west virginia characteristicswvde.state.wv.us/osp/wv_ssip_phase2attachments.pdf · standards, with...

1

West Virginia Characteristics Hancock

Brooke

Ohio

Marshall

Wetzel Monongalia

PrestonMarion Tyler

Doddridge Harrison Taylor

Barbour Tucker

Upshur Lewis

Gilmer

Ritchie

Calhoun Roane

Pleasants

Wood

Wirt

Jackson Mason

Putnam

Kanawha Clay

Braxton

Webster

Randolph

Pendleton

Grant

Hardy

Hampshire

Mineral

Morgan

Berkeley

Jefferson

Pocahontas Nicholas

Fayette Greenbrier

Cabell

Wayne Lincoln

Boone

Raleigh Logan

MingoWyoming

McDowell Mercer

Summers Monroe

West Virginia’s Counties and RESAs

West Virginia is considered a local control State. The State is divided into 55 counties each with

its own local education agency (LEA). The West Virginia Schools for the Deaf and the Blind

(WVSDB), a state institution, and the Office of Institutional Education Programs (OIEP) are also

considered LEAs under the West Virginia Board of Education. West Virginia has 673 schools and

8 regional education service agencies (RESAs). West Virginia serves 277,137 students with 44,809

of those identified as students with disabilities. Forty eight percent (48%) of all students are of

low socioeconomic status and 62% of students with disabilities are of low socioeconomic status.

The West Virginia Department of Education (WVDE) provides direct support to LEAs. WVDE

provides a comprehensive support system that includes general supervision, monitoring,

professional learning and technical assistance for all public school programs in the state. The eight

(8) RESAs also have responsibility for providing professional learning in LEAs.

Revisions to State Systemic Improvement Plan-

GRADUATION 20/20 UPDATE

The State Superintendent of Schools, Michael J. Martirano, Ed.D., of the West Virginia

Department of Education has within his Strategic Plan: Metrics that Matter

http://static.k12.wv.us/superintendent/doc/strategicplan.pdf established Goal 1: Ensure all

students graduate from high school with a world-class education, PreK-12, who are college and

career ready. Objective 1.5: Improve the graduation rate annually with an ultimate goal of 90% for

all students by 2020.

In the SSIP submitted April 1, 2015, Cohort 1 was to include the high schools in 14 LEAs that

were part of the upcoming monitoring cycle for compliance by the Office of Special Education

(OSE). There were no other parameters for inviting schools to participate. Recognizing,

GRADUATION 20/20 as an opportunity to improve graduation rates in WV, Dr. Martirano

http://static.k12.wv.us/superintendent/doc/strategicplan.pdf

2

expanded the parameters to include inviting schools with a graduation rate of 70% or below for

students with disabilities. This metric was derived from the 2014-2015 state graduation rate for

students with disabilities (70%).

West Virginia has 116 high schools. In 2015-2016, 69 schools in 36 counties are now included in

Cohort 1. This represents fifty-nine percent (59%) of West Virginia high schools. Additionally six

(6) middle schools and one (1) alternative school are participating.

*Pilot Schools

Pilot Schools became part of Cohort 1 allowing them more time to work formally on their

initiative.

The West Virginia GRADUATION 20/20 Scale-Up was also modified due to the substantial

increase in participating schools and the necessary time required for implementation of Year One

(1).

At the request of West Virginia’s State Superintendent the name of the initiative was changed from

GRADUATION 20/20 to West Virginia GRADUATION 20/20.

3

Another change has been the reorganization of the West Virginia Department of Education

(WVDE) by Dr. Martirano. A number of staff have been moved from the Office of Special

Education (formally the Office of Special Programs) to other offices. While this has increased our

collaboration with other offices it has resulted in the loss of West Virginia GRADUATION 20/20

Leadership Team members.

4

Phase II Component #1: Infrastructure Development

1(a) Specify improvements that will be made to the State infrastructure to

better support LEAs to implement and scale up EBPs to improve results for

children with disabilities.

IMPROVEMENTS TO STATE INFRASTRUCTURE

GOVERNANCE

Reorganized Office of Special Education (OSE) staff to support SPP/APR Indicators 1-

17.

Embedded WV GRADUATION 20/20 responsibilities in OSE staff assignments.

Developed and utilized questions relating to Year 1 implementation of the Dropout

Prevention Intervention Framework (DPIF) when the Office of Federal Programs visits

schools in the WV GRADUATION 20/20 Cohort 1.

Convene quarterly meetings of the interagency West Virginia Partners in Transition

Team (WVPTT) to increase interagency collaboration at the state, regional and local

levels.

Convene quarterly meetings of intra-agency West Virginia Partners in Graduation Team

(WVPGT) to collaborate on WVDE activities supporting college-, career- and

community readiness initiatives.

Convene weekly meetings of WV GRADUATION 20/20 Leadership Team.

Convene school leadership teams led by Regional Education Service Areas (RESAs).

Revised Results Driven Accountability Compliance Monitoring System Guidelines

http://wvde.state.wv.us/osp/spp.html.

Revised Results Driven Accountability General Supervision System Guidelines

http://wvde.state.wv.us/osp/spp.html.

Employed Research Coordinator/Assigned Evaluation of SSIP.

Employed Data Management and Analysis Coordinator.

Employed CPA as Finance Coordinator.

Collaborated with Regional Education Service Agencies to plan and execute WV

GRADUATION 20/20.

Developed Regional School Support Specialist (RS3) Job Description, outlining expertise

of personnel working directly with LEAs to implement WV GRADUATION 20/20 (see

attached job description).

Developed Memorandums of Understanding (MOU) for cohort schools in WV

GRADUATION 20/20 outlining WVDE, RESA, LEA and school responsibilities (see

attached Memorandum of Understanding).

http://wvde.state.wv.us/osp/spp.html


5

Develop MOU for Institutions of Higher Education (IHE) to examine coursework

(general, special, administrative) through Transition Innovation Configurations (IC) from

CEEDAR Center.

Align WV GRADUATION 2020 process with Every Student Succeeds Act (ESSA).

Revised Policy 2419: Regulations for the Education of Exceptional Students

http://wvde.state.wv.us/osp/policy2419.html to reflect both Compliance and Results

Focus.

Partnered with the Office of Student and School Support in WV GRADUATION 20/20

initiative.

FISCAL

Leveraged resources in OSE and RESAs to support development, monitoring and

evaluation activities.

Provided IDEA funding to RESAs to establish two (2) Regional School Support

Specialists (RS3) at least one of whom assumed training, coaching and monitoring of WV

GRADUATION 20/20 Cohorts.

Provided IDEA funding of $2,500.00 per school, per year to utilize over at least a two-

year period to support stipends, substitutes, planning time and incentives.

Provided $20,000.00 grants to Marshall University, West Virginian University and

Concord University to examine coursework and embed evidence-based information on

transition in coursework.

Revised RESA Funding Application to include Regional Systemic Improvement Plan.

Revised RESA Funding Application to include specificity about RS3s.

Revised RESA Funding Application to include reading, math and graduation results by

RESA.

Revised LEA Funding Application to include reading, math and graduation results.

Included WVDE Office of Federal Programs, RESA, Institutions of Higher Education

(IHE), Division of Rehabilitation Services (DRS) and West Virginia Parent and Training

Information (WVPTI) as team members of the National Technical Assistance Center of

Transition (NTACT) Capacity Building Institute.

QUALITY STANDARDS

Revised West Virginia Next Generation English language arts and Mathematics

Standards and Objectives to the West Virginia College- and Career- Readiness Standards.

Conducted campaign, WV Academic Spotlight: A Community Evaluation of our

Standards, with WVU to seek input on suggested revisions to the Next Generation

Standards and Objectives.

Provided online Individualized Education Program (IEP) access to Next Generation

Content Standard and Objectives until June 30, 2016. IEPs effective in 2016-2017 are

provided digital access to the West Virginia College- and Career-Readiness Standards

http://wvde.state.wv.us/osp/policy2419.html

6

and the WV Alternate Academic Achievement Standards

(http://wvde.state.wv.us/osp/forms.html)

Revise Supports for Standards-Based IEPs, ELA and Math which provide scaffolds for

the West Virginia College- and Career-Readiness Standards

(http://wvde.state.wv.us/osp/iepsupport_ela-2-7-13.pdf ,

https://wvde.state.wv.us/osp/iepsupport_math.pdf)

ACCOUNTABILITY

Developed WV GRADUATION 20/20 scheme by year of implementation.

Developed WV GRADUATION 20/20 Implementation Manual Guidance for West

Virginia Schools and Districts, http://wvde.state.wv.us/osp/Graduation/implementation9-

15.pdf

Developed WV GRADUATION 20/20 School Implementation Timeline/Benchmarks.

Developed WV GRADUATION 20/20 School Implementation Process.

Develop scheme for inclusion of IHE in grant years 2, 3, 4 for examination of

coursework.

Set OSE/RESA (subgrantee) expectations for training, coaching and monitoring

implementation.

Set expectations using the Implementation Science Model of Exploration, Installation,

Initial Implementation and Full Implementation.

Secured MOUs from school cohort participants.

Secure MOUs from IHE Cohort participants.

Selected by National Technical Assistance Center on Transition (NTACT) as an

Intensive Technical Assistance State.

Joined National Center on Systemic Improvement’s (NCSI) Graduation Cross State

Collaborative.

Included Indicators 1, 2, 13 and 14 on LEA Annual Desk Audit requiring written

Improvement Plan when LEA results are below SPP state Target.

Include Indicators 1, 2, 13 and 14 on LEA Determinations.

Accessed Targeted Assistance through the Collaboration for Effective Educator,

Development, Accountability and Reform (CEEDAR) Center.

DATA

Revised Exit and One Year Post-Graduation Surveys and provided this information to

LEAs in a timely manner.

Increased use of state level data system (WVEIS) by LEAs.

Increased use of NDPC-SD Core Data Tool by schools and LEAs.

Increased use by LEAs and schools of the WV Early Warning System (Attendance,

Behavior, Course Completion), ZOOMWV and ZOOMWVe.

http://wvde.state.wv.us/osp/forms.html

http://wvde.state.wv.us/osp/iepsupport_ela-2-7-13.pdf

https://wvde.state.wv.us/osp/iepsupport_math.pdf

http://wvde.state.wv.us/osp/Graduation/implementation9-15.pdf

http://wvde.state.wv.us/osp/Graduation/implementation9-15.pdf

7

Included WVDE Offices of Data Management & Analysis and Research Accountability

staff as team members at the IDC Interactive Institutes on High Quality Part B Data.

Developed online IEP interface with Personalized Education Plan (PEP), Community

Readiness Course/Document, Individual Work Readiness Certificate (IWRC), Career and

Technical Education (CTE).

Revised “Age of Majority” Brochure.

Revised OSE website and established WV GRADUATION 20/20 URL

(www.wvgraduation2020.org)

PROFESSIONAL LEARNING

Revise Professional Learning, Targeted Technical Assistance and Technical Assistance

Resources.

Contracted with retired employee to develop/provide training on the work of the National

Implementation Research Network (NIRN) implementation measures to OSE and RESA

staff.

Developed one-pager to describe WV GRADUATION 20/20.

Developed PowerPoint for potential participants “What Would GRADUATION 20/20

Participation Mean for My School?”

Aligned professional learning content and process of Dropout Prevention Intervention

Framework (DPIF).

Developed series of trainings (webinars) for RS3s and schools that focus on Dropout

Prevention (WVLearns e-Learning Course).

Accessed series of modules from the Transition Coalition (University of Kansas) for RS3s

and schools that focus on Transition (WVLearns e-Learning course).

Developed Action Plan format that incorporated NDPC-SD and CEEDAR Transition IC.

Developed/provide training on Transition Probe Practice Profiles.

Develop Transition Toolkit with Division of Rehabilitation Services (DRS), Workforce

Investment Act (WIA), Statewide Independent Living Council (SILC), Developmental

Disabilities (DD) Council, West Virginia Parent Training and Information (WVPTI) and

other agencies.

Develop/collaborate with WVPTI Transition Training Goal #3.

Convene IHE Forums twice a year.

Provided workshop for Cohort 1 on improvement and utilization of NDPC-SD Core Data

Tool data sources.

Developed FACT Sheets on Dropout, Graduation Requirements, Four-Year and Five-

Year Adjusted Cohort Graduation Rates, Option Pathway and Secondary Options for

Students with Disabilities.

http://www.graduation2020.org/

8

Component #1: Infrastructure Development

1(b) Identify the steps the state will take to further align and leverage current

improvement plans and initiatives in the state, including general and special

education, which impact children with disabilities.

This chart is based upon Michael J. Martirano, Ed. D., State Superintendent of Schools’, Strategic

Plan: Metrics That Matter document dated October 22, 2015. This Strategic Plan is based on the

2016-2020 West Virginia Board of Education’s Goal to provide a statewide system of education

that ensures all students graduate from high school prepared for success in high-quality post-

secondary opportunities in college and/or careers. The chart outlines how general and special

education initiatives are intertwined and the WVDE Offices are aligned and have leveraged their

resources.

9

INITIATIVE TARGET STRATEGY LEAD OFFICE(S) SUPPORTING

OFFICE(S)

SPECIAL EDUCATION INITIATIVE

LEVERAGE

Superintendent Dr. Martirano’s Goals

Goal 1: Ensure all students graduate from high school with a world-class education, PreK-12, who are college- and career-ready.

- Objective 1.1 3rd Grade Reading

Improve the Grade 3 reading proficiency rate, supported by a statewide PreK-Grade 3 comprehensive literacy initiative.

Advance a unified commitment to excellence and equity in early childhood education and early learning through a comprehensive PreK – 5th Grade approach and a Statewide Campaign for Early Literacy.

Office of Early Learning

Office of Special Education

WV Support for Personalized Learning: Capacity-building efforts to Close the Literacy Achievement Gap in WV by the end of Grade 3 (see attached SPL one pager).

Foundations of Early Literacy Professional Learning Institute and Follow-up, supported by OEL/OSE (see Foundations of Early Learning). RESA Regional School Support Specialists (RS³) assigned to PreK-3 Statewide Campaign for Early Literacy.

- Objective 1.2 Grades 3-8 ELA & Math Proficiency

Increase proficiency of students in Grades 3-8 who are proficient in English language arts/literacy and math.

Use Math/Science Partnership initiative to target math and science achievement at the middle grades and use transitional courses to target math achievement at the high school level.

Office of Early Learning Office of Middle/ Secondary Learning


West Virginia’s Standards-Based IEP (See attached WV S-B IEP) Online IEP Math Academies (see attached Math

Ensure access to the general education curriculum to enable students to meet education standards. West Virginia capacity-building development provides digital access to general and alternate standards. Deepens K-12 general and special education teachers’

10


OFFICE(S)


LEVERAGE

Support capacity building within all LEAs and RESAs to provide differentiated instruction for all students and interventions/ remediation for students who are not yet proficient nor college and career ready.

Office of Federal Programs Office of Special Education

Academies description) Support for Personalized Learning (SPL) Co-Teaching Supports for Standards-Based IEPs, ELA and Math

understanding of mathematics. Help schools build capacity to intentionally address academic and behavior needs using a multi-tiered system. Professional Learning Academies, address both special and general educators. Provide scaffolds for the West Virginia College- and Career- Readiness Standards

- Objective 1.5 Graduation Rate (90% by 2020)

Improve the graduation rate annually with an ultimate goal of 90% for all students by 2020.

Develop and implement a system of support for graduation by focusing on middle to high school students through a coordinated comprehensive WV GRADUATION 20/20 School Improvement Framework. Maintain and enhance the current PreK-12 seamless education partnerships as a

Office of Special Education Office of Student and School Support Office of Early Learning

Office of Middle/ Secondary Learning Office of Special Education

WV GRADUATION 20/20 (see attached WV GRADUATION 20/20 one pager) West Virginia’s Standards-Based IEP

Help schools build capacity to identify what they need and determine strategies and practices that are best contextual fit. Ensures ease of transitions from grade

11


OFFICE(S)


LEVERAGE

means to ensure effective transitions for all students.

Office of Middle/ Secondary Learning

to grade for exceptional students.

Goal 2: Improve safe and supportive environments which meet the physical, social, emotional and academic needs of every child.

- Objective 2.1 Decrease Aggressive Conduct

Decrease the total number of aggressive conduct incidences by 2 percentage points annually, to fewer than 20,500 by 2020.

Provide comprehensive focus on school improvement initiatives through the Grad 20/20 School Improvement Framework and Community Schools policy to ensure the needs of the whole child are being met. Partner with community agencies to meet the needs of all West Virginia students and provide supports to school systems.

Office of Student and School Support Office of Student and School Support

Office of Special Education Office of Special Education

Positive Behavior Interventions and Supports (see attached PBIS one pager) Project AWARE (see attached Project AWARE one-pager)

Improving culture and climate, building relationships with students and staff, changing academic outcomes and increasing prosocial behaviors. Develop positive and supportive school environments by addressing mental health needs of students and families.

- Objective 2.2 Decrease bullying

Decrease the number of bullying incidences by 2 percentage points annually to fewer than 3,200 by 2020.

Provide comprehensive focus on school improvement initiatives through the WV GRADUATION 20/20 School Improvement Framework and Community Schools policy to ensure the needs of the whole child are being met.

Office of Student and School Support


PBIS Project AWARE

Improving culture and climate, building relationships with students and staff, changing academic outcomes and increasing prosocial behaviors.

12


OFFICE(S)


LEVERAGE

Partner with community agencies to meet the needs of all West Virginia students and provide supports to school systems.

Office of Student and School Support


Develop positive and supportive school environments by addressing mental health needs of students and families.

- Objective 2.3 Increase Attendance Rates

Improve the attendance rate with the ultimate goal of 95% for all students by 2020.

Utilize the WV Early Warning System through school leadership teams, making data readily available to educators on at-risk students and matching them with appropriate interventions. Leverage the Local School Dropout Prevention and Recovery Innovation Zones and Truancy Diversion grants to expand local efforts to target dropout prevention.

Office of Student and School Support Office of Federal Programs

Office of Special Education Office of Special Education

West Virginia GRADUATION 20/20 West Virginia GRADUATION 20/20

Analyze data in the WV GRADUATION 20/20 Framework using Early Warning System – Attendance. Utilize WV GRADUATION 20/20 Framework.

Goal 3: Improve organizational effectiveness through promotion, recruitment, and retention of a highly skilled workforce focused on strong instructional leadership.

- Objective 3.4 Substitute Teacher Utilization

Decrease the percentage of substitute teacher utilization days by 1% annually with an ultimate goal of 5% by 2020.

Continue to develop alternative pathways to the teaching profession.

Office of Educator Effectiveness & Licensure


Speech-Language Online MA Program, University of Cincinnati Blind/Visually Impaired and Deaf/Hard of Hearing Teacher Preparation

WVDE supported certification program. WVDE supported certification program.

13


OFFICE(S)


LEVERAGE

Strengthen existing efforts to recruit, retain and support educators and craft new models for creating an educator pipeline for West Virginia.


Office of Educator Effectiveness & Licensure

Program Marshall University New Teachers’ Boot Camp

Supports provided to new special educators.

Goal 4: Develop extensive and meaningful parent and community relationships where we communicate regularly and often with all stakeholders.

- Objective 4.5 Parent Resources

Develop and distribute resources to parents to assist with their child’s education.

Update WVDE website to be more user friendly. Continue to engage families with resources regarding standards, curriculum via websites, apps, and social media. Design and supply districts with family-friendly resources and toolkits to help families better understand and support their child’s achievement in school.

Office of Communications & Partnerships Office of Student & School Support Office of Special Education

Office of Special Education Office of Special Education Office of Student & School Support

Website http://wvde.state. wv.us/osp Parent Educator Resource Centers Transition Toolkit WV Parent Training Institute http://wvpti.org

Ongoing revision to provide accessible resources. Provide resources to parents of all students with specific emphasis on students with disabilities. Develop and provide Transition resources for families and schools. Develop presentation on Goal #3 Transition for parents.

Goal 5: Implement and Expand data management systems, educator evaluation systems that include student performance and overall performance management systems.

- Objective 5.2 Educators’ Use of Data Tools

Increase educators’ use of state-supported data tools.

Provide data management in support of Policy 2320, A Process for Improving Education: Performance Based Accreditation System

Office of Technology Integration & Support


Special Education Technology Integration Specialists

Provide professional learning for special education teachers, focusing on classroom use of technology.

http://wvde.state.wv.us/osp

http://wvde.state.wv.us/osp

http://wvpti.org/

14


1(c) Identify who will be in charge of implementing changes to infrastructure,

resources needed, expected outcomes and timelines for completing

improvement efforts.

This chart depicts the improvements to the State Infrastructure outlined in Component #1:

Infrastructure Development Element 1(a). The staff responsible for implementation of changes,

resources needed, outcomes and timelines are included.

15

IMPROVEMENTS TO STATE INFRASTURCTURE

GOVERNANCE PERSON(S)

RESPONSIBLE RESOURCES NEEDED

EXPECTED OUTCOMES

TIMELINES

Reorganized OSE staff to support SPP/APR Indicators 1-17. Executive Director, Assistant Director

Annual staff evaluation

SPP/APR Indicators on State performance improves

Fully Completed

Embedded WV GRADUATION 20/20 responsibilities in OSE staff assignments.

Executive Director, Assistant Director

Annual staff evaluation

OSE staff available to support initiative

Fully Completed

Developed and utilized questions relating to Year 1 implementation of the Dropout Prevention Intervention Framework (DPIF) when the Office of Federal Programs visits schools in the WV GRADUATION 20/20 Cohort1.

WV GRADUATION 20/20 Leadership Team/OFP Staff

Office of Federal Programs

Evaluate school implementation

Partially Completed

Convene quarterly meetings of the interagency West Virginia Partners in Transition Team (WVPTT) to increase interagency collaboration at the state, regional and local levels.

WV GRADUATION 20/20 Leadership Team, Parent Coordinator

Site arrangements Develop Transition Toolkit

Partially Completed

Convene Quarterly meetings of intra-agency West Virginia Partners in Graduation Team (WVPGT) to collaborate on WVDE activities supporting college, career and community readiness initiatives.

WV GRADUATION 20/20 Leadership Team

Site arrangements Increase SEA capacity Partially Completed

Convene weekly meetings of WV GRADUATION 20/20 Leadership Team.


Site arrangements Implement WV GRADUATION 20/20 initiative

Partially Completed

Convene School Leadership Teams led by RESAs. RESA, Special Education Directors, RS3s

RESA grant Established School Leadership Teams

Fully Completed

Revised Results Driven Accountability Compliance Monitoring System Guidelines.


Office of Communications and Partnerships

Provide resource for LEA

Fully Completed


Revised Results Driven Accountability General Supervision System Guidelines.



Provide resource for LEA

Fully Completed


Employed Research Coordinator/Assigned Evaluation of SSIP. Executive Director Position established Evaluation of SSIP Fully Completed

Employed Data Management and Analysis Coordinator. Executive Director Position established Increased digital access for OSE/LEAs/Schools

Fully Completed



16

GOVERNANCE PERSON(S)


EXPECTED OUTCOMES

TIMELINES

Employed CPA as Finance Coordinator. Executive Director Position established Increased fiscal compliance

Fully Completed

Collaborated with RESA to plan and execute WV GRADUATION 20/20.

WV GRADUATION 20/20 Leadership Team, RESAs, RS3

OSE/RESA Monthly staff meetings

Implement WV GRADUATION 20/20 Initiative

Fully Completed

Developed Regional School Support Specialist (RS3) Job Description, outlining expertise of personnel working directly with LEAs to implement WV GRADUATION 20/20.


NA Define expectations of RS3

Fully Completed

Developed Memorandums of Understanding (MOU) for cohort schools in WV GRADUATION 20/20 outlining WVDE, RESA, LEA and school responsibilities.


NA Define expectations of WVDE, RESA, LEA and school

Fully Completed

Develop MOU for Institutions of Higher Education (IHE) to examine coursework (general, special, administrative) through Transition Innovation Configurations (IC) from CEEDAR Center.


NA Define expectations of IHE

Not Started

Align WV GRADUATION 20/20 process with Every Student Succeeds Act (ESSA).


NA Define graduation requirements of ESSA

Not Started

Revised Policy 2419 Regulations for the Education of Exceptional Students to reflect both Compliance and Results Focus.

OSE Office of Communications and Partnerships

Revise policy due to WV Code and WVDE changes and LEA requests

Fully Completed

Partnered with the Office of Student and School Support in WV GRADUATION 20/20 initiative.


NA Form united approach to WV GRADUATION 20/20 initiative

Partially Completed

17

FISCAL PERSON(S)


EXPECTED OUTCOMES

TIMELINES

Leverage resources in OSE and RESAs to support development, monitoring and evaluation activities.

Executive Director NA Financial support for WV GRADUATION 20/20 initiative

Fully Completed

Provide IDEA funding to RESAs to establish two (2) Regional School Support Specialists (RS3) at least one of whom assumed training, coaching and monitoring of WV GRADUATION 20/20 Cohorts.

Finance Coordinators IDEA Discretionary Support for LEAs Fully Completed

Provided IDEA funding of $2500.00 per school, per year to utilize over at least a two-year period to support stipends, substitutes, planning time, incentives.

Finance Coordinators IDEA Discretionary Support for LEAs Fully Completed

Provided $20,000.00 grants to Marshall University, West Virginia University, Concord University to examine coursework and embedded evidence-based information on transition in coursework.

Finance Coordinators IDEA Discretionary Impact preservice teachers

Fully Completed

Revised RESA Funding Application to include Regional Systemic Improvement Plan.

Finance Coordinators, Executive Director

NA Improvement Fully Completed

Revised RESA Funding Application to include specificity about RS3s. Finance Coordinators, Executive Director

NA Define expectation of support for RS3

Fully Completed

Revised RESA Funding Application to include reading, math and graduation results by RESA.


NA Included requirement to plan for results improvement

Fully Completed

Revised LEA Funding Application to include reading, math and graduation results.


NA Included requirement to plan for success

Fully Completed

Included WVDE Office of Federal Programs, RESA, IHE, DRS and PTI as team members of the NTACT Capacity Building Institute.

Executive Director NA Expand Stakeholder involvement

Fully Completed

18

QUALITY STANDARDS PERSON RESPONSIBLE RESOURCES NEEDED EXPECTED

OUTCOMES TIMELINES

Revised West Virginia Next Generation English language art and mathematics Standards and Objectives to the West Virginia College-and-Career Readiness Standards.

Division of Teaching and Learning

WVDE Funds Respond to concerns about common core

Fully Completed

Conducted campaign WV Academic Spotlights and A community Evaluation of our Standards, with WVU to seek input on suggested revisions to the Next Generation Standard and Objectives.

Division of Teaching and Learning, West Virginia University

WVDE Funds Respond to concerns about common core

Fully Completed

Provided online IEP access to Next Generation Content Standard and Objectives until June 30, 2016. IEPs effective in 2016-2017 are provided digital access to the West Virginia College and Career Readiness Standards and the WV Alternate Academic Achievement Standards.

IEP Coordinator, Data Management and Analysis Coordinator

NA

Revised online IEP to include compliance and results checks and strategies to utilize.

Fully Completed

Revise supports for Standard-Based IEPs, ELA and math which provides scaffolds for the West Virginia College-and-Career Readiness Standards.

Executive Director Contracted retired employees

Provide strategies for special education teachers

Partially Completed

19

ACCOUNTABILITY PERSON(S) RESPONSIBLE

RESOURCES NEEDED EXPECTED OUTCOMES

TIMELINES

Developed WV GRADUATION 20/20 scheme by year of implementation. WV GRADUATION 20/20 Leadership Team


Provide Guidance to LEA/Schools

Fully Completed

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



Provide Guidance to LEA/Schools

Fully Completed

Developed WV GRADUATION 20/20 School Implementation Timeline/Benchmarks



Provide Direction to LEA/Schools

Fully Completed

Developed WV GRADUATION 20/20 School Implementation Process. WV GRADUATION 20/20 Leadership Team


Provide Direction to LEA/Schools

Fully Completed

Develop scheme for inclusion of IHE in years 2, 3, 4 grant for examination of coursework.


NA Provide framework for inclusion of all WV IHEs

Not Started

Set OSE/RESA (sub grantee) expectations for training, coaching and monitoring implementation.

WV GRADUATION 20/20 Leadership Team, RESAs

NA Ensure understanding of participation in initiative

Fully Completed

Set expectations using the Implementation Science Model of Exploration, Installation, Initial Implementation, Full Implementation.


Contracted retired employee

Provide awareness to OSE and RESA staff of Implementation Science

Partially Completed

Secured MOUs from school cohort participants. RESA, RS3s NA Ensure understanding of participation in initiative

Fully Completed

Secure MOUs from IHE Cohort participants. WV GRADUATION 20/20 Leadership Team

NA Ensure understanding of participation in activity

Not Started

Selected by National Technical Assistance Center on Transition (NTACT) as an Intensive Technical Assistance State.

NTACT/WV GRADUATION 20/20, Leadership Team

NA

Improved collaboration with DRS and improved rates of Graduation and post school outcomes

Fully Completed

20

ACCOUNTABILITY PERSON(S) RESPONSIBLE


TIMELINES

Joined National Center on Systemic Improvement’s (NCSI) Graduation Cross State Collaborative.

NTACT/WV GRADUATION 20/20, Leadership Team

NA Gain knowledge from other states with like goals

Fully Completed

Included Indicators 1, 2, 13 and 14 on LEA Annual Desk Audit requiring written Improvement Plan when LEA results are below SPR target or state average.

Executive Director, Assistant Director, Data Coordinator, Data Management and Analysis Coordinator

NA

Improved LEA performance on Results and Compliance Indicators

Fully Completed

Include Indicators 1, 2, 13 and 14 on LEA Determinations. Executive Director, Assistant Director

NA

Improved LEA performance on Results and Compliance Indicators

Fully Completed

Accessed Targeted Assistance through the Collaboration for Effective Educator, Development, Accountability and Reform (CEEDAR) Center.

Data Coordinator, CEEDAR

NA Improved collaboration with Institutions of Higher Education

Fully Completed

21

DATA PERSON(S) RESPONSIBLE


TIMELINES

Revised Exit and One Year Post-Graduation Survey and provided this information to LEAs in a timely manner.

Research and Accountability TIS Coordinator

Office of Technology Integration & Support Office of Research, Accountability and Data Governance (ORAD)

Provide simplified survey and provide LEAs county and school data

Fully Completed

Increased use of state level data system by LEA (WVEIS). OSE NA

Develop awareness in districts of relationship between LEA/SEA data

Fully Completed

Increased use of NDPC-SD Dropout Data Toolkit by schools and LEAs.

Research and Accountability, TIS Coordinator

NDPC-SD Training

Provide data framework to examine and track results

Fully Completed

Increased use by LEAs and schools of WV Early Warning System (Attendance, Behavior, Course Completion), ZoomWV and ZoomWV-e.

Assistant Director Student and School Support, RS3, Data Governance Manager

OSS Training, ORAD Training

Improved utilization by schools of available WV data sources

Fully Completed

Included WVDE Offices of Data Management & Analysis and Research Accountability staff as team members at the IDC Interactive Institutes on Higher Quality Part B Data.

Executive Director NA Expand stakeholder involvement

Fully Completed

Developed online IEP interface with Personalized Education Plan (PEP), Community Readiness Course/Document, IWRC, CTE.

IEP Coordinator Division of Career and Technical Education

Revised online IEP to assist teachers in developing Transition section

Fully Completed

Revised “Age of Majority” Brochure. OSE Office of Communication and Partnerships

Provided resources for schools, teachers, LEAs, etc., to use

Fully Completed

Revised OSE website and established WV GRADUATION 20/20 URL. OSE, Professional Learning

Office of Communication and Partnerships

Provided resources for schools, teachers, LEAs, etc., to use

Partially Completed

22

PROFESSIONAL LEARNING PERSON(S) RESPONSIBLE


TIMELINES

Revise Professional Learning, Targeted Technical Assistance, and Technical Assistance Resources.

OSE, Professional Learning Committee


Assure professional learning developed in WVDE framework

Partially Completed

Contracted with retired employee to develop/provide training on the work of the National Implementation Resource Network (NIRN) implementation measures to OSE and RESA staff.

Executive Director Contracted retired employee

Provide awareness to OSE and RESA staff of Implementation Science

Partially Completed

Developed one-pager to describe WV GRADUATION 20/20. WV GRADUATION 20/20, Leadership Team

Office of Communication and Partnerships

Provide communication tool

Fully Completed

Developed PowerPoint for potential participants “What Would WV GRADUATION 20/20 Participation Mean for My School?”

WV GRADUATION 20/20, Leadership Team

NA Utilize training to explain initiative

Fully Completed

Aligned professional learning content and process of Dropout Prevention Intervention Framework (DPIF).



Assure professional learning developed in WVDE framework

Partially Completed

Developed series of trainings (webinars) for RS3’s and schools that focus on Dropout Prevention (WV Learns e-Learning Course).

WV GRADUATION 20/20, Leadership Team, e-Learning Coordinator NDPC-SD

Office of Middle/Secondary Learning

Provide trainings in Year 1 on Dropout Prevention

Partially Completed

Accessed series of modules from the Transition Coalition (University of Kansas) for RS3s and schools that focus on Transition (WV Learns e-Learning course).

WV GRADUATION 20/20, Leadership Team, e-Learning Coordinator

Office of Middle/Secondary Learning

Provide trainings in Year 2 on Transition

Partially Completed

Developed Action Plan format that incorporated NDPC-SD and CEEDAR Transition IC.


Office of Research and Data Analysis

Utilize Action Plans in years 1 and 2 to frame strategies

Fully Completed

Developed/provide training on Transition Probe Practice Profiles. WV GRADUATION 20/20, Leadership Team

NA Utilize Practice Profiles to collect Year 2 data

Partially Completed

Develop Transition Toolkit with DRS, WIA, SILC, DD, WVPTI and other agencies.

WVPGT Site arrangements Provide resource guide for schools and parents

Partially Completed

23

PROFESSIONAL LEARNING PERSON(S) RESPONSIBLE


TIMELINES

Develop/collaborate with WVPTI Transition Training Goal #3. WV GRADUATION 20/20, Leadership Team, WVPTI

Site arrangements Jointly train with PTI on transition

Not Started

Convene IHE Forums twice a year. WV GRADUATION 20/20, Leadership Team

Site arrangements Continued collaboration with IHEs

Not Started

Provided workshop for Cohort 1 on improvement and utilization of NDPC-SD Core Data Tool data sources.

NDPC-SD NDPC-SD Training Increase use of Core Data Tool

Fully Completed

Developed FACT Sheets on Dropout, Graduation Requirements, Four-Year and Five-Year Adjusted Cohort Graduation Rates, Option Pathway and Secondary Options for Students with Disabilities.


NA

Provide quick reference to GRADUATION 20/20 topics

Fully Completed

24


1(d) Specify how the State will involve multiple offices within the State

Education Agency (SEA) as well as other state agencies and stakeholders in the

improvement of infrastructure.

As mentioned in the Revisions to the State Systemic Improvement Plan section the West Virginia

Department of Education (WVDE) was reorganized in the summer of 2015. This move places

multiple staff funded through IDEA with direct responsibility for both compliance and results

accountability in different offices and different spaces. The move increased the collaboration of

the Office of Special Education (OSE) with multiple offices within the State Education Agency

(SEA) and contributes to the improvement of its infrastructure.

Those staff formally housed in OSE are knowledgeable about special education law, regulations

and practice and can share this information with other offices. These personnel still participate

with OSE in staff meetings, professional learning, SPP/APR and the wide range of general

supervision and compliance activities required by IDEA and State Code.

The Office of Special Education (OSE) is part of the Teaching and Learning Division and is an

equal participant in decisions that concern education of students. The work of the WVDE/OSE is

guided by the leadership of the executive director. While each coordinator with OSE has specific

tasks and responsibilities, it is the expectation that the staff work collaboratively to support LEAs.

The largest strength of the SEA that supports the SiMR and improvement of the infrastructure is

the organizational structure of the WVDE. OSE has opportunities in the governance system to

collaborate with the other divisions at the WVDE to establish a system of supports to build the

capacity of LEAs to improve outcomes for all students.

The organizational chart of the West Virginia Board of Education and West Virginia Department

of Education depicts the five divisions with the Office of Special Education in the Division of

Teaching and Learning. The broken lines surrounding offices indicate where staff members are

housed who are supported by federal or state special education funds some of whom were formally

housed in OSE. This has provided an excellent opportunity to involve other offices in the

improvement of the infrastructure.

25

During 2015-2016 the emphasis has been on developing WVDE, RESA and LEA infrastructure

and the initial implementation of the West Virginia GRADUATION 20/20 Year One (1). The

2016-2017 Year Two (2) will provide the WVDE with the opportunity to focus on other State

agencies and stakeholders. Specifically the following will occur:

Convene quarterly meetings of the interagency West Virginia Partners in Transition

Team (WVPTT) to increase interagency collaboration on the State, regional and local

levels.

Secure MOUs from IHE Cohort participants.

Be provided intensive technical assistance by NTACT to increase collaboration with

Division of Rehabilitation Services and Workforce Investment.

Determine how to share information across agencies to ensure smooth post-school

transitions and improve post-school outcomes.

Develop Transition Toolkit with DRS, WIA, SILC, DD, WVPTI and other agencies.

Develop/collaborate with WVPTI Transition Training Goal #3.

Convene IHE Forums twice a year.

26

Phase II Component #2: Support for LEA Implementation of Evidence-Based

Practices

2(a) Specify how the State will support LEAs in implementing the evidence-

based practices that will result in changes in LEA, school, and provider

practices to achieve the SiMR(s) for children with disabilities.

STATE IMPLEMENTATION SUPPORT CHANGE IN PRACTICE

EVIDENCE-BASED PRACTICES LEA SCHOOL PROVIDER

Evidence Used In Selection

West Virginia partnered with the Collaboration for Effective Educator, Development, Accountability and Reform (CEEDAR) Center to support the implementation of effective, sustainable and coordinated evidence-based Transition Practices and Predictors of Post School Success. The Innovation Configuration (IC) Matrix is being used to guide professional learning and evaluation.

West Virginia Partnered with the National Dropout Prevention Center for Students with Disabilities (NDPC-SD) now the National Technical Assistance Center on Transition (NTACT) to facilitate schools’ efforts to use data to identify risk factors for dropout and identify suitable interventions to address these factors from the National Dropout Prevention Center Network’s fifteen (15) strategies for dropout prevention.

Best Fit for Coherent Improvement Strategies

Cohort 1 consists of high schools that have been identified as having a graduation rate of 70% or less for students with disabilities.

School-based teams and team leaders received training to diagnose the cause of dropout and develop site specific improvement plans and strategies.

Cohorts will be provided intensive support for two (2) years.

Readiness and Capacity

West Virginia 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-socioeconomic status (low-SES).

LEA participation was solicited through county superintendents and RESAs.

27

LEAs and schools were invited to participate when they met the 70% or below graduation rate of SWDs.

Information on requirements of participation provided to LEAs and schools

WVDE, RESA, LEA and school required to sign Memorandum of Understanding (MOU) outlining responsibilities and commitments.

Implementation Drivers

School Strategic Plan will include as an improvement priority increasing the percentage of students with disabilities who graduate with a general education diploma and decreasing the dropout rate for students with disabilities.

School will designate a School Leadership Team Leader to work directly with the WVDE, RESA and county to schedule once monthly meetings, facilitate communication and activities and provide time for project activities.

School Leadership Team Leader will attend all training sessions.

Principal and other school administrators are committed to this project and to the participation of the school. One designated administrator from the school will attend all training sessions.

School Leadership Team members will attend all School Team trainings and follow-up sessions.

The principal will ensure that the School Leadership Team Leader has regularly scheduled team meetings to complete assignments including: data collections, data analysis, action plan development and implementation, monitoring of implementation, and to discuss program needs, goals and student retention.

School Leadership Team Leader agrees to collect, analyze and report project evaluation data, including but not limited to: days absent, OSS/ISS number of days, course failure by grade, reporting periods for targeted students and school transition practices.

School agrees to serve as a resource for other schools working on similar goals, including hosting visitors, responding to requests for information, conference presentations, etc.

School will make a four year commitment to the project.

28

School must be willing to change schedules, student grouping or instructional strategies if indicated by Action Plan.

Professional Learning and Resources

Six days of professional learning with national and state trainers during Year One (1) and Two (2) provided.

Continuation of professional learning opportunities provided in years Three (3) and Four (4)

West Virginia GRADUATION 20/20 Academy/Institute provided by the Office of Special Education.

Regional School Improvement Specialist (RS3) assigned to each school.

Resource materials developed for LEAs, RESAs and schools by Office of Special Education: GRADUATION 20/20 Implementation Manual, Dropout Prevention Intervention Framework, CEEDAR Transition Practices Framework, Transition Practices and Predictors of Post School Success Practice Profiles, WV GRADUATION 20/20 Action Plan, WV GRADUATION 20/20 Timeline/Benchmarks Year One (1) and Year Two (2), WV GRADUATION 20/20 Webinars Year One, (1) Transition WV Learns e-Learning Year Two (2) (http://wvde.state.wv.us/osp/graduation.html) .

$2500.00 per year provided to participating schools to support activities in Years One (1) and Two (2).

Scale-Up

Schools required to complete GRADUATION 20/20 Implementation Scale.

West Virginia GRADUATION 20/20 Scale-up was modified due to the substantial increase in participating schools and the necessary time required for implementation of Year One (1). During 2015-2016 several middle schools and an alternative school have joined Cohort 1. In 2017-2018 the feeder middle schools from Cohort 1 will be invited to join.

http://wvde.state.wv.us/osp/graduation.html

29


Practices

2(b) Identify steps and specific activities needed to implement the coherent

improvement strategies. Include communication strategies; stakeholder

involvement; how identified barriers will be addressed; and who will be in

charge of implementing. Include how the activities will be implemented with

fidelity; the resources that will be used to implement them; and timelines for

completion.

Communication

The SEA has continued the good working relationship pointed out in Phase I with RESAs

and it was determined that RESAs with additional staff could serve the local schools

implementing this initiative. The job of the RS3 is designed to work with the school

leadership teams and LEAs to implement the coherent improvement strategies and

activities in a sustainable manner. The SEA will continue to financially support the RS3s

and provide direction.

Communication has been provided through the following resources and activities:

West Virginia GRADUATION 20/20 one-pager which communicates the goals of

the initiative.

West Virginia GRADUATION 20/20 Implementation Manual used by the LEAs,

RS3s and schools which provide timelines and expectations to follow.

Monthly blended meetings have been held with the RS3s to discuss issues, answer

questions and provide direction.

Monthly webinars have been held to provide information on the Dropout

Prevention Intervention Framework (DPIF), dropout facts and strategies for

interventions.

Revised WV GRADUATION 20/20 website and purchased dedicated URL

(graduation2020.com and graduation2020.org).

Aligned West Virginia GRADUATION 20/20 with annual WVDE KidStrong

professional learning.

Stakeholder Involvement

The Office of Special Education (OSE) engaged with stakeholder groups to collect input on

implementation strategies. OSE sought the input of educators, parents, West Virginia Department

of Education (WVDE) staff and other State Agencies. Due to budget constraints in West Virginia

the WVDE placed restrictions on meetings held and travel. OSE staff traveled to meetings in

Roanoke, Logan, Winfield, Summersville, Wheeling, Morgantown, Charleston, Bridgeport,

Princeton, Fairmont, Canaan Valley, Flatwoods, Lewisburg, Chicago, IL, Charlotte, NC, Salt Lake

City, UT and Savannah, GA which will result in 36 meetings where information on West Virginia

GRADUATION 20/20 was presented and input sought. Stakeholders present at these meetings

comprised various roles: parents of students with disabilities, general education administrators,

30

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 West Virginia GRADUATION 20/20 State Leadership

Team and the Division of Teaching and Learning Offices of Assessment, Middle/Secondary

Learning and Early Learning.

STAKEHOLDER GROUP DATE(S) Counselor Association Meetings 03/18/15, 03/25/15, 06/23/16, 11/13/15

Division of Rehabilitation Services Meetings 03/23/15, 02/12/16

West Virginia Advisory Council For The Education of Exceptional Children

05/01/15, 9/11/15, 03/18/16

National Technical Assistance Center for Transition Capacity Building Institutes

05/05-07/15, 05/03-05/16

IDEA Data Center Interactive Institutes 05/27-28/15, 06/01-02/16

National Center for Systemic Improvement Cross-State Collaborative

10/20-22/15

Co-Teaching/WV GRADUATION 20/20 01/15/16

Student Success Summit 07/27-28/16

WV GRADUATION 20/20 Academy/Professional Learning Institute

06/21-23/16, 08/03-07/15

Regional School Support Specialists’ Quarterly Meetings 03/11/16, 04/21/16, 01/21/16

Expanded School Mental Health 04/26/16

Transition Fair (DRS) 03/22/16

WV School Psychologists’ Conference 10/19/15

Council for Exceptional Children 10/29/15

IDEA Data Center 02/16-17/16

Council of Administrators of Special Education/Special Education Administrative Conference

03/09-10/16, 10/28/15, 09/16-17/15

Regional Education Service Agency Meetings with Leadership Teams

RESA 7 - 08/25/15, RESA 1 – 09/02/15 RESA 6 - 10/14/15, RESA 4 - 10/29/15

Intra-agency West Virginia Partners in GRADUATION 20/20 Team

11/20/15

Office of Special Educations’ Staff 09/10/15, 11/05/15

Parent Education Resource Center (PERC) Conference 06/25/15

Regional School Support Specialists (RS3) Trainings

06/16-18/15, 06/23-25/15, 06/30-7/02/15, 07/07-09/15, 07/12/15, 07/31/15, 08/19-20/15, 09/18/15, 09/22/15, 10/07-08/15, 10/09/15, 10/20-21/15. (see attached RS3 Training/Quarterly Meeting Schedule)

Developmental Disabilities Meeting 03/19/16

31

Barriers Identified in Phase I

BARRIERS HOW ADDRESSED

Additional staff required to support WV GRADUATION 20/20 at RESA

Office of Special Education provided funding for eight (8) RESAs to employ RS3s.

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

32

Implement Improvement Strategies and EBPs

36

Short-Term and Long-Term Activities

Step 2. ANALYZE DATA

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

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.

2. Analyze the compiled data to determine any trends.

Step 3. IDENTIFY TARGET AREAS FOR INTERVENTION


1. Identify and prioritize the areas of need based on data.

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

Step 4. DEVELOP GOAL FOR SCHOOL STRATEGIC PLAN


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

2. Complete each section of the School Action Plan.

a. Determine goal b. GRADUATION 20/20

Timeline/Benchmarks c. Determine activities/strategies/

interventions d. Establish reasonable timelines e. Identify Person(s) responsible f. Evaluation/Progress Check

3. Identify implementation concerns and work to remove barriers.

GRADUATION 20/20 Timeline/Benchmarks Year 1 DROPOUT PREVENTION INTERVENTION 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.

2. Identify School Leadership Team members.

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

4. Complete Dropout Prevention Sessions (Webinars/WV Learns)

37

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.

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

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

Step 6. MONITOR THE IMPLEMENTATION OF THE SCHOOL ACTION PLAN


1. Develop assessment tools measuring student performance (i.e. 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 (i.e. achievement, attendance, discipline, etc.).

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

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.

Step 7. EVALUATE THE EFFECTIVENESS OF THE SCHOOL ACTION PLAN


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

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

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

4. Celebrate Successes!

38

Short-Term and Long-Term Activities

GRADUATION 20/20 Timeline/Benchmarks

Year 2 CEEDAR TRANSITION PRACTICES FRAMEWORK Step 1. UTILIZE STATE AND SCHOOL LEADERSHIP TEAMS


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

6. Identify School Leadership Team members.

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

8. Complete Transition Practices Sessions (WV Learns).

Step 2. ANALYZE DATA


3. 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.

4. Analyze the compiled data to determine any trends.

Step 3. IDENTIFY TARGET AREAS FOR INTERVENTION


3. Identify and prioritize the areas of need based on Practice Profile and additional program data.

4. Determine those programs/practices that will be targeted.

d. School-wide/universal e. Identified group of students based on at-

risk indicators

Step 4. DEVELOP GOAL FOR SCHOOL STRATEGIC PLAN


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

5. Complete each section of the School Action Plan.

g. Determine goal h. GRADUATION 20/20 Timeline/Benchmarks i. Determine activities/strategies/

interventions j. Establish reasonable timelines k. Identify Person(s) responsible l. Evaluation/Progress Check

6. Identify implementation concerns and work to remove barriers.

39

Step 5. IMPLEMENT THE SCHOOL ACTION PLAN WITH FIDELITY


4. 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.

5. Communicate goals to targeted students in order to implement goal setting.

6. Implement the School Action Plan according to determined timelines.

Step 6. MONITOR THE IMPLEMENTATION OF THE SCHOOL ACTION PLAN


4. Develop assessment tools measuring student performance (i.e. 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, student engagement, transition, etc.).

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

6. 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.

Step 7. EVALUATE THE EFFECTIVENESS OF THE SCHOOL ACTION PLAN


5. Collect all assessment data in order to detect patterns, analyze causes for unsatisfactory results and identify successes.

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

7. Share findings with faculty, students, community, WVDE, RESA and LEA.

8. Celebrate Successes!

40


Practices

2(c) Specify how the State will improve multiple offices with the SEA (and other State

Agencies) to support LEAs in scaling up and sustaining the implementation of the

evidence-based practices once they have been implemented with fidelity.

The Office of Special Education in collaboration with multiple offices in the West Virginia Department

of Education will support LEAs in scaling up and sustaining the implementation of EBPs. Please refer to

the chart in Component #1: Infrastructure Development Element 1(b). This chart outlines how the WVDE

Offices are aligning as indicated in the Lead Office(s) and Supporting Office(s) columns. The WVDE

Offices will engage and support each other in interventions as indicated in the Strategy column.

41

Phase II Component #3: Evaluation

3(a) Specify how the evaluation is aligned to the theory of action and other

components of the SSIP and the extent to which it includes short-term and long-term

objectives to measure implementation of the SSIP. Specify its impact on achieving

measurable improvement in SIMR(s) for children with disabilities.

The West Virginia Department of Education (WVDE) is well positioned to evaluate our State Systemic

Improvement Plan (SSIP), the WV GRADUATION 20/20 initiative. The WVDE contains an internal

evaluation unit that is dedicated to providing scientifically rigorous, independent and objective research

and program evaluation services. This unit is housed in the Office of Research, Accountability and Data

Governance (ORAD) which is located in the WVDE Division of Technology; an organizational structure

which maximizes the function of an internal, yet autonomous, evaluation unit. Furthermore, the evaluation

unit includes one full time employee (1 FTE) who is assigned to support the WVDE Office of Special

Education (OSE) in their research, evaluation and program data needs.

Led by the WV GRADUATION 20/20 evaluator (hereafter referred to as the evaluator), the WVDE, OSE,

RESAs and multiple stakeholders have developed an initiative logic model. The logic model reflects the

evidence-based strategies chosen (the National Dropout Prevention Center for Students with Disabilities’

Dropout Prevention Intervention Framework and the Collaboration for Effective Educator, Development,

Accountability, and Reform Center’s Transition Practices and Predictors of Post School Success), inputs,

activities, outputs, outcomes (short term, intermediate and long term), as well as the intended impacts of

the WV GRADUATION 20/20 initiative. The WV GRADUATION 20/20 Logic Model, inserted at the

end of this section, reflects the identified measureable inputs, outputs and outcomes for implementing the

Dropout Prevention Intervention Framework.

We believe there is a natural progression and alignment of the WV GRADUATION 20/20 initiative and

evaluation documents. First, the theory of action was informed by the evidence-based Dropout Prevention

Intervention Framework (DPIF) and the coherent strategies therein. Second, using (with permission)

documents from the Georgia Department of Education’s GraduateFIRST initiative (an initiative also based

on the DPIF), the WVDE created the WV GRADUATION 20/20 Implementation Manual (visit

http://wvde.state.wv.us/osp/graduation.html). [Note that the WV GRADUATION 20/20 Implementation

Manual also includes resources and tools for implementing the CEEDAR Center’s Transition Practices

and Predictors of Post School Success framework.] Third, a key resource in the manual is the WV

GRADUATION 20/20 Timeline/Benchmarks matrix. This matrix outlines in detail the steps and activities

needed to implement the DPIF and the Transition Practices and Predictors framework with fidelity.

Finally, the preceding documents were used in drafting the WV GRADUATION 20/20 Logic Model and

Evaluation Questions. In particular, the evaluation questions are designed to measure a) the extent to

which services and products have been created and delivered to support implementation of the WV

GRADUATION 20/20 initiative, b) the extent to which RESAs have provided support to participating

schools in implementation, c) the extent to which schools are implementing the evidence-based

frameworks with fidelity, and d) the extent to which student outcomes have been positively impacted by

the WV GRADUATION 20/20 initiative. The evaluation questions capture both process and outcome

measures, with the primary outcome measure being WV’s State-identified Measurable Result (SiMR),

http://wvde.state.wv.us/osp/graduation.html

42

81.44% of youth with IEPs will graduate from high school with a regular diploma by 2017-2018. The

table below captures the initiative evaluation questions and expected measurement(s):

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 the WV GRADUATION 20/20 initiative 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 the WV GRADUATION 20/20 initiative?

RS3 Monthly Reports, Core Data tool

completed, Implementation Scales

completed, School Action Plans completed,

school survey (to be developed)

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 (document in design phase)

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)?

Rubric to be designed

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*, drop-out 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.

43

WV GRADUATION 20/20 Logic Model

Situation: In response to OSEP/IDEA Indicator 17, which calls for the development and implementation of a State Systemic Improvement Plan (SSIP), the West Virginia Department of Education (WVDE), the Office of Special Education (OSE), and multiple stakeholder groups and individuals developed the WV GRADUATION 20/20 initiative. OSE is coordinating efforts among several state, regional, and local agencies to implement WV GRADUATION 20/20. 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.

Evidence-based framework: National Drop-out Prevention Center for Students with Disabilities (NDPC-SD) Dropout Prevention Intervention Framework (DPIF)

Inputs Activities Outputs Outcomes Impacts

What funding/ resources (including people) will

support the work? What will we do? What services and products will be

created? What will be the results? What will be the ultimate impact?

US Dept. of Education

WV Dept. of Education (WVDE), Office of Special Education (OSE)

Funding

Evidence-based framework: Dropout

Prevention Intervention

Framework (DPIF)

National Technical Assistance (TA) Centers

WV education data systems

Regional Education Service Agency (RESA) staff

LEA Central Office staff

School personnel

Partnering WV state agencies

PTI

Other stakeholders

OSE will provide professional learning, technical assistance (TA), funds, and supporting materials to the eight RESAs to support the implementation of the DPIF

Trained RESA personnel in DPIF

Trained RESA and county personnel in WV GRADUATION 20/20 Implementation Manual

Developed and disseminated WV GRADUATION 20/20 documents, website, and internet based tools

Provide monthly DPIF webinars

Short term – Increased exposure among RESA, county, and school personnel to address graduation and drop-out prevention through implementation of evidence-based dropout prevention strategies

Intermediate – Implementation of DPIF; increased and/or improved school level programs and strategies to positively impact graduation and drop-out rates

Long term – Improved student outcomes at the school level, i.e. increased graduation rates and decreased drop-out rates; improved student outcomes at the state level WV SiMR ~ By 2017-

2018, 81.44% of WV youth with IEPs will graduate from high school with a regular diploma

WV students with IEPs successfully completing high school within four years after entering the 9th grade

RESAs will employee Regional School Support Specialists (RS3s) to scale-up implementation of the DPIF in schools participating in WV GRADUATION 20/20

With direct support from RESAs and RS3s, and indirect support from OSE, schools participating in the WV GRADUATION 20/20 initiative will implement the steps/stages in the DPIF

Trained School Leadership Team on WV GRADUATION 20/20

WV GRADUATION 20/20 School Action Plans developed

Completed Implementation Scale

Stakeholders at all levels will be involved in developing a WV GRADUATION 20/20 Evaluation Plan to be implemented by the WVDE; evaluation results will be disseminated by the WVDE and stakeholders will use evaluation results in a continuous cycle to modify and improve WV GRADUATION 20/20 implementation

Developed evaluation plan and data collection methods

Collect WV GRADUATION 20/20 Evaluation data

Disseminate WV GRADUATION 20/20 Evaluation results

44

Evidence-based framework: Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center’s Evidence-based Transition Practices and Predictors of Post School Success

Inputs Activities Outputs Outcomes Impacts

What funding/ resources (including people) will support the work? What will we do? What services and products will be created? What will be the results?

What will be the ultimate impact?

US Dept. of Education

WV Dept. of Education (WVDE), Office of Special Education (OSE)

Funding

Evidence-based framework: Transition Practices and Predictors of Post School Success

National Technical Assistance (TA) Centers

WV education data systems

Regional Education Service Agencies (RESA) staff

LEA Central Office staff

School personnel

Partnering WV state agencies

PTI

WV Colleges and Universities

Other stakeholders

OSE will provide professional learning, technical assistance (TA), funds, and supporting materials to the eight RESAs to support the implementation of the Transition Practices and Predictors of Post School Success framework

Trained RESA and school personnel in Transition Practices and Predictors of Post School Success

Developed and disseminated WV GRADUATION 20/20 documents, website, and internet based tools

Revised Transition section on IEP

Provide monthly transition webinars

Short term – Increased exposure among RESA, county, and school personnel to provide transition services through implementation of evidence-based transition strategies

Intermediate – Implementation of Transition Practices and Predictors of Post School Success framework; increased and/or improved school level programs and strategies to positively impact transition services

Long term – Improved student outcomes, i.e. college and career ready students WV SiMR ~ By 2017-

2018, 81.44% of WV youth with IEPs will graduate from high school with a regular diploma

WV students with IEPs successfully transitioning out of high school and into post-secondary education and/or the workforce

RESAs will employ and utilize Regional School Support Specialists (RS3s) to scale-up implementation of the Transition Practices and Predictors of Post School Success framework in schools participating in WV GRADUATION 20/20

With direct support from RESAs and RS3s, and indirect support from OSE, schools participating in the WV GRADUATION 20/20 initiative will implement the steps/stages in the Transition Practices and Predictors of Post School Success framework

Trained School Leadership on WV GRADUATION 20/20

Completed WV GRADUATION 20/20 School Action Plans

Completed Implementation Scale

Completed Transition Practice Profiles

Stakeholders at all levels will be involved in developing a WV GRADUATION 20/20 Evaluation Plan to be implemented by the WVDE; evaluation results will be disseminated by the WVDE and stakeholders will use evaluation results in a continuous cycle to modify and improve WV GRADUATION 20/20 implementation

Developed evaluation plan and data collection methods

Collect WV GRADUATION 20/20 Evaluation data

Disseminate WV GRADUATION 20/20 Evaluation results

45


3(b) Specify how the evaluation includes stakeholders and how information

from the evaluation will be disseminated to stakeholders.

Stakeholders involved in Phase I (which included: LEAs, RESAs, institutions of higher education,

parent organizations, WV Council of Administrators of Special Education, various offices within

the WVDE, as well as WV Special Education Advisory Panel, WV Advisory Council for the

Education of Exceptional Children and personnel from OSE) were invited to participate in the

development of Phase II’s Evaluation Plan. The evaluator worked to solicit substantive input and

feedback from groups and organizations engaged in multiple levels of education in West Virginia,

as well as multiple levels of involvement with the WV GRADUATION 20/20 initiative.

Stakeholders who participated in the development and review of the WV GRADUATION 20/20

Logic Model and Evaluation Questions include but are not limited to the following: the WV

GRADUATION 20/20 State Leadership Team, staff from multiple divisions of the WVDE, the

WV Advisory Council for the Education of Exceptional Children (WVACEEC), the WV Council

of Administrators of Special Education (CASE), West Virginia Parent & Training Information

(WVPTI), WV Vocational Rehabilitation Services, Regional Education Service Agency (RESA)

Special Education Directors and Regional School Support Specialists (RS3s) and WV

GRADUATION 20/20 School Leadership Teams.

As mentioned above, WV GRADUATION 20/20 stakeholders represent individuals and

organizations that have multiple levels of involvement with the initiative. Key stakeholders in the

drafting, revising and vetting process of creating the evaluation documents are the very individuals

and groups who will be participants in the evaluation of the WV GRADUATION 20/20 initiative.

We believe involving evaluation participants in the development of the evaluation serves multiple

beneficial purposes including, programmatic and implementation transparency (expectations are

known and understood), garners and fosters greater buy-in among those participating in the

initiative and will lead to an increased likelihood that participants will use the evaluation findings

and recommendations to make initiative adjustments and improvements.

The WVDE, specifically OSE staff and the evaluator has taken and will continue to take, advantage

of every opportunity to visit, speak with and collaborate with stakeholders concerning the

development, implementation, monitoring and evaluation of the WV GRADUATION 20/20

initiative. Stakeholders who are also participants in the evaluation will have access to evaluation

documents and findings at an ongoing basis. Their input will be used to make adjustments to

evaluation documents and/or methodology. Further, input from other stakeholders will be sought

at least annually when evaluation findings are published by the evaluator through the Office of

Research, Accountability and Data Governance.

46


3(c) Specify the methods that the State will use to collect and analyze data to

evaluate implementation and outcomes of the SSIP and the progress toward

achieving intended improvements in the SIMR(s).

A significant result of the statewide infrastructure analysis conducted during Phase I of the SSIP

was the opportunity for the WVDE to leverage the capacity of RESAs to work with individual

schools to positively impact outcomes for students with disabilities. To this end, the WVDE (with

the OSE as the coordinating office), provides support to the RESAs to bolster their infrastructure

to ensure implementation of WV GRADUATION 20/20. The OSE coordinates grants to the

RESAs to fund personnel, such as the WV GRADUATION 20/20 Regional School Support

Specialists (RS3s) as well as provides professional learning opportunities, continuous and targeted

technical assistance, paper and electronic resources and tools and the funds for smaller grants to

the participating WV GRADUATION 20/20 schools. These infrastructure supports are primarily

measured via document reviews which include: grants allocated, personnel hired, professional

learning delivered, signed MOUs, school leadership teams established, school leadership team

contact list, school leadership teams trained, initiative documents developed and disseminated,

initiative electronic resources (including website and webinars) developed and disseminated,

completed school action plans, completed implementation scales, and RS3 monthly reports.

Successful implementation of WV GRADUATION 20/20 will be measured in several ways to

capture implementation of the plan stages, stakeholder input, implementation of evidenced-based

frameworks and finally attainment of the SiMR as described below:

First, implementation of the stages and steps of the coherent improvement strategies

based on the chosen evidence-based frameworks will be measured with the document

review described above.

Second, one or more focus groups will be conducted with school leadership team

members and/or RESA RS3s annually. We believe collecting qualitative data will prove

to be invaluable to informing initiative and implementation adjustments. At the

conclusion of the first year of the WV GRADUATION 20/20 Pilot, a focus group was

conducted with members of the school leadership teams (see WV GRADUATION 20/20

Pilot Focus Group Results attached or visit http://wvde.state.wv.us/research/reports2015.html).

The results of the focus group were primarily used to improve WVDE supports and

reinforce initiative adjustments, provided to RESAs and the 69 participating high schools

in Year One (1) of WV GRADUATION 20/20.

Third, fidelity of the implementation of the evidence-based frameworks will be measured

using fidelity rubrics (as an example, see the draft version of the WV GRADUATION

20/20 Reflection Tool attached) that are to be conducted by each School Leadership

Team as well as the RS3 completing one for each of the schools they support in their

region. The results from the School Leadership Team will be aggregated with the results

from the RS3, providing a more objective and rigorous measurement of fidelity. The

rubrics, also developed with the input of stakeholders and evaluation participants,

http://wvde.state.wv.us/research/reports2015.html

47

breakdown the steps and stages of the evidence-based framework and describe levels of

implementation that equate to, 1 = missing, 2 = weak fidelity, 3 = moderate fidelity and 4

= strong fidelity. The WV GRADUATION 20/20 Reflection Tool encompasses the steps

and core activities for implementing the Dropout Prevention Intervention Framework

(DPIF) and as it is still in draft form, further stakeholder/evaluation participant input is

needed to quantifiably define implementation fidelity metrics. Consideration will be

given to schools that are at different stages of implementation. Further, the evaluator and

stakeholders will determine if more or less weight is to be assigned to different steps and

core activities listed in the fidelity rubric. Dissemination of results will be twofold; first,

individual school results will be shared with the School Leadership Team and their

assigned RS3, and second, a report will be written and published (on the WVDE website)

describing aggregated results of all participant schools in the WV GRADUATION 20/20

initiative. This process will be repeated to investigate the implementation fidelity of the

Transition Practices and Predictors of Post School Success framework.

Depending on the type of data/documentation, implementation data will be collected as often as

monthly (RS3 monthly reports) and as seldom as annually (fidelity rubrics) or at an event by event

basis (professional learning attendance sheets, signed MOUs, webinar attendance, etc.). [See the

WV GRADUATION 20/20 Evaluation Measurement Table inserted at the end of this section.]

Implementation documentation required from school leadership teams and RS3s are described in

the WV GRADUATION 20/20 Timeline/Benchmarks document in the WV GRADUATION

20/20 Implementation Manual. The RS3s will collect needed documentation from the school

leadership teams and provide the data to a coordinator at the WVDE. The WVDE coordinator then

shares documentation/data with the evaluator. These two people are responsible for the oversight

of the initiative archives. The collection of other data, such as completed rubrics, will be collected

by the evaluator using a secure online survey platform. The data will be stored on a secure server

at the WVDE. If other subsequent surveys are developed to measure implementation and/or

implementation fidelity, the evaluator will set the timeline, send out the surveys, store the data and

analyze the results.

Finally, the target measure of progress will be WV’s SiMR, 81.44% of youth with IEPs will

graduate from high school with a regular diploma by 2017-2018. This measure will be derived

from the certified annual 4-year adjusted graduation cohort rate for students with IEPs. Other

potential measures of success, as described above will be examined both as longitudinal data, as

well as using a quasi-experimental mixed methods approach. In the effort to determine the impact

of the WV GRADUATION 20/20 initiative, a comparison sample will be drawn from non-WV

GRADUATION 20/20 participating high schools. Considering just under 60% of the state’s high

schools are participating in our initiative, we can draw a comparable sample from the remaining

40% of high schools. As most of West Virginia remains a rural and relatively homogenous state,

we do not anticipate any barriers in drawing our sample. Once the control and experimental groups

are determined, the evaluator will perform appropriate inferential diagnostics on the data. To

establish a relationship between the WV GRADUATION 20/20 initiative and student outcomes,

it is most likely regression analysis will be conducted

48

A further strength of the WVDE is our data richness. The Department has been collecting student

level data via the West Virginia Education Information System (WVEIS) for the better part of 25

years. In recent years, the WVDE has utilized a Statewide Longitudinal Data System grant to

develop and launch an online data reporting system, ZoomWV (http://wvde.state.wv.us/zoomwv/). It

is a public website, populated by certified and static WVEIS data tables, where anyone can see

aggregated school, county and state level data such as student demographics, enrollment,

attendance, statewide assessment proficiency rates, graduation rates, dropout rates and more. In

addition, there is a private educator portal, aptly named ZoomWVe, where educators (including

classroom teachers, principals, county central office personnel, RESA staff and WVDE staff) may

access, according to their specific job role, student level data. ZoomWVe contains live data that is

repopulated every 24 hours. ZoomWVe allows educators to create and track specific cohorts of

students, such as a group of at-risk special education students participating in the school level

interventions developed as a result of the WV GRADUATION 20/20 initiative. Further, the

WVDE has an advanced early warning system, the WV Early Warning System (EWS). The EWS

identifies students as at risk for dropping out of school on the basis of academic, behavior and

attendance risk indicators. Further, the EWS provides educators resources such as best practice

interventions for specific risk factors.

These rich and sophisticated data systems allow the evaluator to monitor student outcomes

throughout the initiative. Progress toward the SiMR, 81.44% of youth with IEPs will graduate

from high school with a regular diploma by 2017-2018, will be examined annually using certified

WVEIS graduation rates. Currently there are 69 high schools throughout the state participating in

the WV GRADUATION 20/20 initiative. This represents 59% of the high schools in WV (not

counting the WV Schools for the Deaf and the Blind or Institutional Education Programs),

therefore, an assumption of the initiative is that the interventions resulting from WV

GRADUATION 20/20 will positively impact student outcomes enough to raise the state

graduation rate. To measure other long-term positive student impacts, the evaluator may examine

school level and/or cohort level (of WV GRADUATION 20/20 participating schools) outcomes

such as graduation and dropout rates, attendance rates, academic achievement, school climate,

post-school success, higher education enrollment and workforce participation.

http://wvde.state.wv.us/zoomwv/

49

WV GRADUATION 20/20 Evaluation Measurement Table

Evaluation question Type of

outcome Outcome description Responsible

party Performance indicator Measurement/ Data collection methods

Collection frequency

To what extent have services and products been created and delivered, by the West Virginia Department of Education (WVDE) and the Regional Service Education Agencies (RESAs), to support the WV GRADUATION 20/20 initiative as planned in the proposed Timeline/Benchmark matrix?

Short term Increased exposure among RESA, county, and school personnel to address graduation rate increase, drop-out prevention, and transition through implementation of evidence-based strategies

WVDE

Professional learning delivery/attendance (i.e., Dropout

Prevention Intervention Framework and Transition Practices and Predictor of Post School Success workshops)

Registration and/or attendance logs

Every summer

WVDE Technical Assistance (TA) provided Meeting agendas Annually

WVDE Webinars provided Review of developed webinars

Monthly

WVDE Initiative documents and resources provided

Document review

RESA TA provided RS3 Monthly Log Monthly

RESA Leadership teams developed School Leadership Contact List

Annually

RESA Webinars attended RS3 Monthly Log Monthly

RESA Initiative documents disseminated Document review Annually

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

Short term Increased capacity among school personnel to implement evidence-based strategies

RESA

RS3 Monthly Reports Document review Monthly

Core Data tool completed Document review Annually

Implementation Scales completed Document review Bi-annually

School Action Plans completed Document review Annually

GRADUATION 20/20 Evaluator

Levels of support and communication

School Leadership Team focus group(s)

Annually

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

Intermediate Implementation of DPIF; increased and/or improved school level programs and strategies to positively impact graduation and drop-out rates


DPIF implementation fidelity WV GRADUATION 20/20 Reflection Rubric (document in design phase)

Annually

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?

Intermediate Implementation of Transition Practices and Predictors of Post School Success framework; increased and/or improved school level programs and strategies to positively impact transition services


Transition Practices and Predictors framework implementation fidelity

WV GRADUATION 20/20 Reflection on Transition Rubric (document to be designed)

Annually

To what extent are student outcomes among students with Individualized Education Programs (IEPs) improving at schools participating in the WV GRADUATION 20/20 program?

Long term Improved graduation rate among students with IEPs at the state level


SiMR - 81.44% of youth with IEPs will graduate from high school with a regular diploma by 2017-2018

4 year adjusted cohort graduation rate for student’s with IEPs

Annually

Improved student outcomes at the school level


Improved: graduation rate, dropout rate, attendance rate, academic achievement, school climate, post-school success

WVEIS certified data, School Climate survey, One-year Follow-up survey

Annually

50


3(d) Specify how the State will use the evaluation data to examine the

effectiveness of the implementation; the evaluation, assessment of the progress

toward achieving intended improvements; and to make modifications to the

SSIP as necessary.

Evaluation data will be formally reviewed and written into a report on an annual basis by the

evaluator. However, stakeholders and evaluation participants are encouraged to continuously

review documentation and data to ‘spot check’ progress. School leadership teams and RS3s are

encouraged to use the WV GRADUATION 20/20 Timeline/Benchmarks at least monthly. Both

an OSE Coordinator and the evaluator review documents and data multiple times a year to plan

for targeted technical assistance (TA) to the RS3s. They also provide status updates to the WV

GRADUATION 20/20 State Leadership Team (of which they are members) on a semi-monthly

basis.

The effectiveness of the professional development and subsequent TA is evaluated via

implementation fidelity measures. The chosen frameworks, the Dropout Prevention Intervention

Framework and the Transition Practices and Predictors of Post School Success Framework, are

both evidence-based frameworks with extensive research that shows they support positive student

outcomes if implemented with fidelity. Further, the evidence-based frameworks have been and

will continue to be presented by experts who were key to the development of the frameworks (i.e.,

Dr. Loujenia Bost and Matthew Klare with the National Technical Assistance Center on

Transition, and Dr. Mary Morningstar of the University of Kansas working with West Virginia via

the Collaboration for Effective Educator Development, Accountability and Reform Center).

Weaknesses determined by the completion of the fidelity rubrics will be addressed at all levels of

implementation: a) the WVDE WV GRADUATION 20/20 State Leadership Team will improve

professional development and TA services to RESA staff; b) the RESA staff, including the RS3s,

will improve professional development and TA services to School Leadership Team members

and/or other school staff; and c) School Leadership Team members will work to improve

implementation fidelity. Additionally, we believe the chosen evidence-based frameworks are

rigorous enough to result in increased positive student outcomes, while remaining flexible enough

to allow schools to adapt strategies to their local environment.

If needed, the WVDE will make modifications to the SSIP following a protocol similar to the one

described above for implementing initiative adjustments. To begin, the State Leadership Team

(including the evaluator) will review the evaluation data analysis results. The team will discuss the

evaluation findings, addressing positive trends and areas identified for improvement in particular.

Next, the team will work to identify specific barriers and potential strategies for alieving those

barriers. Then the team will contact one or more of their national technical assistance advisors

(WV has been chosen as a recipient of intensive technical assistance from NTACT and targeted

technical assistance from the CEEDAR Center) to garner input on the potential strategies. Next,

the state leadership team will collaborate with RESA staff including the RS3s to gain their input

and buy-in. At this point the potential improvement strategies will be vetted by other partnering

51

agencies and WV GRADUATION 20/20 stakeholders. Together, the WVDE, RESAs, and

stakeholders will develop a plan to implement the new strategies. This will include the

development of new resources and revisions to the WV GRADUATION 20/20 Implementation

Manual if necessary. As with the current WV GRADUATION 20/20 initiative, the WVDE will

assume the responsibility of providing necessary supports and training to RESA staff and the

RESA personnel will in turn be tasked to provide supports and training to the school leadership

teams as they implement any new strategies.

52

Phase II Technical Assistance and Support:

Describe the support the state needs to develop and implement an effective

SSIP. Areas to consider include: Infrastructure development; Support for LEA

implementation of EBPs; Evaluation; and Stakeholder involvement in Phase II.

Infrastructure Development

Access to resources on transition and dropout prevention evidence-based practices.

Facilitation of collaborative meeting with IHE partners.

Provision of national conferences focusing on SSIP development, implementation and

evaluation.

Access to Cross State Learning Collaborative and other State’s resources.

Support for LEA Implementation of EBPs

Access to nationally-recognized content specialist on transition evidence-based practices

(EBPs).

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 to access.

Provision of on-site training for West Virginia GRADUATION 20/20 Cohorts.

Provision of training on Implementation Science for implementation of strategies and

EBPs with fidelity.

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 and provide consultation regarding collecting,

analyzing and using valid and reliable data to identify strengths, needs and priorities

regarding secondary education and transition services.

Stakeholder Involvement in Phase II

Improve collaboration between SEA and Division of Rehabilitation Services to enhance

services for students with disabilities.

Improve collaboration with adult service agencies, post-secondary education, employer

and business organizations.

Suggest members of stakeholder groups.

west virginia characteristicswvde.state.wv.us/osp/wv_ssip_phase2attachments.pdf · standards, with...

Documents