State Board (WVBE) Policies

WVEA seeks to keep you apprised of policies the West Virginia Board of Education has on public comment. Your ability to provide the students in your classroom with the best education possible is impacted by the policies passed by the West Virginia Board of Education. We urge you to read the synopsis of proposed policy revisions listed below and respond to the WVDE with your comments.
   



All policies currently on comment until 4 p.m. on Sept. 15, 2014: 



Policy 5100 – Approval of Educational Personnel Preparation Programs


Background
:

The preparation of educators eligible for licensure to work in the public schools of West Virginia is critical to the success of all students in the 21st century. Additionally, this policy, which guides the institutions of higher education in the creation and operation of preparation programs, should be clear. After more than a year of conscious effort and study by the West Virginia Institutions of Higher Education High Quality Educator Stakeholder Committee (IHE HQE), the West Virginia Board of Education (WVBE) has identified phases for transforming educator preparation programs. The first phase includes the adoption of the CAEP Standards, thereby establishing CAEP as the accrediting agency for all West Virginia Educator Preparation Providers. The second phase includes transforming administrator and educational leadership programs. The third and final phase will be structured around reforming student support programs.


Proposals
:

The West Virginia Board of Education (WVBE) adopted the Council for the Accreditation of Educator Preparation (CAEP) standards in July 2014. In order to reflect the components of the CAEP agreement, WVBE Policy 5100 must be revised. The proposed revisions will: 1) reflect the adoption of the CAEP Standards and CAEP processes as the accrediting agency for all WV Educator Preparation Providers (EPP); 2) clarify language and fully define terms; and 3) clarify the program review process led by the West Virginia Department of Education (WVDE) and guided by the WVBE.

The sections of WVBE Policy 5100 that are being recommended for revision include: Sections 1-9, 12-24, and appendices A, D and E. Specific changes include:

| Deleted all references to NCATE and TEAC (national accrediting agencies) and replaced with Council for the Accreditation of Educator Preparation (CAEP) processes and standards. Opportunities for the new accreditation and program of study review processes are embedded throughout the policy; however, West Virginia-adopted CAEP Standards are reflected in Appendix A-5 as “West Virginia Educator Preparation Program Standards”;

| Clarified definitions of various levels/types of program review, accreditation and approval to provide consistency throughout the policy (e.g. rename Policy 5100: Approval of Educator Preparation Programs, clarify educator preparation provider [EPP], program review for accreditation purposes, program review at the state level for thorough Educator Preparation Program Review Board for new programs of study and revisions to the structure of existing programs of study);

| Added section 126-144-18 to separate program approval procedures for clarification purposes;

| Updated language regarding the annual report required of EPPs to align with new CAEP processes and federal requirements for educator preparation programs;

| Deleted the Intermediate Elementary Education (Grades 3-5) programmatic level and the Chemistry through Chemistry 1 endorsement from Appendix D;

| Added language to clarify the clinical experience of educator candidates completing their clinical experience on the job (e.g. candidates preparing while on alternative certificate or on permit); and

| Corrected incidental syntax, spelling and mechanical errors throughout the policy.


Impact
:

The proposed revisions to Policy 5100 provide strategic guidance for West Virginia Educator Preparation Providers (EPPs), who prepare candidates to be eligible for licensure to work in the public schools of West Virginia. The revisions provide direction for transition to the CAEP Standards and accreditation process by the fall of 2016, and for the EPPs that are not currently nationally credentialed to begin the CAEP candidacy process. The proposed policy revisions are necessitated because the demand for rigor is increasing and in response to changes in national and state requirements to that end. As West Virginia moves to improve educator preparation, the manner in which we measure candidate knowledge and performance demands attention to excellence as candidate proficiency and performance become the intentional focus.


PDF of the Policy

Link to WVDE comment site
 


Policy 5202 – Minimum Requirements for the Licensure of Professional/Paraprofessional Personnel and Advanced Salary Classifications

Background:


West Virginia Board of Education Policy 5202 establishes the requirements regarding licensure of educators to work in the public schools of West Virginia. As changes occur in education, certification and licensure policy must be revised to meet the needs of this 21st century education system. As continuous revision occurs, WVBE Policy 5202 reflects many of these changes.


Proposals:

WVBE Policy 5202 has been revised to clarify language that ensures the intent of the policy. Minor revisions are being recommended to align the numbering and referencing of other sections of policy. In order to allow counties the flexibility in technology training, the renewal requirement for professional certificates no longer includes a required technology course. Additionally, changes were made to Appendix A to align with the proposed changes in WVBE Policy 5100. Finally, Appendix C was amended to clearly identify the NOCTI Exam Exemptions and Requirements for Career and Technical Education.

The proposed revisions impact the following sections of Policy 5202:

| 126-136-4. Definitions. The following definitions were added: Foreign Credential Evaluation, TASC.-Test Assessing Secondary Completion Exam, which replaced the General Equivalency Diploma (GED); Valid Administrative Experience was added to reflect the need to define experience that would be considered for an administrative professional for experience purposes.

| 126-136-6. Legal Basis for Licensure. Language was added to include reinstatement procedures following suspension, revocation or permanently revoked licenses by the state superintendent.

| 126-136-8. Highly Qualified Teacher. Language referring to “by the end of the 2005-2006 school year” was removed.

| 126-136-10. Licenses for Professional Educators. Language requiring the completion of a three-hour course related to the improvement of instruction through the use of instructional technologies for renewal of the professional and administrative certificate was removed. Also, references were added to reflect the most current clusters in career and technical education.

| 126-136-11. Permits Issued to Professional Educators. References to permits for Permanent and Initial Temporary Community Programs authorizations were removed, as the time frame has passed for this requirement. Additionally, references were updated to include the most current list of cluster areas for career and technical education.

| APPENDIX A – Programmatic Levels and Specializations Recognized on the Professional License. Chemistry through Chemistry I and Intermediate Elementary Education (grades 3-5) were removed. Additionally, to meet industry demands, the career and technical education programmatic levels were changed from 9-AD to 5-AD.

| APPENDIX C – Required Tests and Industry Credentials Required for Issuance of WV Career and Technical Education (CTE) Teaching Credentials. A table was added to clearly identify the NOCTI Exam Exemptions and Requirements for CTE Endorsements.


Impact:


These revisions to Policy 5202 assure appropriate certification of educators for licensure to work in the public schools of West Virginia in order to meet the needs of all students in the 21st century, as part of the cycle of continuous improvement.


PDF of the Policy

Link to WVDE comment site

 


Policy 2512 -- Transformative System of Support for Early Literacy


Background
:


The purpose of this policy is to provide rules that encourage and assist county boards in establishing a transformative system of support for students to meet grade-level proficiency in reading by the end of third grade, targeting a comprehensive system of support for early literacy in kindergarten through third grade. This approach shall focus on supports during the early learning years which include schools and engaged communities mobilized to remove barriers, expand opportunities, and assist parents in fulfilling their roles and responsibilities to serve as full partners in the success of their children. The development of a comprehensive, systemic approach to close the reading achievement gap by third grade targets school readiness, the attendance gap, summer learning loss and a transformative intervention framework and serves as the blueprint for West Virginia’s Campaign for Grade Level Reading.
This policy establishes rules to effectuate the provision of W.Va. Code 18-2E-10 of a transformative system of support for early literacy. However, if a county board determines that adequate funds are not available for full implementation of a transformative system of support for early literacy in the county, the county board may implement its program in phases by first establishing early literacy instructional support programs in the early readiness grades (kindergarten), then the primary grades (grades 1-2), and then establishing an early literacy instructional support program for the third grade once the county board determines that adequate funds are available.


Proposals
:


Policy 2512 is being recommended for repeal and replace and will include the following sections:

| 126-30-2. Purpose. The purpose of this policy is to provide rules that encourage and assist county boards in establishing a transformative system of support for students to meet grade-level proficiency in reading by the end of third grade, targeting a comprehensive system of support for early literacy in the kindergarten through third-grade years. This approach shall focus on supports during the early learning years which include schools and engaged communities mobilized to remove barriers, expand opportunities, and assist parents in fulfilling their roles and responsibilities to serve as full partners in the success of their children. The development of a comprehensive, systemic approach to close the reading achievement gap by third grade targets school readiness, the attendance gap, summer learning loss and a transformative intervention framework and serves as the blueprint for West Virginia’s Campaign for Grade Level Reading.

| 126-30-3. General Responsibilities. This section outlines the shared responsibilities of the WVBE, WVDE, RESA and county boards of education in the design and planning of a comprehensive, systemic approach to close the reading achievement gap by third grade, which targets school readiness, the attendance gap, summer learning loss and a transformative intervention framework for student and learning supports resulting in West Virginia’s blueprint for WV Campaign for Grade Level Reading.

Impact:


The proposed Policy 2512 creates a framework for a comprehensive, systemic approach to close the reading achievement gap by third grade, which targets school readiness, the attendance gap, summer learning loss and a transformative intervention framework for student and learning supports. The changes will support the further advancement of a comprehensive pre-K through grade 3 approach in West Virginia; however, these revisions might require additional resources to be successful.

If a county board determines that adequate funds are not available for full implementation of a transformative system of support for early literacy in the county, the county board may implement its program in phases by first establishing early literacy instructional support programs in the early readiness grades (kindergarten), then the primary grades (grades 1-2), and then establishing an early literacy instructional support program for the third grade once the county board determines that adequate funds are available.

PDF of the Policy

Link to WVDE comment site

 


 


The following WV Board of Education (WVBE) policies are listed for your convenience.
 
All WVBE policies are posted on the WVDE's Website at  http://wvde.state.wv.us/policies.

Policy 2340 -- Statewide Assessment Program
Policy 2419 -- Education of Exceptional Students 
Policy 2421 -- Harassment
Policy 2422.8 -- Medication Administration
Policy 2460 -- Use of the Internet by Students and Educators
Policy 2470 – Use of Technology by Students and Educators
Policy 2510 – Assuring Quality Education

Policy 2515 – Uniform Grading

Policy 2520.1-2520.15 – Instructional Goals and Objectives

Policy 4110 – Attendance

Policy 4360 – Collection, Maintenance, Disclosure of Student Data

Policy 4373 – Student Code of Conduct

Policy 5202 – Licensure of Professional/Paraprofessional Personnel

Policy 5310 – Performance Evaluation of School Personnel

Policy 5902 – Employee Code of Conduct

Policy 6202 – Indoor Air Quality

 

If you have questions regarding any of the WVBE's policies, contact Davin White, WVEA Communications and Instructional Issues Specialist, by phone at 1.800.642.8261 ext. 116 or by email at