Roane County Schools
Bylaws & Policies
 

2114 - MEETING STATE PERFORMANCE INDICATORS

The West Virginia Board of Education establishes a process for improving education that includes standards, assessment, accountability, and capacity building to provide assurances that a thorough and efficient system of schools is being provided for all West Virginia public school students on an equal education opportunity basis and that the high quality standards are, at a minimum, being met. This requires the provision of an adequate level of appropriately managed resources.

It is the intent of the Board to annually attain full approval for the County and full accreditation for each of its schools.

The Board and its schools are accredited on the basis of criteria established by Annual Performance Measures for Determining Adequate Yearly Progress. If the county or school fails to meet full approval or full accreditation by date certain and the West Virginia State Board of Education determines the performance and progress of the county and/or school are persistently below standards, or the West Virginia State Board of Education declares extraordinary circumstances exists, an on-site team will assess the county’s or a school’s compliance and progress with the high quality standards and performance measures.

ANNUAL PERFORMANCE MEASURES FOR DETERMINING ADEQUATE YEARLY PROGRESS

The Annual Performance Measures are measures of student, public school, and county school district performance and progress and comprise the West Virginia accountability system. The following annual measures of student, school, and school system performance and progress shall be the only measures for determining school accreditation and school district approval: Student achievement, student participation rate in the Statewide assessment, graduation rate for schools with grade 12, and attendance rate for elementary and middle schools data are reviewed annually to determine adequate yearly progress (AYP) for all West Virginia public schools and county school systems. For the purpose of determining AYP, all students, including students in all subgroups (All Students, Economically Disadvantaged, Racial/Ethnicity White, Racial/Ethnicity Black, Racial/Ethnicity Hispanic, Racial/Ethnicity Asian, Racial/Ethnicity American Indian/Alaskan, Students with Disabilities, and Limited English Proficiency Students), must annually meet the identified percentage of students to be at the mastery (proficient) level for each of the AYP indicators: student achievement, participation rate, and graduation rate or attendance rate.
 

A.

Achievement
 
 

1.

All students enrolled for a full academic year in grades 3, 4, 5, 6, 7, 8 and 10, (grade 11 after assessment purchase by the State) including students in each subgroup as required by NCLB which contains fifty (50) or more students must annually meet the identified percent of students to be at the mastery (proficient) level for each of the AYP indicators (student achievement, participation rate, graduation rate or attendance rate) using data from the spring administration of the State assessment WESTEST 2, under standard conditions, standard conditions with accommodation, or on the West Virginia Alternate Performance Task Assessment (APTA) in reading/language arts and mathematics in order to make AYP for the achievement indicators; or meet the safe harbor provision for AYP.
 
 

West Virginia will average the most recent three (3) years of test scores (including the most recent year's scores) and compare the results to the current year's test scores. The higher score will be used to determine whether the school or county achieved the ten percent (10%) reduction in the number of non-proficient students from the previous year.
 
 

2.

A student who is enrolled continuously in that school from the fifth instructional day of school to the spring testing window will be included when determining if the school has made adequate yearly progress. A student is continuously enrolled if s/he has not transferred or dropped out of that school. A student who is continuously enrolled in the County from the fifth instructional day of school to the spring testing window will be included when determining if the County has made adequate yearly progress.
 
 

3.

Safe Harbor Provision – A safe harbor provision for meeting AYP is available to school/County that fails to meet AYP for the achievement indicator, i.e., percentage of students attaining mastery in reading/language arts and mathematics on the WESTEST 2 or the West Virginia Alternate Performance Task Assessment (APTA) in grades 3-8 and 10 (grade 11 after assessment purchase). In order to meet AYP using the safe harbor provision, the school/County must:
 
 

a.

decrease by ten percent (10%) from the preceding year the number of students in the less than mastery subgroup on the achievement indicators, i.e., percentage of students proficient in reading/language arts and mathematics on the WESTEST 2 or APTA in grades 3 – 8 and 10 (grade 11 after assessment purchase);
 
 

b.

have made progress on one (1) or more of the other indicators (participation rate, attendance rate, graduation rate) or be at/above the target goal for that indicator; and
 
 

c.

attain a ninety-five percent (95%) participation rate in the current year or a two (2) or three (3) year average.
 

Measurable objectives that identify for each year a minimum percentage of students who must meet or exceed the proficient level of academic achievement on the WESTEST 2 have been identified. The State's annual measurable objectives ensure that all students meet or exceed the proficient level of academic achievement within the timeline. The annual measurable objectives are the same throughout the State for each public school, each county, and each subgroup of students. West Virginia WESTEST 2 Annual Measurable Objectives for 2006-2014 are as follows:
 

Year

Elementary Reading

Middle

High

Elementary

Middle

High School

School

School

Mathematics

School

Mathematics

Reading

Reading

Mathematics

2006

72.00%

75.00%

71.00%

67.00%

64.00%

59.00%

2007

76.67%

79.17%

75.83%

72.50%

70.00%

65.83%

2008

76.67%

79.17%

75.83%

72.50%

70.00%

65.83%

2009

76.67%

79.17%

75.83%

72.50%

70.00%

65.83%

2010

81.33%

83.33%

80.66%

78.00%

76.00%

72.67%

2011

86.00%

87.50%

85.50%

83.50%

82.00%

79.50%

2012

90.67%

91.67%

90.33%

89.00%

88.00%

86.33%

2013

95.34%

95.84%

95.16%

94.50%

94.00%

93.17%

2014

100.00%

100.00%

100.00%

100.00%

100.00%

100.00%
 

B.

Participation Rate
 
 

A minimum of ninety-five percent (95%) in the current or a two (2) or three (3) year average of all students enrolled in a school/county at the time of testing, including students in each subgroup as required by the No Child Left Behind Act of 2001 must participate in the Statewide assessment WESTEST 2 or APTA in reading/language arts or mathematics. Students with a significant medical emergency may be exempt, by appeal, from the calculation of participation rate for AYP provided that the County Superintendent has proper documentation. (West Virginia Board of Education (WVBE) Policy 2340, Policy 2419, and Policy 2510).
 
 

C.

Attendance Rate
 
 

The student attendance rate of elementary schools and middle schools is at or above ninety percent (90%) or the percentage of students meeting the attendance rate show improvement from the preceding year. The student attendance rate will be adjusted for students excluded as a result of the Productive and Safe Schools Act (W. Va. Code 18A-5-1a) and school bus transportation interruptions, West Virginia Board of Education Policy 4110 Attendance Policy. Additional exclusions include excused student absences, students not in attendance due to disciplinary measures, and absent students for whom the attendance director has pursued judicial remedies to compel attendance to the extent of his/her authority. For the AYP determination, the attendance rate calculation will be used for accountability at the public school/county levels, but will not be calculated for each subgroup. However, when schools or the county use the safe harbor provision to meet AYP for the achievement indicators, the attendance rate standard must be met by the subgroup(s) not meeting AYP.
 
 

D.

Graduation Rate
 
 

The student graduation rate is eighty percent (80%) or the percentage of students meeting the student graduation rate shows improvement. The graduation rate is calculated according to the high school completer formula recommended by the National Center for Education Statistics (NCES) with the additional condition that graduates include only those students who receive a regular diploma in the standard number of years and does not include students receiving the GED. For the AYP determination, the graduation rate calculation will be used for accountability at the public school and County levels, but will not be calculated for each subgroup. However, when schools and the County use the safe harbor provision to meet AYP for the achievement indicators, the graduation rate standard must be met by the subgroup(s) not meeting AYP.

STATE ANNUAL PERFORMANCE MEASURES FOR SCHOOL ACCREDITATION STATUS AND SCHOOL APPROVAL STATUS

A system of points on an index will be used to assess and weigh annual performance measures for State accreditation of schools and approval of school systems that gives credit or points on an index to prevent any one measure alone from causing a school to achieve less than full accreditation status or a school system from achieving less than full approval status. However, a school or school system that achieves AYP is eligible for no less than full accreditation of full approval status, as applicable, and the system established below shall only apply to schools and school systems that do not achieve AYP. The following measures, as may be appropriate at the various programmatic levels, will be applied for the State annual performance measures for schools and school counties that do no meet AYP.
 

A.

The acquisition of student proficiencies as indicated by student performance and progress on the uniform Statewide assessment program in section A "ACHIEVEMENT," above. Percent of students at mastery in reading/language arts, mathematics, social studies, and science will be included. Bonus points for students scoring at or above mastery and distinguished levels will be provided as part of the index.
 
 

B.

Writing assessment proficiency results in grades tested.
 
 

C.

School attendance rates.
 
 

D.

Technology proficiency. (Effective when assessments and data are available.)
 
 

E.

Percentage of courses taught by highly qualified teachers.
 
 

F.

Percentage of students scoring at benchmarks on the currently tested ACT EXPLORE and ACT PLAN assessments or other comparable assessments, which are approved by the State Board and provided by future vendors.
 
 

G.

Graduation rates.
 
 

H.

Job placement rates for vocational programs.
 
 

I.

Percent of student passing end-of-course career/technical tests.
 
 

J.

ACT or SAT college entrance examination scores.
 
 

K.

Percent of students not requiring college remediation classes. (Effective when data become available.)
 
 

L.

Bonus points or credits for subgroup improvement, advanced placement percentages, dual credit completers and international baccalaureate completers.
 
 

M.

The Board will annually develop cut scores in a statistically valid and reliable manner from the index to accredit schools that do not make AYP.

HIGH QUALITY EDUCATION STANDARDS

The Roane County Board of Education in order to define its education program, shall establish policies and implement written procedures that reflect the education standards adopted by the West Virginia Board of Education for student, school, and school system performance and processes which set forth the knowledge and skills that students should know and be able to do as a result of a through and efficient education that prepares them for the 21st century. The high quality standards incorporate the 21st century skills initiatives and assure that graduates are prepared for continuing postsecondary education, training, and work and that schools and the school system are making progress toward achieving the education goals.
 

A.

Curriculum
 
 

Programs of study are arranged so that curriculum, instructional practices, and instructional materials ensure that all students have equal opportunity to acquire the knowledge and skills needed to succeed academically and in the workplace.
 
 

1.

Curriculum Based on Content Standards and Objectives
 
 

The curriculum is based on the content standards and objectives approved by the West Virginia Board of Education. (WVBE Policy 2510 and Policy 2520)
 

2.

High Expectations
 
 

Through curricular offerings, instructional practices and administrative practices, the staff shall demonstrate high expectations for the learning and achieving of all students and all students shall have equal educational opportunities including reteaching, enrichment, and acceleration. (WVBE Policy 2510)
 
 

3.

Learning Environment
 
 

The school staff will provide a safe and nurturing environment that is conducive to learning. (WVBE Policy 2510)
 
 

4.

Instruction
 
 

Instruction will be consistent with programmatic definitions in WVBE Policy 2510, Assuring the Quality of Education: Regulations for Education Programs. (WVBE Policy 2510)
 
 

5.

Instructional Strategies
 
 

The staff shall demonstrate the use of the various instructional strategies and techniques contained in WVBE Policy 2510 and Policy 2520. (WVBE Policy 2510 and Policy 2520)
 
 

6.

Instruction in Writing
 
 

Instruction in writing shall be a part of every child’s weekly educational curriculum in grades K through 12 in every appropriate class. (WVBE Policy 2510 and Policy 2520).
 
 

7.

Library/Educational Technology Access and Technology Application
 
 

The application of technology shall be included throughout all programs of study and students will have regular access to library/educational technology centers or classroom libraries. (WVBE Policy 2470 and Policy 2510)
 

8.

Instructional Materials
 
 

Sufficient numbers of approved up-to-date textbooks, instructional materials, and other resources shall be available to deliver curricular content for the full instructional term. (WVBE Policy 2510)
 
 

9.

Programs of Study
 
 

Programs of study will be provided in grades K-12 as listed in WV  Policy 2510 for elementary, middle, and high school levels, including career clusters and majors and an opportunity to examine a system of career clusters in grades 5-8 and to select a career cluster to explore in grades 9 and 10. (WV Policy 2510 and Policy 2520)
 
 

10.

Approved Elective Offerings
 
 

An elective offering shall be based on approved West Virginia Board of Education content standards and objectives if available, or have written content standards and objectives that are approved by the County Board. (WVBE Policy 2510)
 
 

11.

Guidance and Advisement
 
 

Students shall be provided specific guidance and advisement opportunities to allow them to choose a career major prior to completion of grade 10. (WVBE Policy 2510)
 
 

12.

Multicultural Education
 
 

Multicultural education is included at all programmatic levels, K-4, 5-8, and 9-12 with an emphasis on prevention and zero tolerance for racial, sexual, religious/ethic harassment or violence. (WVBE Policy 2421)
 

13.

Instructional Day
 
 

Priority is given to teaching and learning, and classroom instructional time is protected from interruption. An instructional day is provided that includes a minimum of 315 minutes for kindergarten and grades 1 through 4; 330 minutes for grades 5 through 8; and 345 minutes for grades 9 through 12. The County Board will submit a school calendar with a minimum 180 instructional days, pursuant to County Board policy. (W.Va. Code 18-5-45; WVBE Policy 2510)
 
 

14.

Alignment with Job Market Opportunities
 
 

The technical and adult programs in the school are aligned with first local, and then State, then national job market opportunities. (WVBE Policy 2510)
 
 

B.

Student and School Performance
 
 

The school’s education program will ensure that students are taught at developmentally appropriate levels, are provided the opportunity and encouraged to advance to their potential, and graduate with the knowledge and skills needed to succeed in a competitive, changing society.
 
 

1.

Electronic County and School Strategic Improvement Plans
 
 

An Electronic County Strategic Improvement Plan and an Electronic School Strategic Improvement Plan are established, implemented, and reviewed annually. Each respective plan shall be a five (5) year plan that includes the mission and goals of the school or school system to improve student or school system performance or progress. The plan shall be revised annually in each area in which an individual school or the school system is below the standard on the annual performance measures.
 

2.

Counseling Services
 
 

Counselors shall spend at least seventy-five percent (75%) of the work day in a direct counseling relationship with students, and shall devote no more than twenty-five percent (25%) of the work day to counseling-related administrative activities as stated in W. Va. Code 18-5-18b. (W.Va. 18-5-18b, WVBE Policy 2315)
 
 

3.

Lesson Plans and Principal Feedback
 
 

Lessons plans shall be based on approved content standards and objectives and shall be prepared in advance. Building principals shall review such lesson plans, comment on them a minimum of once each quarter, and provide written feedback to the teacher as necessary to improve achievement. (WVBE Policy 2510 and Policy 5310)
 
 

4.

Data Analysis
 
 

Prior to the beginning of and through the school term the County, school, and teacher will have a system for analyzing, interpreting, and using student performance data to identify and assist students who are not at grade level in achieving approved State and local content standards and objectives. The County, principal, counselors, and teachers will assess student scores on the American College Test and the Scholastic Aptitude Test and develop curriculum, programs, and/or practices to improve student and school performance. (WVBE Policy 2510)
 
 

C.

Alternative Education
 
 

Alternative Education programs that meet the requirements of WVBE Policy 2418 will be provided. (W. Va. Code 18-2-6 and 18-5-18, WVBE Policy 2418)
 

D.

Regulatory Agency Reviews
 
 

School facilities will be safe and meet the needs of students as determined by West Virginia’s Regulatory Agencies.
 
 

The OEPA will determine during on-site reviews and include in reports whether required reviews and inspections have been conducted by the appropriate agencies, including, but not limited to, the State Fire Marshal, the Health Department, the School Building Authority, and the responsible divisions within the West Virginia Department of Education, and whether noted deficiencies have been or are in the process of being corrected. The Office of Education Performance Audits may not conduct a duplicate review or inspection nor mandate more stringent compliance measures. (W. Va. Code 1-9B-9, 10, 11, 18-4-10, and 18-5A-5; WVBE Policy 1224.1, Policy 8100, W. VA. Code 18-5-9; WVBE Policy 6200, Section 504 Rehabilitation Act of 1973 104/22 and 104.23; WVBE Policy 4334 and Policy 4336)
 
 

E.

Administrative Practices and School-Community Relations
 
 

School, communities, and local businesses develop collaborative partnerships that support teaching and learning to ensure that schools deliver a high quality education program and are centers for lifelong learning.
 
 

1.

Parents and the Community are Provided Information
 
 

Staff members will provide parents and the community with understandable information and techniques for helping students learn.
 
 

2.

Codes of Conduct
 
 

The County and schools will implement, investigate, and monitor the code of conduct for students and the code of conduct for employees. W. Va. Code 18-2E-5; WVBE Policy 4373 and Policy 5902.
 

3.

Statewide Assessment
 
 

Test security measures will be in place for all tests in the Statewide assessment program. All students in the school, other than those specifically exempted by law, will participate in the Statewide assessment program, which includes West Virginia Educational Standards Test (WESTEST 2), Writing Assessment, and West Virginia Alternate Performance Task Assessment (APTA) at grades 3-8 and 10 [grades 9 and 11 after assessment purchase]. Students with disabilities who have an Individualized Education Program (IEP) or a Section 504 Plan may be assessed on the State content assessments under one (1) of the following conditions: standard conditions or standard conditions with accommodations. Students who meet the alternative assessment criteria will participate in the APTA. Education Performance Audit Teams will verify the eligibility of any student tested under standard conditions or standard conditions with accommodations, alternative assessment, or medical emergency student exemptions. Students who are continuously enrolled in the public school from the fifth instructional day of school to the spring assessment administration will be considered in the accountability system. (WVBE Policy 2340, Policy 2419, and Policy 2510)
 
 

4.

Physical Assessment
 
 

Each school will participate in the appropriate Statewide physical assessment program.
 

F.

Personnel
 
 

The Board shall employ personnel to deliver high quality programs and services to all public school students that ensure academic success; implement employment hiring and assignment practices that conform with the West Virginia Code and West Virginia Board of Education policy and county policy; and promote the development of human resources.
 
 

1.

Hiring
 
 

The Board shall follow the hiring practices set forth in W. Va. Code, Chapters 18 and 18A.
 
 

2.

Licensure
 
 

Professional educators and other professional employees required to be licensed under West Virginia Board of Education policy are licensed for their assignments including employees engaged in extra-curricular activities. (W. Va. Code 18A-3-2, WVBE Policy 5202)
 
 

3.

Evaluation
 
 

The County Board shall adopt and implement an evaluation policy for professional and service personnel that is in accordance with the requirements of the West Virginia Code, West Virginia Board of Education policy, and County policy. (W. Va. Code 18A-2-12, WVBE Policy 5310, and Policy 5314)
 
 

4.

Teacher and Principal Internship
 
 

The County Board shall develop and implement a beginning teachers internship program and a beginning principal internship program that conform with the West Virginia Code and West Virginia Board of Education policies. (W. Va. Code 18A-3-2b and 2d, WVBE Policy 5899, and Policy 5900)
 

G.

Safe, Drug Free, Violence Free, and Disciplined Schools
 
 

The County and school will maintain a safe, drug free, violence free, and disciplined learning environment that ensures the physical, social, and emotional well-being of students and staff and that respects individual differences.
 
 

1.

School Rules, Procedures, and Expectations
 
 

School rules, procedures, and expectations are written; clearly communicated to students, parents, and staff; and enforced. (WVBE Policy 2510 and Policy 4373)
 
 

2.

Policy Implementation
 
 

The County and schools will implement: a policy governing disciplinary procedures; a policy for grading consistent with student confidentiality; policies governing student due process rights and nondiscrimination; the Student Code of Conduct policy; the Racial, Sexual, Religious/Ethnic Harassment, and Violence policy; an approved policy on tobacco use; an approved policy on substance abuse; and an approved policy on AIDS education. (W. Va. Code 18A-5-1 and 18-8-8; WVBE Policy 2421, Policy 2422.4, Policy 2422.5 and Policy 2515)
 
 

H.

Leadership
 
 

Effective leadership will exist at the School District, school, and classroom levels.
 
 

Leadership at the School District, school, and classroom levels is demonstrated by vision, school culture and instruction, management and environment, community, and professionalism. (WVBE Policy 5500.03)

INDICATORS OF EFFICIENCY

Indicators of efficiency for student, school and school system performance and processes will be reviewed in the following areas: curriculum delivery, including but not limited to, the use of distance learning; transportation; facilities; administrative practices; personnel; use of regional education service agencies, or other regional services that may be initiated between and among participating county boards. The indicators of efficiency are developed for use by the appropriate divisions within the West Virginia Department of Education to ensure efficient management and use of resources in the public schools.

Indicators of Efficiency

The School District and school will use existing resources efficiently and effectively for student, school, and school system performance and progress.
 

A.

Curriculum
 
 

The School District and school will conduct an annual curriculum audit regarding student curricular requests and overall school curriculum needs, including distance learning in combination with accessible and available resources.
 
 

B.

Transportation
 
 

The School District will evaluate the cost containment and effectiveness of the transportation system and provides students efficient transportation services consistent with State laws and policies.
 
 

C.

Facilities
 
 

Schools are to be operated efficiently, economically, and without waste or duplication, and the number and location of schools will efficiently serve the student population. (W. Va. Code 18-9D-15 and 18-9D-16d)
 
 

D.

Administrative Practices
 
 

The School District assesses the assignment of administrative personnel to determine the degree to which managerial/administrative services provided to the schools establish and support high quality curriculum and instructional services.
 
 

E.

Personnel
 
 

The School District assesses the assignment of personnel as based on West Virginia Code and West Virginia Board of Education policies to determine the degree to which instructional and support services provided to the schools establish and support high quality curriculum and instructional services.
 
 

F.

Regional Education Service Agency
 
 

The School District effectively utilizes Regional Education Service Agency programs and services, or other regional services that may be initiated between and among county boards.

SCHOOL ACCREDITATION STATUS

The West Virginia Board of Education annually shall review the information from the system of education performance audits submitted for each school and shall issue to every school one of the following: exemplary accreditation status, distinction accreditation status, full accreditation status, conditional accreditation status, temporary accreditation status, or low performing accreditation status.
 

A.

Exemplary Accreditation Status
 
 

A school shall be awarded exemplary accreditation status by the West Virginia Board of Education when all the following performance measures listed are achieved and all the high quality standards are met.
 
 

1.

All schools will be ranked by the percent proficient in each subject (reading/language arts, math, science, and social studies) including the Writing Assessment. The schools earning the top combined ranking will be eligible for the next step of ranking on a student achievement index. All students in each school will be ranked by a student achievement index in each subject of reading/language arts, math, science, and social studies on the WESTEST 2 and Writing Assessment with progressive weighting for scores at each performance level (.25 for Below Mastery, .5 for Mastery, .75 for Above Mastery, and 1.0 for Distinguished) and aggregated for a total ranking. The top ten percent (10%) weighted ranking for elementary, middle, and high schools will be designated as Exemplary if other criteria are met.
 
 

2.

The student attendance rate is at or above ninety-four percent (94%) in the most recent year for which data are available.
 
 

3.

The student graduation rate is at or above eighty-five percent (85%).
 
 

4.

The percentage of graduates of high schools who declare their intent to enroll in college and other postsecondary education is fifty-five percent (55%) or above.
 
 

5.

The percentage of students who successfully complete Advanced Placement, dual credit, and honors classes as defined in Policy 2510 is at or above five percent (5%) in high schools.
 
 

6.

During an Office of Education Performance Audits review, a K-2 school will be assessed to determine if it qualifies as a Distinguished/Exemplary School. The review team will examine data presented by the school and determine if the school has eighty percent (80%) of the students proficient in reading and mathematics. Data and information to be examined by the review team may include but is not limited to the following:
 
 

Individual student assessment data in reading and mathematics, research-based practices in reading and mathematics, successful acceleration/remediation programs, a structure to address the needs of special education students, strategies/programs which support a consistent method of teaching writing, and a program of studies aligned with the State curriculum standards.
 
 

7.

Career and Technical Education Schools. Career and Technical Education Schools (hereinafter CTE) Exemplary Schools are those that have met standards on all determiners, and have a school average on State administered end-of-course technical skills tests given to students in that school during the previous school year as determined annually by the West Virginia Department of Education, Division of Technical and Adult Education Services. The determiners are: Academic Skill Proficiency, Technical Skill Proficiency, Placement, and Placement in Field.
 
 

8.

Career and Technical Education Schools Status Determiners as determined annually by the West Virginia Department of Education, Division of Technical and Adult Education Services.
 
 

a.

Academic skill proficiency. The percent of completers in all concentrations will be at or above the appropriate Work Keys reading and mathematics level for their concentration year as determined annually by the West Virginia Department of Education, Division of Technical and Adult Education Services.

 
 

b.

Technical skill proficiency. 46.55 percent of students tested in each concentration will score seventy-four percent (74%) or better on the State administered end-of-course technical skills tests as determined annually by the West Virginia Department of Education, Division of Technical and Adult Education Services.
 
 

c.

Placement. The school average placement for secondary and adult completers for the year will be at least ninety percent (90%) as determined annually by the West Virginia Department of Education, Division of Technical and Adult Education Services.
 
 

d.

Placement in field. The school average rate of completers employed in a field related to their technical education concentration will be determined annually by the West Virginia Department of Education, Division of Technical and Adult Education Services.
 
 

B.

Distinction Accreditation Status
 
 

A school shall be issued distinction accreditation status when the school and student performance is below the criteria for exemplary status but achieves in the upper quartile on the Annual Performance Measures found in Section 126-13-6 of the West Virginia Code of State Rules, State annual Performance Measures for School Accreditation Status and School System Approval Status.
 
 

C.

Full Accreditation Status
 
 

Full accreditation status shall be issued to a school when the school’s performance and progress meet or exceed the standards adopted by the West Virginia Board of Education (WVBE) and the school does not have deficiencies which would endanger student health or safety or other extraordinary circumstances as defined by the WVBE. A school that meets or exceeds the performance and progress standards but has other deficiencies shall remain on full accreditation status for the remainder of the accreditation period and shall have an opportunity to correct those deficiencies.
 
 

D.

Conditional Accreditation Status
 
 

Conditional Accreditation Status shall be issued to a school when the school’s performance and progress are below AYP, but the school’s Electronic Strategic Improvement Plan has been revised to improve performance and progress on the standards or standards by a date or dates certain, the plan has been approved by the West Virginia Board of Education, and the school is meeting the objectives and timeline specified in the revised plan.
 

E.

Temporary Accreditation Status
 
 

Temporary Accreditation Status shall be issued to a school when the school’s performance and progress are below AYP for two (2) or more consecutive years. Schools and county school districts will be notified of any subgroup that initially has not met adequate yearly progress (AYP) in one (1) year on any indicator; however, the school/county school district will be considered to have met the AYP standard and will not be identified as a temporary accreditation status school nor will the school/county school district be identified for improvement under 1116(b)(1)(A) of the NCLB. Schools and county school districts are encouraged to revise the school and county Electronic Improvement Strategic Plans when a subgroup is identified in any one (1) year.
 
 

1.

Whenever a school is issued temporary accreditation status, the County Board shall ensure that the school’s Electronic School Strategic Improvement Plan is revised to increase the performance of the school to a full accreditation status level. The revised plan shall include objectives, a timeline, a plan for evaluation of the success of the improvements, cost estimates, and date certain for achieving full accreditation status.
 
 

2.

The revised Electronic School Strategic Improvement Plan shall be submitted to the West Virginia Board of Education for approval.
 
 

3.

Schools receiving Title I Part A funding shall be identified for improvement under 1116(b)(1) through (14).
 
 

F.

Low Performing Accreditation Status
 
 

A school shall be considered to be low performing by the West Virginia Board of Education when one (1) or more of the following conditions exist.
 
 

1.

The school falls below the criteria for full accreditation in three (3) of the following performance measures: student achievement; participation rate; and attendance rate or graduation rate, as applicable.
 

2.

The West Virginia Board of Education may determine a school to be low performing when extraordinary circumstances exist. Extraordinary circumstances are conditions that constitute major impediments to the provision of educational programs and services for students. Extraordinary circumstances shall include, but are not limited to, the following conditions:
 
 

a.

The failure of a school on temporary accreditation status to obtain approval of its revised Electronic School Strategic Improvement Plan within a reasonable time period as defined by the West Virginia Board of Education.
 
 

b.

The failure of a school on conditional accreditation status to meet the objectives and timeline in the revised plan or to achieve full accreditation by the date specified in the revised plan.
 
 

c.

Extraordinary circumstances may also include the following: physical or other abuse of students; inappropriate suspension and/or expulsions; misappropriation of funds; misuse of public funds; falsification of reports and/or failure to submit required reports; violation of W. Va. Code and West Virginia Board of Education policies that impact the provision of an appropriate educational program; unhealthy or unsafe conditions for students and/or employees; or failure to provide a high quality and equal educational opportunity for students which can be directly attributed to deficiencies in leadership and to the school’s resources in facilities, personnel, curriculum, and/or equipment and materials. (Policy 1340)
 
 

3.

Whenever a school is issued low performing status, the West Virginia Board of Education shall appoint a team of improvement consultants to make recommendations within sixty (60) days of appointment for correcting the impairment.
 
 

4.

Upon approval of the recommendations by the West Virginia Board of Education, the recommendations shall be made in writing to the County Board. If progress in correcting the low performance is not made within six (6) months of receipt of the recommendations, the West Virginia Board of Education shall place the County Board on temporary approval status and provide consultation and assistance to the County Board to:
 
 

a.

improve personnel management;
 
 

b.

establish more efficient financial management practices;
 
 

c.

improve instructional programs and rules; or
 
 

d.

make any other improvements that may be necessary to correct the impairment.
 

5.

If the school’s low performance is not corrected by a date certain set by the West Virginia Board of Education, the West Virginia Board of Education shall appoint a monitor who shall be paid at county expense to cause improvements to be made at the school to bring it to full accreditation status within a reasonable time period as determined by the West Virginia Board of Education. The monitor's work location shall be at the school and the monitor shall work collaboratively with the principal. At a minimum the monitor shall report monthly to the West Virginia Board of Education on the measures being taken to improve the school’s performance and the progress being made. The reports may include requests for additional assistance and recommendations required in the judgment of the monitor to improve the school’s performance, including, but not limited to, the need for targeting resources strategically to eliminate deficiencies. The West Virginia Board of Education may determine, in its sole judgment, that the improvements necessary to provide a thorough and efficient education to the students at the school can not be made without additional targeted resources, in which case, it shall establish a plan in consultation with the County Board that includes targeted resources under the control of the West Virginia Board of Education and the County Board to accomplish the needed improvements. Nothing in this section shall be construed to allow a change in personnel at the school to improve school performance, except as provided by law.
 

6.

If the low performance is not corrected within one (1) year after the appointment of a monitor, the West Virginia Board of Education may make a determination, in its sole judgment, that continuing a monitor arrangement is not sufficient to correct the low performance and may intervene in the operation of the school to cause improvements to be made that will provide assurances that a thorough and efficient system of schools will be provided. This intervention may include, but is not limited to, establishing instructional programs, taking such direct action as may be necessary to correct the impairments, declaring the position of principal is vacant and assigning a principal for the school who shall serve at the will and pleasure of and, under the sole supervision of, the West Virginia Board of Education. Prior to declaring that the position of the principal is vacant, the West Virginia Board of Education must make a determination that all other resources needed to correct the impairment are present at the school. If the principal who was removed elects not to remain an employee of the County Board, then the principal assigned by the West Virginia Board of Education shall be paid by the County Board. If the principal who was removed elects to remain an employee of the County Board, then the following procedure applies:
 
 

a.

the principal assigned by the West Virginia Board of Education shall be paid by the West Virginia Board of Education until the next school term, at which time the principal assigned by the West Virginia Board of Education shall be paid by the County Board;
 

b.

the principal who was removed shall be eligible for all positions in the county including teaching positions, for which the principal is certified, by either being placed on the transfer list in accordance with W. Va. Code 18A-2-7, or by being placed on the preferred recall list in accordance with W.Va. Code 18A-4-7a; and
 
 

c.

the principal who was removed shall be paid by the County Board and may be assigned to administrative duties, without the County Board being required to post that position until the end of the school term. The County Board shall take no action nor refuse any action if the effect would be to impair further the school in which the West Virginia Board of Education has intervened. The West Virginia Board of Education may appoint a monitor pursuant to the provisions of this policy to assist the school principal after intervention in the operation of a school is completed.
 
 

7.

Whenever a school is determined to be low performing and fails to improve its status within one (1) year following state intervention in the operation of the school to correct the low performance, any student attending the school may transfer once to the nearest fully accredited school in the county, subject to approval of the fully accredited school and at the expense of the school from which the student transferred.

COUNTY ACCREDITATION STATUS

The West Virginia Board of Education annually shall review information submitted for each school system from the system of education performance audits and issue one (1) of the following approval levels to each county board: full approval, conditional approval, temporary approval, or nonapproval.
 

A.

Full Approval
 
 

Full approval shall be issued to a county board whose schools have been issued full, conditional, or temporary accreditation and which does not have any deficiencies which would endanger student health or safety or other extraordinary circumstances as defined by the West Virginia Board of Education. A fully approved school system in which such other deficiencies are discovered shall remain on full approval status for the remainder of the approval period and shall have an opportunity to correct those deficiencies notwithstanding other provisions of this policy.
 
 

B.

Conditional Approval
 
 

Conditional approval shall be issued to a county board whose educational system is below the level required for full approval, but whose Electronic County Strategic Improvement Plan meets the following criteria:
 
 

1.

the plan has been revised to achieve full approval by a date certain
 
 

2.

the plan has been approved by the West Virginia Board of Education
 
 

3.

the county board is meeting the objectives and timeline specified in the revised plan
 

C.

Temporary Approval
 
 

Temporary approval shall be issued to a county board whose education system is below the level required for full approval. Whenever a county board is given temporary approval status, the county board shall revise its Electronic County Strategic Improvement Plan to increase the performance and progress of the school system to a full approval status level. The revised plan shall include objectives, a timeline, a plan for evaluation of the success of the improvements, a cost estimate, and a date certain for achieving full approval. The revised plan shall be submitted to the West Virginia Board of Education for approval.
 
 

D.

Nonapproval Status
 
 

A school system shall be designated as on nonapproval status when one (1) or more of the following conditions exist:
 
 

1.

The County Board fails to submit and gain approval of its Electronic County Strategic Improvement Plan.
 
 

2.

A county board on temporary approval status fails to submit its revised Electronic County Strategic Improvement Plan within thirty (30) days following written notification of the temporary approval status.
 
 

3.

A county board on conditional approval status fails to meet the objectives and timeline of its revised plan.
 
 

4.

A county board on conditional approval status fails to achieve full approval status by the date specified in the revised plan.
 

5.

The West Virginia Board of Education may issue nonapproval status to a county board when extraordinary circumstances exist. Extraordinary circumstances are conditions that constitute major impediments to the provision of education program and services for students. Extraordinary circumstances may include: misappropriation of funds; misuse of funds; falsification of reports and/or failure to submit required reports; violation of W. Va. Code or West Virginia Board of Education policies that impacts the provision of an appropriate education program; unhealthy or unsafe conditions for students and/or employees; failure to provide a high quality and equal educational opportunity for students, or deficiencies in leadership. (WVBE Policy 1340)
 
 

6.

Whenever a county board has more than a causal deficit, the county board shall submit a plan to the West Virginia Board of Education specifying strategies for eliminating the causal deficit. The West Virginia Board of Education shall either approve or reject the plan. Any county board that fails to submit and gain approval for the plan before the end of the fiscal year after a deficit greater than a causal deficit occurred or any county board which fails to comply with an approved plan may be designated as having nonapproval status.
 
 

a.

Whenever nonapproval status is issued to a school system, the West Virginia Board of Education shall declare a state of emergency in the school system by written notification and shall appoint a team of improvement consultants to make recommendations within sixty (60) days of appointment for correcting the emergency.
 

b.

Upon approval of the recommendations by the West Virginia Board of Education, the recommendations shall be made in writing to the County Board. If progress in correcting the emergency, as determined by the West Virginia Board of Education, is not made within six (6) months of receipt of the recommendations, the West Virginia Board of Education shall intervene in the operation of the school system to cause improvements to be made that will provide assurances that a thorough and efficient system of schools will be provided.
 
 

c.

This intervention may include, but is not limited to the following:
 
 

1)

limiting the authority of the County Superintendent and County Board as to the expenditure of funds, the employment and dismissal of personnel, the establishment and operation of the school calendar, the establishment of instructional programs and rules and any other areas designated by the West Virginia Board of Education by rule, which may include delegating decision-making authority regarding these maters to the State Superintendent
 
 

2)

declaring that the office of the County Superintendent is vacant
 
 

3)

Delegating to the State Superintendent both the authority to conduct hearings on personnel matters and school closure or consolidation matters and, subsequently, to render the resulting decisions, and the authority to appoint a designee for the limited purpose of conducting hearings while reserving to the State Superintendent the authority to render the resulting decisions.
 

4)

functioning in lieu of the County Board of Education in a transfer, sale, purchase, or other transaction regarding real property
 
 

5)

taking any direct action necessary to correct the emergency including, but not limited to, the following:
 
 

a)

delegating to the State Superintendent the authority to replace administrators and principals in low performing schools and to transfer them into alternate professional positions within the county at his/her discretion; and
 
 

b)

delegating to the State Superintendent the authority to fill positions of administrators and principals with individuals determined by the State Superintendent to be the most qualified for the positions.
 
 

Any authority related to intervention in the operation of a county board granted under this paragraph is not subject to the provisions of Art. 4, Ch. 18a of the W. Va. Code. (W.Va. Code 18-2E-5(g))
 
 

6)

the West Virginia Board of Education may intervene immediately in the operation of a county school system if the West Virginia Board of Education finds the following:
 
 

a)

that the conditions precedent to intervention exist as provided in this policy and that the delaying intervention for any period of time would not be in the best interests of the students of the county school system; or
 

b)

that the conditions precedent to intervention exist as provided in this section and that the West Virginia Board of Education had previously intervened in the operation of the same school system and had concluded that intervention within the preceding five (5) years.

APPEAL PROCEDURE

The following procedure prescribed by the West Virginia Board of Education and implemented by the Director, Office of Education Performance Audits, governs the disposition of administrative proceedings, the hearing of appeals, and controversies and disputes arising from the school accreditation status and the County School District approval status. The appeals procedure is promulgated to assure procedural due process and expeditious processing and resolution of school accreditation status and the County School District approval status appeals.
 

A.

Resolution Timeline
 
 

The appeals procedures shall be resolved within thirty (30) days.
 
 

B.

Parameters
 
 

The appeals procedure governs school and county school system performance data and the accuracy of a school’s accreditation status and a county school district’s approval status based on data or on-site review. Schools or county school districts may challenge the accuracy of performance data in terms of meeting performance measures relative to a school’s accreditation status or a county school district’s approval status.
 

C.

Appeal Levels
 
 

A school or a county school district has five (5) days upon receipt of the impending designation to appeal to the West Virginia Office of Education Performance Audits.
 
 

1.

Level 1
 
 

Upon receipt of the appeal, the West Virginia Office of Education Performance Audits will review the appeal. The review may involve verifying performance data with the West Virginia Department of Education data collection personnel or those serving as team leaders. A written decision will be rendered and sent to the school and/or county school district within five (5) working days of receipt of the appeal. If data are accurate and correctly applied, the appeal process shall be complete. If data are deemed inaccurate, as verified by the West Virginia Department of Education, the Office of Education Performance Audits will make appropriate adjustments. Reasons for any noncompliance will be provided.
 
 

2.

Level II
 
 

If the school or county school district is dissatisfied with the decision at Level I, they may request (within five (5) working days of receipt of the Level I decision) a hearing before the Director, Office of Education Performance Audits, or designee with a written decision rendered within five (5) working days of the hearing. If the appeal is based on data generated or observations made during an on-site review, the specific information leading to the noncompliance will be given.
 
 

3.

Level III
 
 

If the school or county school district is dissatisfied with the decision at Level II, they may submit an appeal (within five (5) working days of receipt of the Level II decision) to the West Virginia Board of Education to be considered at its next meeting. The Board’s review and decision would be based on the record of the decision established at Level II.

ON-SITE REVIEWS
 

A.

An on-site review shall be conducted only at the specific direction of the West Virginia Board of Education upon its determination that the performance and progress of the school or school system are persistently below standard or the other circumstances exist that warrant an on-site review.
 
 

B.

An on-site review shall be conducted by the Office of Education Performance Audits of a school or school system for the purpose of investigating the reasons for performance and progress that are persistently below standards and making recommendations to the school and school system, as appropriate, and to the West Virginia Board of Education on such measures as it considers necessary to improve performance and progress to meet the standard.
 
 

C.

The investigation may include, but is not limited to, the following:
 
 

1.

Verifying data reported by the school or County Board.
 
 

2.

Examining compliance with policies and laws affecting student, school, and school system performance and progress.
 
 

3.

Evaluating the effectiveness and implementation status of school and school system Electronic Strategic Improvement Plans.
 
 

4.

Investigating official complaints submitted to the West Virginia Board of Education that alleges serious impairments in the quality of education in schools or school systems.
 
 

5.

Investigating official complaints submitted to the West Virginia Board of Education that allege that a school or County Board is in violation of policies or laws under which schools and county boards operate.
 

6.

Determining and reporting whether required reviews and inspections have been conducted by the appropriate agencies, including, but not limited to, the State Fire Marshall, the Health Department, the School Building Authority and the responsible divisions within the West Virginia Department of Education, and whether noted deficiencies have been or are in the process of being corrected. The Office of Education Performance Audits may not conduct a duplicate review or inspection of any compliance reviews or inspections conducted by the West Virginia Department of Education or its agents or other duly authorized agencies of the State, nor mandate more stringent compliance measures.
 
 

D.

The Director of the Office of Education Performance Audits shall notify the County Superintendent of Schools five (5) school days prior to commencing an on-site review of the county school system and shall notify both the County Superintendent and the principal five (5) school days prior to commencing an on-site review of an individual school. The West Virginia Board of Education may direct the Office of Education Performance Audits to conduct an unannounced on-site review of a school or a school system if the West Virginia Board of Education believes circumstances warrant an unannounced on-site review.
 
 

E.

The Office of Education Performance Audits shall conduct onsite reviews, which are limited in scope to specific areas in which performance and progress are persistently below standard as determined by the West Virginia Board of Education unless specifically directed by the West Virginia Board of Education to conduct a review which covers additional areas.
 

F.

An on-site review of a school or school system shall include a person or persons from the West Virginia Department of Education or a public education agency in the State who has expert knowledge and experience in the area or areas to be reviewed, and who has been trained and designated by the West Virginia Board of Education to perform such functions. If the size of the school or school system being reviewed necessitates the use of an on-site review team or teams, the person or persons designated by the West Virginia Board of Education shall advise and assist the director to appoint the team or teams. The person or persons designated by the West Virginia Board of Education shall be the team leaders. The persons designated by the West Virginia Board of Education shall be responsible for completing the report on the findings and recommendations of the on-site review in their area of expertise. It is the intent of the Legislature that the persons designated by the West Virginia Board of Education participate in all on-site reviews that involve their area of expertise, to the extent practicable, so that the on-site review process will evaluate compliance with the standards in a uniform, consistent and expert manner.
 
 

G.

At the conclusion of an on-site review of a school system, the director and team leaders shall hold an exit conference with the Superintendent and shall provide an opportunity for principals to be present for at least the portion of the conference pertaining to their respective schools. In the case of an on-site review of a school, the exit conference shall be held with the principal and curriculum team of the school and the Superintendent shall be provided the opportunity to be present. The purpose of the exit conference is to review the initial findings of the on-site review, clarify and correct any inaccuracies, and allow the opportunity for dialogue between the reviewers and the school or school system to promote a better understanding of the findings.
 

H.

The Office of Education Performance Audits shall report the draft findings of an on-site review to the County Superintendent and the principals whose schools were reviewed within thirty (30) days following the conclusion of the on-site review. The Office of Education Performance Audits shall report the findings of the on-site review to the West Virginia Board of Education within forty-five (45) days following the conclusion of the on-site review. A copy of the report shall be provided to the Process for Improving Education Council at its request.
 
 

I.

A school or county that believes one or more findings of a review are clearly inaccurate, incomplete or misleading; misrepresent or fail to reflect the true quality of education in the school or county; or address issues unrelated to the health, safety and welfare of students and the quality of education may appeal to the State Board for removal of the findings. The State Board shall report to the Legislative Oversight Commission on Education Accountability during its July interim meetings, or as soon thereafter as practical, on each appeal during the preceding school year.
 
 

J.

If, during an on-site review, a school or county board is found to be in noncompliance with one (1) or more standards, the school and county Electronic Improvement Strategic Plans must be revised and shall be submitted to the West Virginia Board of Education within thirty (30) days of receipt of the draft written report. The plans shall include objectives, a timeline, a plan for evaluation of the success of the improvements, a cost estimate and a date certain for achieving full accreditation and/or full approval status as applicable.
 
 

K.

If an acceptable plan is presented to the West Virginia Board of Education the County Board and school(s) shall implement the plan(s) in accordance with the date certain.
 
 

L.

If the plan submitted to the West Virginia Board of Education is not acceptable, the Director of the Office of Education Performance Audits may return the plan for modification or has discretion to modify the plan in consultation with the County Board and resubmit the plan to the West Virginia Board of Education as modified.
 

M.

The on-site review process:
 
 

1.

requires the local school system to correct the deficiencies which are within its capacity to correct; and
 
 

2.

identifies those areas in which additional capacity may be needed.

CAPACITY BUILDING
 

A.

Capacity building is a process for targeting resources strategically to improve the teaching and learning process. School and county Electronic Strategic Improvement Plan development is intended, in part, to provide mechanisms to target resources strategically to the teaching and learning process to improve student, school, and school system performance.
 
 

B.

To ensure efficiency, capacity building first requires determinations to be made with respect to the highest and best use of existing resources to improve teaching and learning. Resources include both human resources and physical resources. The West Virginia Board of Education hereby adopts resource evaluation as one (1) of the steps necessary to make determinations for needed capacity building to improve efficiency and establish priorities for additional resource needs when the educational program of a school or school system fails to meet the performance and process standards.
 
 

1.

When deficiencies are detected through the assessment and accountability processes, the revision and approval of the school and county Electronic Strategic Improvement Plans shall ensure that schools and school systems are efficiently using existing resources to correct the deficiencies.
 
 

2.

When the West Virginia Board of Education determines that schools and school systems do not have the capacity to correct deficiencies, the West Virginia Board of Education shall work with the County Board to develop or secure the resources necessary to increase the capacity of schools and school systems to meet the standards and, when necessary, seek additional resources in consultation with the Legislature and the Governor.
 
 

C.

The West Virginia Board of Education shall recommend to the appropriate body including, but not limited to, the Process for Improving Education Council, the Legislature, the County Board, schools, and communities methods for targeting resources strategically to eliminate deficiencies identified in the assessment and accountability processes, including but not limited to the following:
 
 

1.

examining reports and Electronic Strategic Improvement Plans regarding the performance and progress of students, schools, and the school system relative to the standards and identifying the areas in which improvement is needed
 
 

2.

determining the areas of weakness and of ineffectiveness that appear to have contributed to the substandard performance of students or the deficiencies of the school or school system
 
 

3.

determining the areas of strength that appear to have contributed to exceptional student, school, and school system performance and progress and promoting their emulation throughout the system
 
 

4.

requesting technical assistance from the West Virginia School Building Authority in assessing or designing comprehensive educational facilities plans
 
 

5.

recommending priority funding from the West Virginia School Building Authority based on identified needs
 
 

6.

requesting special staff development programs from the Center for Professional Development, the principals’ academy, higher education, Regional Education Service Agencies, and County Board based on identified needs
 
 

7.

submitting requests to the Legislature for appropriations to meet the identified needs for improving education
 
 

8.

directing the County Board to target its funds strategically toward alleviating deficiencies
 
 

9.

ensuring that the need for facilities in the County when there is increased enrollment is appropriately reflected and recommended for funding
 
 

10.

ensuring that the appropriate person or entity is held accountable for eliminating deficiencies
 
 

11.

ensuring that the needed capacity is available from the State and local level to assist the school or school system in achieving the standards and alleviating the deficiencies
 
 

12.

resource evaluation is a part of the education performance audit and will lead to recommendations regarding areas in which additional capacity is needed by the County school system or school
 
 

Corrective measures to be taken in response to any identified resource deficiencies will be subject to the feasibility of modifying existing facilities, availability of funding, and prioritization of educational needs.

IDENTIFICATION OF RESOURCE NEEDS

A thorough and efficient system of schools requires the provision of an adequate level of appropriately managed resources. The West Virginia Board of Education has adopted resource evaluation as part of the accreditation and evaluation process. This process will meaningfully evaluate the needs for facilities, personnel, curriculum, equipment and materials in the county’s schools and how those impact program and student performance.

FACILITIES, EQUIPMENT, AND MATERIALS

Facilities and equipment specified in Policy 6200, Chapters 1 through 14, are to be available in all schools, classrooms, and other required areas. A determination will be made by using the Process for Improving Education (W. Va. Code 18-2E-5) whether any identified deficiencies adversely impact and impair the delivery of a high quality educational program if it is below the West Virginia Board of Education standards due to inadequacies or inappropriate management in the areas of facilities, equipment, and materials.

The Education Performance Audit Teams shall utilize an assessment instrument for the evaluation of school facilities, which generally follows the requirements of Policy 6200. Note: Corrective measures to be taken in response to any identified resource deficiency will of necessity be subject to the feasibility of modifying existing facilities, consideration of alternative methods of instructional delivery, availability of funding, and prioritization of educational needs through Comprehensive Educational Facilities Plans and the School Building Authority of West Virginia. This policy does not change the authority, judgment, or priorities of the School Building Authority of West Virginia which is statutorily responsible for prioritizing "Need" for the purpose of funding school improvements or school construction in the State of West Virginia or the prerogative of the Legislature in providing resources. (Policy 6200 and Tomblin v. Gainer)
 

A.

School location. School location and site will generally meet minimum standards. (Policy 6200 202-206)
 
 

B.

Administrative and service facilities. Administrative and service facilities will be generally adequate. (Policy 6200 301.01 - .03)
 
 

C.

Teachers' workroom. The teachers' workroom will be adequate. (Policy 6200 301.04)
 
 

D.

Counselor's office. The counselor's office will be adequate.
(Policy 6200 301.10)
 
 

E.

Library/media and technology center. The library/media and technology center will meet standards. (Policy 6200 303; 413; 514)
 
 

F.

Grades 9 through 12 computer laboratory. The grades 9 through 12 computer laboratory will be adequate in facility, equipment, and materials. (Policy 6200 613)
 
 

G.

K classrooms. Each kindergarten classroom will have sufficient space, equipment, and materials. (Policy 6200 402.01; 402.05)
 
 

H.

Grades 1-12 classrooms. Each classroom will have sufficient space, equipment and materials. (Policy 6200 403; 502; 602)
 
 

I.

Grades K-12 remedial. Each remedial instructional area will have sufficient space, equipment and materials. (Policy 6200 404; 503; 603)
 
 

J.

Specialized instructional areas. Each art, music, and physical education area will have sufficient space, equipment and materials. (Policy 6200 410; 412, 504; 509; 510; 604; 608; 609)
 
 

K.

Grades 6-12 science facilities. Each specialized instructional area in science will have sufficient space, equipment and materials. (Policy 6200 511; 610)
 
 

L.

Grades 7-12 auditorium/stage. Auditorium/stage facilities will be adequate. (Policy 6200 519; 616)
 
 

M.

Grades 7-12 school site vocational. Main school site vocational space will be available for business education and informational technology and other appropriate courses to meet curriculum needs. (Policy 6200 611; 613)
 
 

N.

Food service. Food service areas will be adequate.
(Policy 6200 302; 617)
 
 

O.

Health service units. Health service units will be adequate.
(Policy 6200 301)
 
 

P.

Grades 7-12 vocational. Vocational equipment and materials in each curriculum area will be adequate to meet curriculum needs. (Policy 6200 801-809)
 
 

Q.

School personnel. Adequate administrative, instructional, support, and service personnel will be provided.
 
 

R.

School personnel. Adequate administrative, instructional, support, and service personnel will be provided to deliver the programs of study and services that meet W. Va. Code and West Virginia Board of Education policies. (Policy 2320; Policy 2510; Policy 2520; et al.)

WVBE Policy 2320, W. Va. Code 18–2E-5

Revised 3/10/09
Revised 6/9/09