

ach,

te

ache

rs, s

tude

nts

3.

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d co

ach,

sch

ool

adm

inis

trato

r 4.

G

rad

coac

h 5.

At

tend

ance

co

ordi

nato

r

1.

Sept

./Oct

. 20

15

2.

Sept

./Oct

. 20

15

3.

Sept

./Oct

. 20

15

4.

Oct

. 201

5 5.

20

15/1

6 sc

hool

yea

r

1.

SWD

sur

vey

2.

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ram

pla

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gn-in

she

et

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sem

inat

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log

5.

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ber o

f in

cent

ives

gi

ven

(cha

nge

in a

ttend

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ra

te)

1.

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tifie

d m

otiv

atio

ns

2.

See

plan

3.

40

par

ents

, co

mm

unity

m

embe

rs

pres

ent

4.

100

stud

ents

to

ld

5.

20

ince

ntiv

es

give

n B.

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evel

op m

ento

ring

prog

ram

bet

wee

n at

-ris

k SW

D a

nd s

choo

l st

aff.

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ruit

scho

ol s

taff

to a

ct a

s m

ento

rs.

2.

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e st

aff a

nd S

WD

col

labo

rate

to

crea

te th

e pa

ram

eter

s fo

r the

pro

gram

(fr

eque

ncy

of m

eetin

g, a

ctiv

ities

, etc

.).

3.

Dev

elop

and

hav

e m

ento

rs u

se a

fre

quen

cy o

f con

tact

log.

4.

M

onito

r SW

D p

rogr

am p

artic

ipan

ts’

atte

ndan

ce ra

tes.

1.

Gra

d co

ach,

sch

ool

adm

inis

trato

r 2.

Sc

hool

sta

ff, S

WD

3.

G

rad

coac

h, s

choo

l st

aff

4.

Gra

d co

ach,

At

tend

ance

co

ordi

nato

r

1.

Sept

. 201

5 2.

Se

pt./O

ct.

2015

3.

O

ct. 2

015

4.

2015

/16

scho

ol y

ear

1.

Staf

f pa

rtici

patio

n 2.

Pr

ogra

m

desc

riptio

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C

onta

ct lo

g 4.

C

hang

e in

at

tend

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rate

1.

3 st

aff

recr

uite

d 2.

Se

e pr

ogra

m

3.

50 c

onta

cts

mad

e 4.

0.

5%

incr

ease

C

. In

itiat

e m

ulti-

tiere

d sy

stem

of s

uppo

rt to

re

duce

chr

onic

ab

sent

eeis

m.

1.

Dev

elop

a fa

mily

-sch

ool

com

mun

icat

ion

plan

. 2.

R

ecru

it st

aff,

stud

ents

and

par

ents

to

form

an

atte

ndan

ce re

spon

se te

am.

3.

Hav

e at

tend

ance

resp

onse

team

de

velo

p pl

ans,

stra

tegi

es a

nd to

ols

to

use.

4.

Bo

ost a

fters

choo

l pro

gram

s/of

ferin

gs.

5.

Cre

ate

an in

take

pla

n fo

r mob

ile

stud

ents

.

1.

Atte

ndan

ce

coor

dina

tor,

scho

ol

adm

inis

trato

r 2.

At

tend

ance

co

ordi

nato

r 3.

R

espo

nse

team

lead

4.

Sc

hool

adm

inis

trato

r, pa

rent

s, c

omm

unity

5.

At

tend

ance

co

ordi

nato

r

1.

Sept

. 201

5 2.

Se

pt. 2

015

3.

Sept

./Oct

. 20

15

4.

2015

/16

scho

ol y

ear

5.

Sept

. 201

5

1.

Com

mun

icat

ion

plan

2.

St

aff,

stud

ent,

pare

nt

parti

cipa

tion

3.

Tool

kit

4.

Num

ber o

f of

ferin

gs

5.

Inta

ke p

lan

1.

See

plan

2.

2

staf

f, 3

pare

nts,

2

stud

ents

re

crui

ted

3.

See

tool

kit

4.

4 ad

ditio

nal

afte

r sch

ool

prog

ram

s 5.

Se

e pl

an


SA

MPL

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hool

Act

ion

Plan

4 D

. Im

prov

e sc

hool

cl

imat

e to

kee

p at

-risk

SW

D e

ngag

ed.

1.

Parti

cipa

te in

Sch

ool C

limat

e Su

rvey

, w

ith S

WD

par

ticip

atio

n.

2.

Use

sur

vey

resu

lts to

info

rm a

reas

of

impr

ovem

ent .

3.

Initi

ate

prog

ram

s/in

terv

entio

ns to

ad

dres

s ar

eas

iden

tifie

d fo

r im

prov

emen

t.

1.

Scho

ol a

dmin

istra

tor,

teac

hers

2.

G

rad

coac

h, s

choo

l ad

min

istra

tor,

teac

hers

3.

G

rad

coac

h, s

choo

l ad

min

istra

tor,

teac

hers

1.

Fall

2015

2.

W

inte

r 20

15/1

6 3.

Sp

ring

2016

1.

Parti

cipa

tion

in

surv

ey

2.

List

of a

reas

id

entif

ied

for

impr

ovem

ent

3.

List

of

prog

ram

s/

inte

rven

tions

1.

100

stud

ents

to

ok s

urve

y 2.

3

area

s id

entif

ied

3.

4 pr

ogra

ms

iden

tifie

d an

d st

arte

d N

OTE

S:

• So

me

stra

tegi

es a

nd a

ctiv

ities

are

mor

e ‘b

ig p

ictu

re’,

whi

le o

ther

s ar

e m

ore

deta

iled.

Thi

s is

nor

mal

. It i

s fin

e to

hav

e a

varie

ty o

f stra

tegi

es

and

activ

ities

, you

kno

w b

est w

hat i

s ac

hiev

able

in y

our s

choo

l. •

Your

Act

ion

Plan

may

incl

ude

univ

ersa

l int

erve

ntio

ns (s

choo

l wid

e in

itiat

ives

) and

inte

rven

tions

for t

arge

ted

grou

ps, s

uch

as a

t-ris

k SW

D.

• N

ot A

LL a

ctiv

ities

are

requ

ired

to h

ave

an e

valu

atio

n co

mpo

nent

, but

mos

t will.

Als

o, fo

r som

e ac

tiviti

es, i

t is

to b

e ex

pect

ed th

at th

e pe

rson

(s) r

espo

nsib

le a

nd ti

mel

ine(

s) m

ay b

e th

e sa

me.

•

The

follo

win

g is

a v

isua

l way

to th

ink

abou

t the

term

s goal

, objective,

strategy

, and

activity

:

Goal

Obj

ectiv

e

Stra

tegy

Activ

ity

A hi

gh le

vel,

big

pict

ure

pers

pect

ive

of a

des

ired

resu

lt;

the

achi

evem

ent t

owar

d w

hich

effo

rt is

dire

cted

A sp

ecifi

c, m

easu

rabl

e, a

ttai

nabl

e, re

alist

ic,

and

time-

boun

d st

atem

ent a

ligne

d to

a g

oal

Evid

ence

bas

ed fr

amew

ork

that

org

anize

s ac

tiviti

es in

to m

eani

ngfu

l cat

egor

ies

The

indi

vidu

al a

ctio

ns th

at m

ust t

ake

plac

e to

impl

emen

t the

stra

tegy


1

State Data Use Spotlight: West Virginia Challenge: How do we improve school and local education agency (LEA) access to and use of data to increase the graduation rates for students with disabilities? Historically, students with disabilities graduate from high school at lower rates than peers without disabilities. As a result, many students with disabilities also have poorer postsecondary or adult outcomes, such as unemployment or employment in low paying jobs. This state spotlight presents strategies the West Virginia Department of Education (WVDE) is using to increase school and local education agency (LEA) access to data and awareness of data to make decisions which will improve the graduation rate for students with disabilities.

State Context

West Virginia’s Part B state-identified measurable result (SiMR) focuses on increasing the graduation rate of students with Individualized Education Programs (IEPs). In 2014, during the infrastructure and data analysis phase of WV’s State Systemic Improvement Plan (SSIP), the four-year standard diploma graduation rate among students with disabilities was 70.27%, while the rate among all students was 84.46%. By the 2017-2018 school year, West Virginia aims to close the graduation gap and increase the number of students with disabilities who graduate with a standard high school diploma in four years to 81.44%. WV GRADUATION 20/20 is a data driven initiative that implements two evidence-based frameworks – the Dropout Prevention Intervention Framework (DPIF) developed by the National Dropout Prevention Center for Students with Disabilities (NDCP-SD) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center’s Transition Practices Framework. WVDE piloted the WV GRADUATION 20/20 initiative with one of the eight Regional Education Service

Public School Facts: West Virginia

Districts: 57 Schools: 695 Students: 273,200 Students with IEPs: 44,300


2

Agencies (RESAs) in the state during the 2014-2015 school year (RESAs are multi-county service providers serving as liaisons between LEAs and the state). The next academic year, 2015-2016, was the first year of implementation across all RESAs. As part of the effort to increase capacity within the state’s infrastructure, the WVDE’s Office of Special Education (OSE) funded a Regional School Support Specialist (RS3) in each RESA specifically to provide support to school level teams implementing the WV GRADUATION 20/20 initiative. WVDE made available training and resources to RESA staff increasing their capacity to provide professional learning and technical assistance to schools and LEAs in areas such as; dropout prevention, transition services, data analysis and other core components of the evidence-based practices of WV GRADUATION 20/20. The two evidence-based frameworks (the DPIF and the Transition Practices Framework) were chosen, in part, due to both being prescriptive enough to have clear steps to follow during implementation, but flexible enough to allow for each school to customize the initiative through data-driven decision making. Therefore, an integral part of the implementation process was for each participating school to conduct their own analyses and select their own strategies to improve graduation outcomes for students with disabilities. For that reason, WVDE sought strategies for improving school and LEA access to and use of data.

Strategies for Success The WVDE customized data analysis tools provided by the two EBPs chosen; the Core Data Tool and the Transition Practice Profile. Each tool calls for data analysis conducted at the school level. Serendipitously, near the time the WV GRADUATION 20/20 initiative was implemented, the WVDE made available several new data reporting and tracking platforms. First, ZoomWV, a public access site, provides aggregated data in easy to understand reports at the state, district, and school levels. Second, ZoomWV-e, a secure log-in portal for educators, allows educators and service providers to view live data (updated every 24 hours) down to the individual student level. Third, and final, a new WV Early Warning System was launched. This system tracks multiple data points to provide risk levels for potential dropouts at the county, school, and student levels. All three systems are populated by data entered at the local level into the WV Educational Information System (WVEIS) and include data for enrollment, attendance, graduation, dropout, assessment, course grades, and disciplinary referrals among others. Also, with ZoomWV-e and the WV Early Warning System it is possible to create cohorts of students, allowing educators and service providers to follow students and their outcomes across time. WVDE took the following steps to increase school and LEA use of data:

• A local and individualized approach. WVDE worked to target data use efforts for individual schools (e.g., school level data analysis via the Core Data Tool


3

and Transition Practice Profile, the development of School Action Plans with measurable outcomes, and individualized timelines that reflected data driven decision making at the school level).

• RESA support. WVDE funded RESA-based Regional School Support Specialists (RS3s) who provided training, coaching, and resources to help school teams continuously monitor and support students who were at-risk for school dropout. Sites were provided two years of intensive support with the goal of building internal capacity.

• Support from in-house evaluation and research specialist. The OSE funds one (1) FTE evaluation and research specialist from the Office of Research, Accountability, and Data Governance (ORAD) to provide not only evaluation support, but also tools, templates, and data visualization support to RESAs and schools filling in the gaps for reports that were not available in other data systems.

• Provided schools an incentive. Schools that agreed to participate were given a $2,500 stipend as incentive. Stipends were used for activities such as professional learning, classroom substitutes, back-to-school kickoffs, college campus visits, and books among others.

Evidence suggests that the approaches used by West Virginia were successful. Since the 2014–15 school year, the overall percentage of students with disabilities who graduated in four years with a regular diploma has increased by 7.4 percentage points; furthermore, since the beginning of the pilot, 72 high schools have adopted the data use strategies suggested by the state by joining the WV GRADUATION 20/20 initiative. West Virginia expanded the initiative to feeder middle schools of participating high schools; there are currently 20 middle schools participating. Plans include adding more middle schools and potentially including elementary schools in the WV GRADUATION 20/20 initiative.


4

Recommendations for States Facing Similar Challenges • Leverage current resources; capitalize on relationships with national

technical advisory centers as well as in-house and regional staff. • Pilot the initiative in a limited number of schools to learn lessons and

discover barriers to alleviate. • Develop resources needed by those implementing the initiative; after the

pilot WV developed an implementation manual which contains multiple resources as well as outlines the steps of the evidence based practices and suggested timelines/benchmarks.

• Garner the support of an initiative across all levels; WVDE used an MOU which outlined expectations at the state, RESA, district, and school levels.

• Provide ongoing, consistent support and communication at all levels of the initiative. Monthly face-to-face meetings occur between the WVDE and the RS3s and the RS³s meet with their school teams each month. Additionally, the RS³s have weekly contact with WVDE as well as their school teams.


5

• Create individualized reports or provide access to a data expert so that schools and LEAs may easily identify root causes of poor student performance and risk for dropout.

• Develop an evaluation plan that contains process and performance measures; with short, intermediate, and long term outcomes. Hold all participants (state, RESA, LEA, and school) accountable; develop reporting tools and a reporting timeline.

• Celebrate all successes, large and small. Provide a platform for schools to share their stories and to be acknowledged for their efforts.

Available Resources • National Center for Systemic Improvement (NCSI), Technical

Assistance State Facilitators (Find your state on the map at here) • NCSI Data Use Team Technical Assistance Support (Contact: Kristin

Ruedel at [email protected]) • National Technical Assistance Center on Transition (NTACT) • National Dropout Prevention Center for Students with Disabilities

(http://www.ndpc-sd.org/) • Center for IDEA Early Childhood Data Systems (DaSy) Data

Visualization Toolkit • Collaboration for Effective Educator Development, Accountability, and

Reform (CEEDAR) Center Innovations Configuration on Transition

About this Resource: This resource was developed by members of the NCSI Data Use Service Area Team, including Kristin Ruedel (AIR), Gena Nelson (AIR), and Tessie Bailey (AIR) and in collaboration with Patricia Homberg Executive Director, Office Special Education, (WVDE), Susan Beck, Assistant Director, Office of Special Education, (WVDE), Debra Harless, Coordinator, (WVDE), and Amber Stohr, Coordinator, (WVDE). The content was developed under cooperative agreement number #H326R140006 (NCSI) from the Office of Special Education Programs, U.S. Department of Education. Opinions expressed herein do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government. Project officers: Perry Williams and Shedeh Hajghassemali.


Middle School Guidance for West Virginia Schools and DistrictsFebruary 2018

IMPLEMENTATIONMANUAL


Steven L. Paine, Ed.D.West Virginia Superintendent of Schools

Date post:	27-Feb-2022
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