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State Board (WVBE) Policies

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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.

The following policies will remain on public comment until 4 p.m. February 10, 2017.

 

Policy 2340: West Virginia Measures of Academic Progress

Background:

West Virginia Board of Education Policy 2340, titled West Virginia Measures of Academic Progress, provides an operational framework to administer an effective and efficient statewide assessment program, provide procedures to protect the integrity of test data, and support the use of assessment data to improve instruction.

Under the Every Student Succeeds Act (ESSA), an Elementary and Secondary Education Act (ESEA) reauthorization passed by Congress and signed into law in December 2015, states are required to administer to all students annual statewide assessments in reading/language arts and mathematics in grades 3-8 and once in high school, as well as assessments once in each grade span in science for all students.

West Virginia currently administers the West Virginia General Summative Assessment in English/language arts (ELA) and mathematics in grades 3-11. The West Virginia Board of Education approved a waiver in October 2016 to change the grade levels in which the science assessment is given from grade 4 to grade 5 in elementary school and from grade 6 to grade 8 in middle school. Science will continue to be assessed in high school in grade 10. The change in the grade levels in which science is assessed allows the state to fulfill federal regulations, as well as provide students and parents with score reports for science. At the same time, the change allows the state to develop and field test new science assessment items to be used to develop grade-band science tests in elementary and middle school and to field test new items to develop a grade 10 science test focusing on life science.

With the adoption and implementation of the West Virginia College- and Career-Readiness Standards, West Virginia seeks to administer end-of-course (EOC) exams in selected core high school courses, beginning with English/language arts (ELA) and mathematics and science in the school year 2017-18, if possible, and when available, replace the Smarter Balanced high school ELA and mathematics assessments, preferably by 2018-2019.

Proposals:

The following changes to Policy 2340 are proposed:
• 126-14-1. General. Change language to reflect new effective date.

• 126-14-3. Definitions. Change “Office of Professional Preparation” to “Office of Educator Effectiveness and Licensure” in 126-14-3.5 and 3.17.b. Delete references to the ESEA Flexibility Waiver (126-14-3.14.a and b) and delete reference to the West Virginia Accountability Index (WVAI) (126-14-3.54); adjust numbering because of deleted definitions; add phrase “and student success indicators” in definition for West Virginia Accountability System (WVAS); change tested grade levels for science from 4 to 5 and from 6 to 8; and change “Next Generation Content Standards and Objectives (CSOs)” to “state-approved content standards.”

• Program Regulations. Change tested grade levels for science from 4 to 5 and 6 to 8 for both the alternate and general summative assessments; add 126-14-4.1.c to read, “The WVDE Office of Assessment will administer the West Virginia High School End-of-Course (WVEOC) exams in selected core high school courses, beginning with English/language arts (ELA) and mathematics and science. WVEOC Exams will begin in the school year 2017-18, if possible, and, when available, replace the Smarter Balanced high school ELA and mathematics assessments, preferably by 2018-2019. In all phases of development of the WVEOC exams, the Office of Assessment will consult with and, where appropriate, involve West Virginia classroom teachers, administrators and other appropriate stakeholders. The WVEOC Exams will be aligned to the West Virginia College- and Career-Readiness Standards for corresponding courses and designed in such a manner as to assure that their implementation and administration will not disrupt the standards-based accountability system found in W.Va. 126CSR13, WVBE Policy 2320, A Process for Improving Education: Performance Based Accreditation System (Policy 2320). The Office of Assessment will keep the WVBE informed of its progress, and final adoption of any assessment will be subject to the approval of the WVBE.”

Impact:

The proposed changes will reflect the changes in the tested grade levels for science from grade 4 to 5 in elementary school and grade 6 to 8 in middle school, which were granted in the WVBE-approved waiver in October 2016 and will require the Office of Assessment to administer end-of-course (EOC) exams in selected core high school courses. These EOC exams will begin with English/language arts (ELA) and mathematics and science in the school year 2017-2018, if possible, and when available, replace the Smarter Balanced high school ELA and mathematics assessments, preferably by 2018-2019.

PDF of the Policy
WVDE link to comment on the policy
  
 

Policy 2520.14: West Virginia College- and Career-Readiness Standards for Technology and Computer Science

Background:

W.Va. 126CSR42, West Virginia Board of Education (WVBE) Policy 2510, Assuring Quality of Education: Regulations for Education Programs, provides a definition of a delivery system for, and an assessment and accountability for, a thorough and efficient education for West Virginia public school students. WVBE Policy 2520.14, West Virginia College- and Career-Readiness Standards for Technology and Computer Science for Grades K-12, defines the content standards for assisting all students to achieve school success in grades K-12, and prepares students for seamless and successful entry into post-secondary education, the military, or the workforce.

Proposals:

This policy defines the West Virginia College- and Career-Readiness Standards for Technology and Computer Science for Grades K-12 for the programs of study required by WVBE Policy 2510, providing foundational standards outlining skills, knowledge and disposition required per W.Va. 126CSR99.

Impact:

This policy provides a focus for teachers to teach and students to learn those skills and competencies essential for future success in the workplace and further education. Additionally, it will allow students the option to utilize a computer science course for one of the required math and one of the required science courses.

The West Virginia College- and Career-Readiness Standards for Technology and Computer Science outline the knowledge, skills and dispositions essential to support all students in achieving everyday school success and in being college and career ready. An intentional process involving all school staff must be utilized to ensure the West Virginia College- and Career-Readiness Standards for Technology and Computer Science are integrated within each programmatic level through the use of the developmentally appropriate methods. This policy includes the overarching standards in three programmatic levels: Early Learning Programming, Middle Level Programming and High School Level Programming; in addition to four specific courses at the middle and high school levels. 

PDF of the Policy
WVDE link to comment on the policy

 

Policy 2520.19: West Virginia College- and Career-Readiness Dispositions and Standards for Student Success for Grades K-12

Background:

W.Va. 126CSR42, West Virginia Board of Education (WVBE) Policy 2510, Assuring Quality of Education: Regulations for Education Programs, provides a definition of a delivery system for, and an assessment and accountability for, a thorough and efficient education for West Virginia public school students. WVBE Policy 2520.19, West Virginia College- and Career-Readiness Dispositions and Standards for Student Success for Grades K-12, defines the content standards for assisting all students to achieve school success in grades K-12, and prepares students for seamless and successful entry into post-secondary education, the military or the workforce.

Proposals:

This policy defines the West Virginia College- and Career-Readiness Dispositions and Standards for Student Success for Grades K-12 for the programs of study required by WVBE Policy 2510, providing foundational standards outlining skills, knowledge and disposition required per W.Va. 126CSR99.

Impact:

The West Virginia College- and Career-Readiness Dispositions and Standards for Student Success outline the knowledge, skills, and dispositions essential to support all students in achieving everyday school success and in being college and career ready. An intentional process involving all school staff must be utilized to ensure the West Virginia College- and Career-Readiness Dispositions and Standards for Student Success are integrated within each programmatic level through the use of the developmentally appropriate methods. This policy includes the overarching standards in three programmatic levels: Early Learning Programming, Middle Level Programming, and High School Level Programming.

PDF of the Policy
WVDE link to comment on the policy

 

Policy 4110: Student Attendance

Background:

Federal re-authorization of No Child Left Behind of 2001 to Every Student Succeeds Act, 2015. Removes the language from Attendance Policy 4110 under:

 4.5 Foster Care Awaiting Foster Care Placement. – Any child or youth who: 1) is in the custody of the West Virginia Department of Health and Human Resources, 2) has been placed in out-of-home care, and 3) is not in a permanent placement. This includes, but is not limited to, children and youth in family foster care, kinship care, emergency shelter care, or in a residential group home. (Page 2)

 4.12.a. children and youths who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement; (Page 4)
 
Proposals:

As a direct result of the Every Student Succeeds Act of 2015, “Awaiting Foster Care Placement” is no longer an identification used for McKinney-Vento Homeless or enrollment. All students, whether they be in temporary placement, kinship care, or permanent placement will be identified as “foster care.”

Impact:

The purpose of this policy change is to amend Policy 4110, Attendance, to meet the federal definition.

PDF of the Policy
WVDE link to comment on the policy

 

Policy 5000: Procedures for Designated Hiring and Transfer of School Personnel

Background:

The changes to Policy 5000 are necessitated by changes made during the 2016 legislative session in H.B. 4566.

Proposals:

Changes to Policy 5000 are being requested to bring the policy in compliance with legislative changes. Specifically, the changes 1) update a code citation; 2) align the provisions allowing transfers to accommodate unforeseen changes in student population by moving the date from March 1 to May 1, and; 3) update provisions regarding vacancies known to exist for the ensuing school year by adjusting the date from February 15 to March 1 and clarifying that instead of the positions going exclusively to employees subject to release that the positions be filled from among all qualified applicants and that individuals subject to release shall be considered to be applicants for all positions for which they are qualified and shall be considered before the position is posted for non-employees.

Impact:

The changes to Policy 5000 will allow personnel directors to make certain staffing recommendations/changes in a more realistic timeframe with some additional flexibility.

PDF of the Policy
WVDE link to comment on the policy

 

Policy 5901: Alternative Certification Programs for the Education of Teachers

Background:

Policy 5901 was repealed and replaced in 2015 to create an updated process for meeting school districts’ needs for teachers in West Virginia classrooms. We propose that the Policy 5901 from 2015 be updated to clarify existing eligibility criteria and program requirements for alternative teacher education programs which lead to West Virginia professional licensure.

Proposals:

Amend Policy 5901 in the following sections:
• 126-161-1. General. – New filing and effective dates are required.

• 126-161-3. Definitions. – Clarify language to better align with WVBE Policy 5202, including requirements for renewal of the alternative teaching certificate and the definition of a partnership.

• 126-161-5. Alternative Program Instruction; Methods of Instruction. – Clarify language to better align with WVBE Policy 5202 in regard to how professional development may be conducted. This section includes new requirements for the endorsements of visual impairment and deaf and hard of hearing in regard to topics which must be covered by the program of study.

• 126-161-6. The Professional Support Team. – Clarify language to better align with West Virginia State Code in regard to how the professional support team may be trained. Language refines how documented evidence of a teacher’s participation may be requested and identifies who must sign the comprehensive evaluation report.

• 126-161-7. Alternative Certification Educator Preparation Program Review Board (ACEPPRB). – Clarifying language about the ACEPPRB’s composition.

• 126-161-8. Components of an Alternative Certification Program Proposal. – Revising formatting and clarifying language about details of eligibility for the Alternative Teaching Certificate and participation in WVBE-approved alternative certification programs.

• 126-161-10. Comprehensive Evaluation, Recommendation for Licensure and Rights of the Alternative Program Teacher. – Clarify language to better align with West Virginia State Code in regard to disapproved ratings on the comprehensive evaluation report and the written appeal process.

• 126-161-11. Prohibited Acts. – Removing repetitive language about the requirements for renewal of the alternative teaching certificate.

Impact:

The proposed revisions to Policy 5901 provide strategic guidance for West Virginia Alternative Educator Preparation Providers, who prepare candidates to be eligible for licensure to work in the public schools of West Virginia and assure appropriate steps for preparation and certification of educator candidates. As West Virginia continues to improve the rigor and accountability of all of its educator provider programs, the revised policy focuses on best practices, candidate proficiency, and performance.

PDF of the Policy
WVDE link to comment on the policy

 

 

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 dwhite@wvea.org