A Vision of Success - West Virginia Department of …wvde.state.wv.us/hstw/vision.pdfWest Virginia Higher Education Policy Commission James L. Skidmore, Ex Officio Chancellor West

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HIGH SCHOOLS FOR WEST VIRGINIA’S FUTURE TASK FORCE REPORT

A Vision forStudentSuccess

August 2005

High Schools forWest Virginia’sFuture

HIGH SCHOOLS FOR WEST VIRGINIA’S FUTURE TASK FORCE REPORTH

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WEST VIRGINIA BOARD OF EDUCATION

2005-2006

Lowell E. Johnson, PresidentDelores W. Cook, Vice President

Priscilla M. Haden, Secretary

Sandra M. Chapman, MemberBarbara N. Fish, Member

Sheila M. Hamilton, MemberBurma Hatfield, Member

Jenny N. Phillips, MemberRonald B. Spencer, Member

J. Michael Mullen, Ex OfficioChancellor

West Virginia Higher Education Policy Commission

James L. Skidmore, Ex OfficioChancellor

West Virginia Council for Community and Technical College Education

Steven L. Paine, Ex OfficioState Superintendent of Schools

Discrimination Prohibited: The West Virginia Department of Education does not discriminate on the basis of sex, race, color, religion, disability, ageand national origin in employment and in the administration of any of its education programs and activities. Inquiries may be directed to the Eliminationof Sex Discrimination Program Coordinator, 304-558-3401; to the Section 504 Coordinator, 304-558-2696, (V/TDD), WV Department of Education,1900 Kanawha Blvd. E., Charleston, West Virginia, 25305-0330; or to the U.S. Department of Education's Director of the Office for Civil Rights, 215-656-8541.

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TABLE OFCONTENTS

Preface ................................................................................................. ii

The Vision ........................................................................................... iv

The Work of the Task Force.................................................................v

Mission and Goals ............................................................................... vi

Recommendation One ........................................................................ 1

Recommendation Two ........................................................................ 6

Recommendation Three ................................................................... 12

Recommendation Four ..................................................................... 16

Recommendation Five ...................................................................... 21

Seizing the Opportunity ..................................................................... 23

Appendix A: Current Status of West Virginia’s High Schools ............ 25

Appendix B: Task Force Members .................................................... 30

Resources ......................................................................................... 33


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WE ARE NOW AT APOINT WHERE WE

MUST EDUCATE OURCHILDREN IN WHAT

NO ONE KNEWYESTERDAY, AND

PREPARE OURSCHOOLS FOR WHATNO ONE KNOWS YET.

MARGARET MEAD

A Vision for Student Success inWest Virginia High Schools

The American high school has changed little in the last 100years, yet the world has changed significantly. In a recentconference, Willard Daggett, President of the International Center forLeadership in Education, stated, “If Rip Van Winkle were to wake uptoday, the place he would feel most comfortable would be anAmerican high school” (2005). Unfortunately, for far too manystudents, high school does not work.

The mission of all West Virginia high schools must be that “allstudents will graduate with the knowledge and skills needed forsuccess in postsecondary education, the work place and life.” Theimplication of this mission was clearly articulated in West VirginiaGovernor Joe Manchin’s February 9, 2005, State of The StateAddress:

“Every child should have a marketable skill. There will neverbe another meeting under my watch without education and economicdevelopment working together. We need to do a much better job ofeducating our children about their career choices. As I’ve said manytimes, while every child needs some form of postsecondaryeducation, not every child is meant to receive a four-year collegedegree. In fact, the demand for skilled blue-collar workers is nowsteadily on the rise. Therefore, some students would excel with atwo-year community college degree or specialized technical schooltraining, and we should give those options equal attention whentalking with today’s student.”

To accomplish this mission will require that all stakeholdersremain steadfast in their resolve to reform the high schoolexperience. As recently stated by the United States Department ofEducation Secretary Margaret Spellings, “never before have so manygroups – governors, business leaders, children’s advocates – beenso united to the need to act” (High School Summit, 2005). WestVirginia must insist that all students leave high school with the skillsneeded to be successful in today’s technology driven, globaleconomy. The stakes are high. The interrelatedness of education,economic development and quality of life seems particularly importantgiven the current focus on high school reform.

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Employers agree that a high school education alone leaves alarge proportion of students unprepared. They estimate 39 percent ofrecent high school graduates with no further education areunprepared for the expectations that they face in entry-level jobs,which is identical to the proportion of non-college students who saythey have gaps in their preparation. Estimates are that an evenlarger proportion (45 percent) of graduates are not adequatelyprepared for the skills and abilities they need to advance beyondentry level. Employers estimate that large segments are unpreparedin specific skills and subjects. Forty percent are inadequatelyprepared in mathematics skills, and 38 percent are inadequatelyprepared for the quality of writing that is expected (Achieve, 2005).

For far too long, high schools have not been addressed inrelationship to school reform – even with the No Child Left Behind(NCLB) legislation. Now, however, West Virginia, as well as manyother states, is faced with significant challenges related to highschool reform. To implement change, strong leadership, funding, andother resources will be required. Most importantly, change is the“right thing to do” for all of our students as they prepare for theircareers and lives.

PREFACE


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The Task Force’s vision that all West Virginia high schoolstudents will graduate with the knowledge and skills needed forsuccess in postsecondary education, the workplace and life is clear.The journey to make this vision a reality will not be easy, but it is onethat West Virginia must take.

The recommendations and action steps detailed in this reportprovide a roadmap to assist in this journey, resulting in high schoolsthat:

••••• Provide every student equal access to a challengingcurriculum that is based on widely understood andaccepted standards and a curriculum that is engaging andrelevant to the student and the world he or she will face;

••••• Ensure that all students are taught this curriculum byteachers and school leaders who are well prepared,valued and acknowledged for success;

••••• Demonstrate flexibility in scheduling, organization and useof time so that all students can attain mastery of essentialcontent;

••••• Support students through tailored interventions they needto achieve academic success and learning in a school thatnever gives up on students no matter where they are intheir education;

••••• Provide each student with a personalized education in asetting that is safe, where he or she is known andsupported by an adult advocate, resulting in no studentbecoming a statistical casualty, and where parents,families and communities are involved in the life of theschool;

••••• Expect every student to demonstrate his or her knowledgeand skills as a prerequisite for receiving a high schooldiploma, including access to college and workplacereadiness credentials; and,

••••• Operate effectively as part of a seamless educationcontinuum that instills in all students the desire for lifelonglearning and access to multiple opportunities foracceleration and advanced study in both academic andtechnical subjects.

Realizing this vision is the collective responsibility of StateGovernment, local school systems, parents and communities. Theunwavering commitment of all these entities is essential if WestVirginia is to achieve this vision for high schools.

THE VISION

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The “High Schools for West Virginia’s Future” Task Force wasconvened in February 2005 under the leadership of StateSuperintendent of Schools, David Stewart. The purposes of the taskforce were:

••••• Review the status of West Virginia high schools(Appendix A) in the context of the available performancedata and research based practices;

••••• Make recommendations to the State Board of Education inreference to policies, statutes and practices that will resultin ALL students achieving success in high school andpostsecondary pursuits; and,

••••• Propose a plan of action that will enact the agreed uponrecommendations into practice at the high school level.

Approximately 70 stakeholders were active participants in thedevelopment of this report. They represented public education,higher education, business, professional organizations, parents,legislators and others. Stanley Hopkins, Assistant StateSuperintendent of Schools, and a group of dedicated Department ofEducation professionals facilitated the work.

The first task force meeting was held on February 17, 2005.The initial charge of the group was to reach consensus on themission and goals for West Virginia high schools and to organize thework of the task force around the four school improvement pillars(i.e., Curriculum; Instruction; School Effectiveness; and, Student,Family and Community Support). A subcommittee (Appendix B) foreach of the pillars was organized and subsequent meetings wereheld to study the available research, data, best practices, and makerecommendations to the full task force. The final task force meetingwas held on May 23, 2005, at which time the subcommittees wereasked to refine, combine and condense the large number ofrecommendations into a manageable number, reflective of thoseactions that would make the greatest positive impact on realizing themission and goals for West Virginia high schools.

THE WORKOF THETASK FORCE


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HIGH SCHOOLS FOR WEST VIRGINIA’S FUTURETASK FORCE

MISSIONAll West Virginia high school students will graduate with theknowledge and skills needed for success in postsecondary education,the workplace and life.

GOALS1. Students’ academic and technical performance shall equal or

exceed national averages.

2. Students shall have the opportunity to complete acceleratedcourses and graduate with college credit and/or workplacestrategies.

3. Students shall be educated by highly qualified personnel whoeffectively use research-based instructional credentials.

4. Students shall receive academic and career guidance to makeinformed decisions about career paths.

5. Students shall receive a seamless high school curriculumdesigned and delivered to promote lifelong learning.

6. Students’ families and communities shall be involved to assurethat all schools have strategies for providing support to addresssocial, emotional and academic needs.

To facilitate communications and organization, the task forcerecommendations, designed to address the mission and goals, havebeen categorized under the five action statements for high schoolreform put forth by the National Governors Association Action Agendafor Improving America’s High Schools. These statements include:

••••• Increase the value of the high school diploma throughincreasing academic rigor, student engagement andintensive support systems;

••••• Redesign the high school experience;

••••• Support student success by providing excellentteachers and principals;

••••• Set meaningful benchmarks and hold high schoolsaccountable for student success; and,

••••• Ensure a seamless system of education Pre-K throughadulthood.

MISSIONAND GOALS

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INCREASE THE VALUE OF THEHIGH SCHOOL DIPLOMA

BACKGROUNDWhat does a high school diploma provide for recent high

school graduates? “Offer a chance at jobs that support a family?Qualify its holder for entrance into the military? For decades,Americans have come to expect a diploma to do at least those things.But today, most young people and their parents also expect it to openthe door to postsecondary education, whether directly after highschool or later to advance their careers…Regardless, of the path theyinitially choose, these young people are gambling on the samething—that their diploma will prepare them to succeed” (EducationTrust, 2003).

Unfortunately, we know that West Virginia schools do notmeet the educational needs of ALL of our graduates. Far too fewstudents are graduating with skills needed to be successful in college,the job market, or life. In the past, we expected high schools toprovide a demanding education to only some students – typically thecollege bound students. Today’s society expects high schools toprepare all students—regardless of their career goals.

Empirical data support what parents, teachers, andadministrators have observed; only 68 percent of all high schoolstudents (nationally) earn their diplomas, placing the United States17th among the developed nations in the percentage of youthgraduating from high school. West Virginia presently has a 71percent graduation rate based upon national data that looks atgraduation rates in terms of obtaining a diploma in four years(Education Trust, 2003). Fifty-one percent of West Virginia’s 2004high school graduates enrolled in West Virginia public postsecondaryinstitutions. Data indicate that first-time freshmen are failing to meetthe college standards for college mathematics and English. Almostone out of every three incoming freshmen (28 percent) is required toenroll in a developmental mathematics class before taking the relatedcredit-granting courses at the college or university level. Overall, 31percent of all incoming first-time freshmen who enroll in West Virginiapublic higher education institutions are required to take at least onedevelopmental skills class (WVHEPC, 2005). Presently, a highschool diploma is the minimum credential for any career, and pureeconomics indicate that postsecondary education is important inincreasing earning power.

Today’s jobs require higher levels of reading and mathematicsskills that demand higher levels of educational attainment. Between2002 and 2012, The Bureau of Labor Statistics (BLS) projects 56million job openings for workers who are entering an occupation forthe first time. Of these, at least 14 million (25 percent) are expectedto be filled by college-educated workers. Sixty-eight percent of thecurrent United States workforce has some college or training beyondhigh school.

EDUCATION MUSTNOT SIMPLY TEACHWORK—IT MUSTTEACH LIFE.

W. E. B. DUBOIS

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A gap still exists between the knowledge and skills moststudents learn in school and the knowledge and skills (informationand technology skills, thinking and problem-solving skills, andinterpersonal and self-directional skills) they need in the 21st centuryworkplace. The Partnership for 21st Century Skills identifies skills thatbridge the gap between how students live and how they learn.Emphasis is placed on 21st century tools, content and context(Partnership for 21st Century Skills, 2004).

The current State Board Policy 2510 requirements for a morefocused curriculum for students is valid based on the research. TheSouthern Regional Education Board (SREB) recommends that allstudents complete a high school concentration in an academic area,a career/technical area or a blend of the two. Clearly, thisinfrastructure is in place in West Virginia high schools given thecurrent academic core requirements, including the selection of acareer cluster in grade eight and a career major area of study ingrade ten. Concerns have been raised related to the three pathways(Professional, Skilled and Entry) and the perception that the “Entry”pathway is less rigorous.

Graduation requirements for the entering freshmen class of2007 (Policy 2510) dictate the need to review the three pathways. Allstudents will be required to take the same core graduationrequirements only separated by the two credits of foreign languageand a fourth science necessary to complete the Professionalpathway. Allowing students to focus in one of two pathways(Professional or Skilled) would assist schools to more clearly definethe academic and technical requirements needed for successfultransition to postsecondary or career opportunities.

The senior year in high school is often referred to as “the lostyear.” The National Commission on the Senior Year asked recenthigh school graduates about their experiences in grade 12. “Manystudents—especially the 70 percent who were not enrolled in atraditional college-preparatory program of study—reported that thefinal year of high school was a waste of time. They said the highschool’s primary mission seemed to be ‘getting them through’ ratherthan boosting their knowledge and skills for the future”(2001).

In West Virginia it is true that some high school studentsutilize the senior year to take rigorous coursework and sharpen theirskills for postsecondary life. Others, however, utilize this time tocelebrate their escape from compulsory education and to take abreak from the rigors of school life. Unfortunately, the studentschoosing the latter are most often those who need meaningfulcoursework and additional instructional time to assure postsecondarysuccess.

West Virginia high schools have several avenues to allowstudents, particularly seniors, to earn college credit while in highschool: Advanced Placement (AP); International Baccalaureate; dualcredit; Earn a Degree – Graduate Early (EDGE); and, collegecourses, including the use of on-line virtual courses. All studentsneed equitable access to these acceleration options.

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Structured work-based learning activities are a criticalcomponent of helping students understand the world of work anddevelop real-world thinking skills. Many high schools permit students,especially seniors, to leave school early for part-time jobs or merelybecause they have met the minimum requirements for graduation.This practice does little to advance a student’s academic or technicalknowledge. On the other hand, giving students access to structuredexperiential/work-based learning, integrated with school-basedlearning, and planned cooperatively by educators and employers canenable students to acquire more meaningful knowledge and skills(Bottoms, 2001).

At present, the only requirement for receiving a standarddiploma from a West Virginia high school is the accumulation of therequired credits for graduation. Unfortunately, under the currentdelivery model, accumulated credit does not always translate intomastery of content. Clearly, the best example is the high remediationrates required of many West Virginia high school graduates as theytransition into college. Furthermore, employers indicate that toomany entry-level job seekers lack basic mathematics, reading,problem solving and critical thinking skills.

To address this issue, the recognition of students through theaward of workplace readiness and college readiness certificatescould further validate the quality of the standard high school diploma.Presently, West Virginia high school students have access to morethan 50 career/technical concentrations, most of which lead toindustry certifications/credentials. Approximately 300 state approvedtechnical courses are offered in the West Virginia high schools, manyof which carry EDGE credit. At a minimum, the WorkplaceReadiness Certificate should reflect the career/technical curriculumthe student completed, end-of-course test scores, ACT or ACTWorkKeys® scores, industry-recognized credentials the student hasacquired, and evidence of 21st century skills acquisition.

To date, the West Virginia Higher Education PolicyCommission and Community and Technical College Council haveheld informal discussions with the State Board of Education aboutcollege readiness. While the higher education governing boards donot have a formal definition of college ready, they do, however,recognize the strong relationship between course-taking patterns andcollege readiness. Completion of the ACT core curriculum isrecommended to increase the probability that a student will score 21or higher on the ACT test and to ensure eligibility for the PROMISEScholarship and admission to most postsecondary institutions(WVHEPC, 2004). The ACT core consists of: four years of English/language arts; three years of mathematics; three years of socialsciences; and three years of natural sciences (ACT, 2004).Guidelines need to be established that would enable students toreceive a college readiness certificate.

Every high school graduate needs to have the skills tosucceed in higher education or the workplace. High schoolgraduation credits must be aligned to meaningful and relevantstandards that represent college and workplace readiness skills that

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have been accomplished. The future of our state, and the well beingof our young people, are at stake. West Virginia high schools mustinsist that all students complete high school and graduate to becompetitive in our global society. The high school diploma mustrepresent a credential that colleges and employers recognize.

Given this background, the High Schools for West Virginia’sFuture Task Force recommends that the following action steps beaddressed to increase the value of the West Virginia high schooldiploma:

ACTION STEP1.1 Assure Curricula are Aligned to Provide Relevance and

Rigor for Students’ Postsecondary and Career Success

PROPOSED STRATEGIES1.1.1 Review and revise, as needed, the state model for career

clusters, majors and pathways to assure that required andrecommended courses are relevant to students’postsecondary and career goals. It is recommended that athorough review of the pathway requirements be conducted bya subcommittee of the Task Force, includingrecommendations for revisions to State Board Policy 2510.

1.1.2 Review and revise the content standards and objectives(CSOs) for high school courses to ensure that 21st CenturySkills are emphasized, including the assessment of theseskills.

1.1.3 Provide quality experiential/work-based learning experiencesfor all students. These experiences must be aligned withstudents’ high school program of study.

1.1.4 Assure student mastery of the content standards andobjectives as the basis for awarding high school credit. It isrecommended that consideration be given to the use of end-of-course assessments in all core courses for graduation, or,as an alternative, required formative assessments in all corecourses, whereby achievement deficiencies are identifiedearly and interventions are utilized to assist strugglingstudents to meet defined mastery criteria for all credit-bearingcourses.

ACTION STEP1.2 Make the Senior Year More Challenging and Meaningful

for All Students

PROPOSED STRATEGIES1.2.1 All West Virginia high school students should be fully enrolled

in at least five credits of meaningful coursework their senioryear. Therefore, it is recommended that all West Virginia high

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schools work with postsecondary institutions and employers toadminister placement exams to 11th graders. Further, it isrecommended that schools develop—in collaboration withcolleges—special senior year courses in English andmathematics to prepare unprepared students for college-levelstudies. Schools must also place equal emphasis onassisting students not planning to attend college to use thesenior year to assure that students are adequately prepared toenter the workplace.

1.2.2 All students should graduate from West Virginia high schoolswith postsecondary credits and/or work related credits orcredentials. Within this context, all high school studentsprepared for college-level work should be provided theopportunity to take at least 15 semester hours of relevantpostsecondary credit by the completion of their senior year.

1.2.3 The senior project is a tool that can be utilized to strengthenthe senior year. The project should be the culmination of theschool’s efforts to strengthen the key learning skills ofstudents – studying effectively, organizing and managinginformation, problem solving, conducting research, evaluatingtheir own work to make it better, and communicating whatthey have learned. A quality experiential or work-basedexperience should also be a major component of the seniorproject.

ACTION STEP1.3 Provide College and Work Readiness Credentials for All

Students

PROPOSED STRATEGIES1.3.1 Work closely with the state’s two and four-year colleges to

establish accepted criteria for college readiness. It isrecommended that a committee be established, representingboth the public schools and two and four-year colleges, todefine the criteria and structure for awarding CollegeReadiness Certificates to eligible high school graduates.The awarding of such certificates must allow students, at aminimum, to transition to postsecondary institutions statewidewithout enrolling in developmental coursework.

1.3.2 Engage the state’s business community, workforce investmentsystem and the legislature in defining the criteria for awardingWorkplace Readiness Certificates to eligible high schoolgraduates and adults. The awarding of such certificates mustbe recognized and honored by cooperating businessesstatewide.

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REDESIGN THE HIGH SCHOOL EXPERIENCETO REFLECT RIGOR AND RELEVANCE

FOR ALL STUDENTS

BACKGROUND“Far too many students view high school ‘as putting in their

time’ until they can move on to what they really want to know and do”(ASCD, April 2005). Furthermore, the high school design that wasimplemented during World War II will not meet the needs of 21st

century West Virginia students. The Task Force recognizes that muchneeds to be done to redesign high schools in order for all students tobe successful. Adequate yearly progress (AYP) in high schools is ashocking reminder that a dividing line exists between students whoare learning and those who are not. Twenty-eight percent of our highschools are classified by NCLB as low-performing high schools; yet, inmany instances, schools look at their successes (and there are many)and ignore the deficiencies. In order for all West Virginia high schoolsto become high-performing institutions, the curriculum and instructionmust be rigorous for all students.

Presently, the high school curriculum and instruction need tobe reviewed for rigor, high expectations and challenging learningexperiences that need to be the norm for every student. Rigor alone,however, will not assure that West Virginia students graduate readyfor postsecondary education and the workplace. Current researchindicates that by the time students reach high school, 40 to 60 percentare disengaged from school (Education Leadership, ASCD, April2005). Thus, the high school experience must not only be rigorous,but must be relevant to students - relevance that provides engaging,meaningful assignments and assessments to allow students to gettheir “hands-on” and “minds-around” learning, and to build positiverelationships with educators, other students, and the community.

The use of time in West Virginia high schools rarely varies.There is a set time for starting and ending the school day and schoolyear, for each period, and the number of minutes each studentspends in school each day and each year. In many instances, busschedules, extra-curricular schedules, and adult preferences for theuse of time drive the instructional schedule – with little notice given tocreating an environment that might be more conducive to adolescentlearning.

The high school experience is –with few exceptions—fouryears, typically two semesters each, and graduation is still based on“seat time” – no matter what we say about the importance of mastery.

Relevant learning opportunities must be provided for somestudents to catch-up and for other students to accelerate learning.The system of extra help must be one that extends the amount oftime for learning by capturing available time before, during and afterregular school hours (including evenings, Saturdays, holiday breaks,and summer) and creates a structure that does not allow students to“volunteer” for instruction, assignments, and assessments that areneeded to help the student achieve mastery. This certainly means

RECOMMENDATIONTWO

TREAT PEOPLE AS IFTHEY WERE WHAT

THEY OUGHT TO BE,AND YOU HELP THEM

TO BECOME WHATTHEY ARE CAPABLE

OF BEING.

JOHANN WOLFGANGVON GOETHE

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that teachers, adult and peer tutors, and other essential resources,including transportation and technology, need to be accessiblebeyond the normal school day.

Similar considerations must be applied to providing studentsaccess to advanced learning opportunities (EDGE, AP, dual credit,industry credentials, college courses). To accomplish this, publiceducation needs to form effective partnerships with higher educationand the business community to share both human and non-humanresources. Additionally, quality standards must be developed toensure that it does not matter where the student completes thecourse or earns the advanced credit, content mastery remainsconsistent and pervasive.

The realization that few West Virginia schools areexperiencing growth in student numbers or increased numbers ofteachers will require the expanded use of distance learning (e.g.,virtual courses, on-line) to provide access to required, elective, andadvanced courses.

A relevant and rigorous curriculum demands effort and posesintellectual challenges for students. Today’s global economy meansthat students cannot be taught as though they are dependentlearners relying on the teacher as the fountain of all knowledge. It isequally important for high schools to shift their thinking from anapproach in which teachers are single players performing in front ofan audience to one in which teachers perform as part of an ensemblecast or team. Both research and practice demonstrate theadvantages that teams bring to accomplishing goals. But effectiveteams do not develop by accident. Teams take time, skill, andknowledge to be successful. School leaders should help teachersbuild effective teams by developing new organizational structures andcreating a shared vision that focuses on success for all students.

Engaging and challenging classroom instruction must alsodevelop student responsibility for learning. The use of studentportfolios expects students to evaluate their learning over time, selectthe best evidence/artifacts of the learning, and showcase it withappropriate media and documentation. In addition to studentportfolios, high schools should employ student-led conferences toengage parents and families in conversations about student effort,learning and achievement. Student portfolios and student-ledconferences will require professional development for teachers andpreparation of students to be active participants in the learning andevaluation process.

Many successful adults tell us they are successful because ateacher believed in them; therefore, they believed in themselves. Inother words, a personal, sustained and caring relationship was criticalto their high school experience, motivation, and ultimate success. Theresponsibility for delivering guidance and advisement rests with allprofessionals and is not the sole responsibility of the schoolcounselor.

Currently, all students (beginning in the 8th grade) develop anindividual Five-Year Plan to assist them in meeting their graduationand career goals. Each 8th grade student chooses a Career Cluster

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to pursue during the 9th and 10th grades. At the end of the 10th grade,students evaluate their plan and select a Career Major. Students’coursework should then be designed around their clusters, majorsand pathways. The development of the Five-Year Plan has greatpotential for: on-going conversations among students, families andschool; developing master schedules that are data-driven by student-need; and, providing structure to a school’s advisement system.However, the current reality does not meet the potential. The Five-Year Plan, for the most part, is an act of compliance that usuallyrequires a parent to sign a form sent from the school, said form isplaced in the student folder, and—in many instances—is never orrarely reviewed again. Additionally, middle schools need to helpstudents and parents begin to focus on career and education goalsand how they are connected to the program of study students willpursue while in high school.

A mentor, or caring adult who advises students, should beassigned to each high school student. Certainly, school personnelshould be the first in line to provide mentoring to students; however,high schools should be encouraged to reach out to community andcivic organizations to also provide qualified mentors. Mentors wouldbe expected to support students from the first day of their high schoolexperience through graduation. Regardless of who the mentor maybe, schools will need to provide on-going professional developmentfor mentors to ensure all students receive consistent, qualityguidance and advisement.

Providing each high school student with an adult mentor doesnot mean abdicating the role and responsibility of counselors. It isimpossible for one counselor to know 300, 400, or more students onan individual basis. This reality has implications for the adjustment ofthe school formula to increase the counselor-student ratio. This willalso impact preparation programs for school counselors by requiringthem to expand the amount of time devoted to this crucial aspect ofguidance and advisement.

If West Virginia is serious about increasing the value of thehigh school diploma, then we must be equally serious about ensuringthat entering 9th graders are ready to pursue and achieve in rigorousacademic curricula.

As we look at the basic skills of our 8th graders as theytransition to high school, there is concern. While West Virginia is justunder the national average of 8th graders taking Algebra I, we rank 37out of 50 states in mathematics achievement (SchoolMatters, 2005).Unfortunately, reading is not much more encouraging. WestVirginia’s 8th graders rank 33 out of 50 states in reading achievement(SchoolMatters, 2005). While West Virginia is above the nationalaverage in achievement of basic reading skills, it is below theaverage for proficient reading skills (SchoolMatters, 2005).

Middle schools should work cooperatively with feeder highschools to analyze and use WESTEST and ACT EXPLORE results asone means of assessing readiness for high school. Upondetermination of collaboratively developed readiness indicators, theState Board should also develop and implement standards that would

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be used to determine promotion to high school. Currently, a middleschool student may not have passed a mathematics course but bepromoted to high school as if ready for high school levelmathematics.

In addition to academic readiness, entering ninth graders alsoneed to achieve a level of technical literacy that will allow them to usemultiple software programs, calculators, and other educationaltechnologies that can improve learning. The State Board should alsoimplement a technology literacy requirement and assessment forgrade eight.

As academic expectations are raised for readiness forentering high school, schools and school systems must be ready toprovide meaningful programs to support at-risk students. Currently,four West Virginia high schools are involved in a pilot project with theSREB/HSTW, and Johns Hopkins University’s Talent DevelopmentHigh School to implement strategic recovery courses in reading andmathematics for students who are not ready to enroll in and masterAlgebra I or English 9 as freshmen. The model provides extendedtime, research-based instructional strategies, and professionaldevelopment to assist those students and their English andmathematics teachers.

Redesigning the West Virginia high school experience is amonumental task; however, we have an obligation to prepare today’sstudents for the changing world. The High Schools for WestVirginia’s Future Task Force recommends the following action stepsand strategies to assist in this transformation:

ACTION STEP2.1 Increase Learning Opportunities for All Students

PROPOSED STRATEGIES2.1.1 Provide schools the needed flexibility for modification of time,

schedules, and organization so all students attain mastery.The 8100-minute time requirement should be reviewed andalternative scheduling pursued. Therefore, it is recommendedthat schools be freed of the 8100-minute time constraint ifthey can ensure student mastery for awarding a unit of credit.

2.1.2 Attendance is critical to ensuring that students are providedwith excellent instruction. The current attendance policyprovides high schools little latitude in providing incentives orconsequences for students who attend or do not attendschool. It is recommended that Policy 4110 be revised tomake attendance at school a student priority. The policyneeds to allow for county flexibility. Furthermore, it isrecommended that other policies and laws that supportstudent accountability for learning be reviewed and revised.

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2.1.3 Fund, implement, and monitor structured extra help programsto assist students in completing accelerated programs ofstudy with high-level academic and technical content.

ACTION STEP2.2 Engage Students in Relevant and Rigorous Curricula and

Instruction

PROPOSED STRATEGIES2.2.1 Expand the use of technology to increase access to required

and elective courses (e.g., West Virtual School, on-linecourses). Adequate funding must be provided to ensure thetechnological infrastructure is upgraded to address thedelivery of curricula from remediation to acceleration.

2.2.2 Establish a statewide high school cadre to work towardstrengthening instruction—through the use of research-basedinstructional strategies to maximize learning for all students.

ACTION STEP2.3 Provide Guidance and Advisement Activities to Assist All

Students in Making Informed Decisions

PROPOSED STRATEGIES2.3.1 Review the West Virginia Comprehensive Developmental

Guidance and Counseling Program as specified in Policy2315. This policy and program needs to be kept current toensure that the guidance and advisement needs of studentsare being met. Consider developing West Virginia ContentStandards and Objectives (CSOs), the current languagerecognized by all teaching professionals, in lieu of the present“standards.” This format change would allow teachers tointegrate advisement activities into their daily instruction.

2.3.2 Assign each student a mentor or a caring adult to guide andadvise them from 9-12 grades.

2.3.3 Fully implement the delivery of the State Counseling Programby providing additional staff development and timemanagement strategies for counselors. The role of thecounselor is critical in ensuring that students knowthemselves, their aptitudes, interests, and values. Therefore,it is recommended that funding be provided to increasecounseling services, as well as to increase professionaldevelopment opportunities for counselors and advisors.

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2.3.4 Ensure that counselor preparation programs meet the needsof the students. Strong career guidance components need tobe added to the school counseling certification programs. Forinstance, preparation in guiding students in use of the Five-Year Individual Plan and understanding of the “career clusterand major” concept is paramount to the development of astudent’s program of study. It is recommended that the WestVirginia Department of Education collaborate with highereducation in developing school counseling programs thatmore closely align with career development and decision-making needs of all students.

ACTION STEP2.4 Improve Student Transitions from Middle Grades to High

School

PROPOSED STRATEGIES2.4.1 Ensure that entering ninth graders are ready to pursue and

achieve in a rigorous high school curricula. To accomplishthis, various forms of assessment should be reviewed,including ACT EXPLORE, NAEP, WESTEST and formativeassessments. The Task Force recommends the State Boardof Education develop readiness standards both—inacademics and technology—that specify what entering ninthgraders need to know and be able to do for high schoolsuccess. Included in this recommendation would be factorsthat would be used to determine promotion to high school.

2.4.2 Realign middle schools to prepare students for a rigorous highschool curriculum. It is recommended that a middle school/high school committee be established to review the researchas it relates to the current West Virginia middle school and itseffectiveness in preparing students for high school and makerecommendations for better aligning the two entities.

2.4.3 It is essential that high schools and middle grades implementrecovery programs for getting unprepared students and all at-risk students ready for challenging high school work.Therefore, it is recommended that the State Board ofEducation revise Policy 2510 to include recovery programsand seek funding from the West Virginia Legislature tosupport them.

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SUPPORT STUDENT SUCCESS WITH EXCELLENTTEACHERS AND PRINCIPALS

BACKGROUNDEducational accountability has significantly altered the

education landscape. Principals can no longer simply place teachersin the classroom, provide them with textbooks and prod students toattend school. Nor, can teachers simply open the textbook, begin atpage one and hope to reach the final page by the end of the schoolyear. Today’s professional educators must be equipped with deepcontent knowledge and the ability to use research-based strategiesthat are effective in improving learning for all students.

The High School PrincipalWithout doubt, there is growing attention to the need for

stronger school leadership – developing principals, teachers andother educators who can direct and implement changes in curriculum,instruction and school organization. School leaders must also knowhow to balance the pressing need for ongoing school improvementwith the heavy demands of non-instructional issues and emergencies.

School leaders must be able to create a focused mission toimprove student achievement and a vision of the elements of school,curriculum, and instructional practices that make higher achievementpossible (SREB 2005). They must use data to initiate and continueschool and classroom structures and practices that advance studentlearning and to selectively abandon those that do not. They must beable to create a school organization where adults continuously workand learn together and share collective responsibility for the learningof all students.

Eighty-four West Virginia administrators (principals,superintendents, and assistant principals) were eligible for retirementat the end of the 2004-2005 school year (WVDE). However, by June30, 2006, a predicted low of 12 administrators will be eligible forretirement. These numbers highlight the need to support veteranprincipals in developing the skills they need to lead curriculum,instruction, and student achievement—skills that were not part of thepre-service preparation programs they completed and skills that havenot traditionally been part of a sustained effort of continuousprofessional development and certification renewal. The problem isnot the lack of certified principals but rather a lack of well-preparedprincipals who can lead high schools to excellence. While changeshave been made in the standards for preparation programs forpreparing new principals, West Virginia still does not have a plannedsystem in place to recruit new leaders – moving accomplishedteachers into school leadership positions. Potential administrators forthe most part, self-select themselves into the ranks of principals.Additionally, after two years as a principal, candidates may convertthe certificate to a Permanent Professional Administrative Certificate,which is valid for life. Although principals are required to completethe West Virginia Principals’ Academy at least once every six years,there is no other mandatory professional development that principalsmust attend.

RECOMMENDATIONTHREE

WE MUST NOT, INTRYING TO THINK

ABOUT HOW WE CANMAKE A BIG

DIFFERENCE, IGNORETHE SMALL DAILYDIFFERENCES WE

CAN MAKE WHICH,OVER TIME, ADD UP

TO BIG DIFFERENCESTHAT WE OFTEN

CANNOT FORESEE.

MARIAN WRIGHT EDLEMAN

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The High School TeacherWest Virginia presently has a highly experienced teaching

staff with the average years of teaching experience at 19.59 yearsand 52 percent of teachers having 31 years of experience or more(WVDE). West Virginia high school teachers are not onlyexperienced, but they have advanced college degree attainment withnearly 6 out of every 10 high school teachers possessing a master’sdegree or higher. Teachers with permanent certification—some whohave been permanently certified for more than 20 years—need tostay current in their field – keeping abreast of curriculum changes,pedagogical innovations, and the demands of a technological andglobal economy and knowledge base. Renewal of the teachingcertificate should be one that is based on established criteria forcredits and Continuing Education Units (CEUs) just as are requiredfor licensure renewal in other professions (e.g., doctors, nurses,lawyers).

Currently, West Virginia only requires 18 hours of professionaldevelopment per year; hours that, for the most part, teachers choosefrom a diverse menu of offerings and providers, with no reviewprocess to connect the professional development to the school’simprovement agenda. Additionally, teachers may complete therequired 18 hours before the school year begins and not attendanother professional development session for the rest of the schoolyear.

The NCLB definition of a highly qualified teacher reflects theview that teacher certification alone does not ensure teacher quality.High quality instruction demands that teachers know their subject andknow how to effectively engage students in the particular concepts ofthat subject.

For this reason, a structured system of professionaldevelopment is critical to the school improvement process. Recentresearch has shown that the quality and duration of professionaldevelopment programs are important determinants in improvingteaching practice and raising student achievement. It has beenshown that students perform at higher levels when their teachersparticipate in sustained professional development that focuses onstandard-based curriculum and instruction (National Conference ofState Legislatures).

In addition to high quality, sustained professionaldevelopment, teachers and administrators need time to fine tunestrategies in order to implement research-based instructionalstrategies that increase student engagement and achievement. Thisfine-tuning includes opportunities to work with other teachers todiscuss teacher assignments and assessments; review student work;visit other classrooms and observe best practices in action; and, buildlessons that help high school students see connections andrelevance to what is being learned in the classroom and their futuregoals.

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In order to achieve this climate of a true learning communityand assure that what takes place in the classroom strengthensteaching and learning, high schools need flexibility in the use of time(e.g. length of the school year, school day, class periods) in order toprovide daily opportunities for teachers to collaborate.

The research is clear; highly qualified and effective teachersand principals have a direct correlation to increased studentachievement. However, teachers must be provided incentives toenter and stay in the teaching field.

West Virginia must make “closing the teacher qualificationsgap a top priority by targeting recruitment and retention incentives toteachers in greatest demand” (National Education Summit on HighSchool, 2005). It has been suggested that pay could be based on awillingness to teach in high need and high demand subject areas,rather than solely on years of experience or levels of education. Theplacement of highly qualified and motivated teachers in theclassroom has a profound effect on achievement.

Attention must also be given to identifying qualified candidatesfrom other career fields. Currently, Policy 5202 addresses alternativeroutes to teacher certification; however, some shortages could beaddressed by providing more flexibility in permitting certificationbased upon professional development credit.

State education leaders (K-12 and postsecondary) need towork together to establish clear standards for the skills andknowledge high school teachers need in their content area in order toprepare students for postsecondary education and the workplace.

Given this background, the Task Force recommends thefollowing action steps and strategies related to the recruitment,preparation and on-going professional development of teachers andprincipals:

ACTION STEP3.1 Provide Teachers and Principals with Instructional

Resources, Time, and Ongoing Professional Developmentfor Implementing New Curricula and Research-basedInstructional Methods

PROPOSED STRATEGIES3.1.1 Fund and monitor additional days of school-embedded,

research-based professional development to drive change. Itis recommended that a minimum of ten (10) days be providedin the school calendar for professional development for allteachers, principals and guidance staff.

3.1.2 Initiate a three-year professional development strategy for allprincipals and teachers that will strengthen instruction andlearning by focusing on: differentiated instruction; research-based strategies; project-based learning; integration;multi-cultural communication skills; mentor training; curriculumalignment and prioritization; instructional technology;interdisciplinary learning; assessment; and 21st Century Skills.

RECOMMENDATIONTHREE

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3.1.3 Fund and establish ten (10) pilot sites at high schools ortechnical centers to implement the professional learningcommunity model.

3.1.4 Review and revise current policies related to the schoolcalendar, school day, and other time requirements to createtime for ongoing teacher collaboration during the regularschool day and year.

ACTION STEP3.2 Recruit, Employ, and Retain Effective Teachers and

Principals

PROPOSED STRATEGIES

3.2.1 Develop (in collaboration with higher education) teacher andprincipal preparation standards that will be uniform throughoutall West Virginia higher education institutions.

3.2.2 Review and revise policies, practices and statutes to facilitatethe recruitment, employment and retention of highly effectiveteachers and principals.

3.2.3 Base the renewal of teacher and principal licensure on astructured system of Continuing Education Units instead ofawarding permanent certification based on time in the system.

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SET MEANINGFUL BENCHMARKS AND HOLDHIGH SCHOOLS ACCOUNTABLE FOR

STUDENT SUCCESS

BACKGROUNDHow will West Virginians know that progress is being made –

that the mission of students graduating with the knowledge and skillsneeded for success in postsecondary education, the workplace, andlife is being achieved? Gauging high schools’ effectiveness will be amatter of what criteria are used to make the determination.

To be valued and used, data need to be timely, user-friendlyand impact decision–making. A useful data system must be able tointegrate multiple sources of data including: student performance;demographics; and, educational programs and initiatives. Schoolsand school systems can then determine whether a particularprogram/model is working, for whom, and if student learning andachievement have improved. The data system should be able tolongitudinally track the progress of individual students as well ascohort groups. The data system can be compared to a warehousesystem – where the client (school or school system) can requeststock (data) from the inventory and be assured of immediate shipping(electronic transmission). However, no matter the efficiency of thedata system, the data are worthless unless they are used fordecision-making and continuous school improvement.

In West Virginia, other than meeting standards for AdequateYearly Progress (AYP), it has not yet been determined what makesan effective high school. There is a provision in Policy 2320 to awardExemplary Accreditation Status to schools. These identifiedperformance measures could easily be considered (and expanded)for all high schools’ accountability.

Although indicators of performance are identified in Policy7300 – Better Schools Accountability: School, School District andStatewide School Report Cards, they are not part of the high schoolaccountability framework at this time.

The West Virginia Department of Education has a unique K-12 student identifier that was implemented two years ago. However,public education and higher education data are not connected exceptthat the higher education institutions can receive transcripts ofstudents applying for admissions. A joint project has been initiated toprovide transcript information to the Higher Education PolicyCommission (HEPC) from the local high school for the determinationof the PROMISE Scholarship. The Family Education RecordsProtection Act (FERPA) does not allow the “open” sharing of studenteducation records with anyone, including higher education.Aggregate numbers can be shared, but not the individual studentinformation. It appears, higher education, however, does have theauthority to provide public schools with information to “map back”against student records.

RECOMMENDATIONFOUR

THE ANCIENT ROMANSHAD A TRADITION:

WHENEVER ONE OFTHEIR ENGINEERS CON-

STRUCTED AN ARCH, ASTHE CAPSTONE WAS

HOISTED INTO PLACE,THE ENGINEER AS-

SUMED ACCOUNTABIL-ITY FOR HIS WORK IN

THE MOST PROFOUNDWAY POSSIBLE: HESTOOD UNDER THE

ARCH.

MICHAEL ARMSTRONG

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There is no system currently in place that allows West Virginiapublic schools or postsecondary institutions to track students’ successafter entering the workforce.

The West Virginia Higher Education Policy Commissionannually publishes two documents that provide information about thefirst year of college performance. These reports “College GoingRates by County,” and “Performance of High School StudentsEnrolled in Public Colleges and Universities” provide invaluable dataabout percentages of students needing remedial coursework incollege, hours attempted, GPAs, and college going rates. Highschools can use these data to determine progress in decreasing thecollege remediation rate, increasing the college going rate, andidentifying needs related to developing transition programs such asthe alignment of high school curriculum to “college readiness”standards. At the present time, the state does not use these data foraccountability purposes.

All students in career and technical programs are required totake end-of-course exams, representing 15 percent of the final gradein the class. Results of required, career and technical end-of-courseexams have increased from a passage rate of 39.92 percent duringthe second semester of 2003-2004 school year to 60.99 percentduring the first semester of the 2004-2005 school year. All career andtechnical completers (completing at least the sequence of fourrequired courses in a career and technical concentration) are requiredto take ACT WorkKeys® exams in reading and mathematics.

Approximately 75 percent of West Virginia high schools are atsome stage of implementing the HSTW improvement model. TheHSTW indices of quality implementation from both the studentassessment and teacher survey should also be considered whendetermining high school goals and accountability. They are:

••••• Emphasis on high expectations;••••• Completion of recommended academic curriculum;••••• Emphasis on literacy across the curriculum;••••• Emphasis on numeracy across the curriculum;••••• Emphasis on quality science classroom experiences;••••• Emphasis on integrating academic content in career/

technical courses;••••• Emphasis on quality career/technical courses and

programs;••••• Emphasis on quality work-based learning experiences;••••• Emphasis on timely guidance and structured transitions

from middle grades to high school and high school topostsecondary; and,

••••• Students’ perceived importance of high school.

Several efforts are in place to provide technical assistance tohigh schools. The Office of Technical and Secondary ProgramImprovement currently assists high schools in implementing theHSTW improvement model and also assists some middle schoolswith Making Middle Grades Work (MMGW). Policy 3233 – TheEstablishment and Operation of Regional Education Service Agencies

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(RESAs) requires them to provide technical assistance to low-performing schools and to coordinate the delivery of high-quality,targeted staff development.

The Division of School Improvement Services is focusing onmiddle education systemic improvement. The work of the Closing theAchievement Gap liaisons will provide important lessons that can beapplied to providing technical assistance to high schools, especiallythose identified as low performing.

Building on the work accomplished with county systems andthe Framework for High Performing School Systems, West Virginiamust apply this coordinated approach for school system improvementto individual high schools. The recommendations, action steps andproposed strategies contained within this report are clearly alignedwith the core beliefs, high yield strategies and the continuous processfor improvement of the Framework.

The West Virginia Department of Education in collaborationwith the West Virginia Center for Professional Development, isworking with 20 high schools using the Southern Regional EducationBoard (SREB) Leadership Curriculum Modules to build the capacityof school leadership teams to solve real school problems that willresult in improved student learning. This professional developmentinvolves intensive instruction on key leadership concepts andprocesses, including:

••••• Creating a High Performance Learning Culture;••••• Using Data to Lead Change;••••• Prioritizing, Mapping and Monitoring the Curriculum;••••• Leading Assessment and Instruction;••••• Meeting the Standards: Looking at Teachers Assignments

and Student Work;••••• Providing Focused and Sustained Professional

Development;••••• Building and Leading Effective Teams;••••• Literacy Leadership; and,••••• Numeracy Leadership.

Policy 2320 provides that the West Virginia Board ofEducation shall establish early detection and intervention programsusing the available resources as it deems appropriate including theWest Virginia Department of Education, the Regional EducationalService Agencies, the Center for Professional Development, and thePrincipals’ Academy to assist underachieving schools and schoolsystems to improve performance before conditions become so graveas to warrant more substantive state intervention. Assistance shallinclude, but is not limited to, providing additional technical assistance;professional staff development; providing monetary, staffing, andother resources available where appropriate; and, if necessary,making appropriate recommendations to the Process for ImprovingEducation Council.

Using only current high school criteria for measuring AdequateYearly Progress (AYP), the 2003-2004 West Virginia Report Cardindicates that 35 high schools out of a total of 124 high schools inWest Virginia (approximately 28 percent) failed to meet AYP.

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Twenty-three (23) high schools failed to meet AYP in the lowsocio-economic subgroup. Ten (10) high schools failed to meet AYPin the special education subgroup and ten (10) high schools failed tomeet the 80 percent graduation rate.

Based on this background, the Task Force recommends thefollowing action steps and strategies to address the benchmarkingand accountability goal:

ACTION STEP4.1 Create a State Accountability System That Expects

High Performing High Schools for All Students

PROPOSED STRATEGIES4.1.1 The State Board of Education should revise Policies 2320 and

2510 and recommend appropriate revisions to State Code tocreate a state accountability system for West Virginia highschools. Indicators could include standards for:••••• Attendance rates and graduation rates;••••• Drop-out rates;••••• ACT composite and sub-test scores;••••• AP course enrollments, exam taking rates, and

percentages of exam scores of 3 or higher;••••• Percentage of graduates with postsecondary credits and/

or industry credentials;••••• Percentage of students receiving college and workplace

readiness certificates; and••••• Postsecondary attendance rates; expecting decreasing

numbers of students who enroll in developmental coursesat the postsecondary level and increasing numbers ofstudents who persist to complete either two or four-yeardegrees.

4.1.2 Develop and implement annual surveys of seniors, teachersand graduates (one year and five years after graduation) todetermine the effects of changes in practices and policies.These surveys could be an adaptation of the HSTW surveysthat are currently administered biennially.

4.1.3 Provide funding to administer the ACT to all second-semesterstudents in grade eleven.

4.1.4 Provide teachers access to statewide test item banks tocreate on-going formative, classroom level assessments.Teachers within a school or county would use the results offormative assessments to adjust instruction for improvedstudent learning.

RECOMMENDATIONFOUR


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ACTION STEP4.2 Build an Integrated Data System Across K-12,

Postsecondary and Employment Security

PROPOSED STRATEGY4.2.1 The State Board of Education should direct the WVDE to

convene a committee of higher education, state government(Education, Employment Security) and county personnel todevise a seamless data system that provides useful andnecessary data for all parties. This system would permit thedevelopment of a data source that could be used tostrengthen all systems and point out weaknesses that needremediation.

ACTION STEP4.3 Provide Targeted and Aggressive Technical Assistance to

Low Performing High Schools

PROPOSED STRATEGIES4.3.1 Implement a program of intensive support for the lowest

performing high schools to help them develop the capacity toimplement structures for improvement and, most importantly,create a culture of high performance that can be sustained.The WVDE should begin this effort with a three-year pilotprogram with three targeted low performing high schools.Identify dedicated staff at both the WVDE and RESA levels toprovide on-going coaching and technical assistance to thethree high schools for the purpose of implementing the StateBoard Agenda for Improving High Schools. They would needto work with the Offices of Student Assessment, Technicaland Secondary Program Improvement, School Improvement,and Technology, as well as higher education to providetargeted and sustained professional development for thesehigh schools.

4.3.2 Develop incentives to encourage highly qualified and effectiveteachers and principals to teach and lead in low-performinghigh schools. Financial incentives and improved workingconditions should be considered as ways to keep qualifiedteachers in schools whose poor performance is oftenintensified by high teacher turnover.

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ENSURE A SEAMLESS SYSTEM OF EDUCATIONPRE-K THROUGH ADULTHOOD

BACKGROUND

High school is the “finishing” experience for students in theWest Virginia public school system. While many students pursuefurther education—college or technical training—many go directly towork. For some students this is the end of their formal education—orso they believe. In reality, it is merely the beginning of the journey forall students. The more effective high schools are in developing theacademic, maturity and decision making skills of students, the lessdifficult their journey will be to adulthood and the responsibilitiesassociated with it.

High schools must create a supportive environment thatprepares students to make positive decisions about their future. Highschools must reach out to their communities and assist all students toachieve and prepare all graduates for success in the workplace orpostsecondary education. To accomplish this, West Virginia musthave a data system that “supports personalized academic/technicalgraduation plans and provides teachers and administrators theinformation needed to ensure that each student is on track tograduation and beyond (NASSP, 2005).

High schools must continue to expand their use of technology.The acquisition of 21st Century Skills must be the norm for all WestVirginia graduates. We must continue to strengthen the currentinfrastructure and provide the technical assistance needed to keeptechnology up to date and available. Technology can also be thecommunication link we need for connecting the community, especiallyparents with the high school. An open dialogue that creates a cultureof caring and sharing can contribute greatly to student success.

West Virginia has a high percentage of the total populationover age 16 without a high school diploma. Programs are needed toassist these individuals in securing their GED’s and receivingtechnical training. According to the Bureau of Labor Statistics, thosewho have a high school diploma, including those with a GED, earn$7,400 more a year than those who do not graduate from highschool.

High schools must also assist students and families bybecoming a resource and clearinghouse of education and careerresources. This can and should be a collaborative effort with variousstate agencies and higher education. High schools must be moreresponsive to the needs and goals of students who are struggling tosucceed. Data indicate that all the predictors of student success arein place by the 8th or 9th grade. As we develop this culture of support,schools must provide the extra help and time that struggling studentsneed – after school tutoring, Saturday schools, extended day/year, orvirtual classes to provide the flexible scheduling some students willneed to succeed.

RECOMMENDATIONFIVE

LIFE AFFORDSNO GREATERRESPONSIBILITY, NOGREATER PRIVILEGE,THAN THE RAISINGOF THE NEXTGENERATION.

C. EVERETT KOOP


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West Virginia high schools must create an environment and aculture that support healthy lifestyles. Far too many West Virginiastudents are obese and otherwise unhealthy. Less than 50 percent of2004 students passed the President’s Physical Fitness exams.Students must be encouraged to observe proper diet and exercise,regardless of grade level. The West Virginia high school curriculummust inform students about wellness and nutrition throughout thecurriculum as well as forge an aggressive campaign for abstainingfrom tobacco, drugs and alcohol use.

ACTION STEPS5.1 Create a Sustainable and Effective P-20 Council

The primary objective of this Council would be to turn thevision of a seamless education system into a reality. Thescope of the Council begins with preschool (P) and ends withgraduate study (20th year – equivalent to a masters degree).The Council would serve as an advisory group to assist WestVirginia in coordinating efforts and services to assure that allstudents are afforded the opportunities needed to succeed.

5.2 Engage Families and Communities as Partners inSupporting Students’ Social, Emotional, and AcademicNeedsHigh schools must provide communities and especiallyparents, better information about their choices and what isneeded for their children to succeed. They also need torealize that completion of a rigorous and relevant curriculum isa prerequisite to their children’s social and financial success.High schools must be relentless in developing strong LocalSchool Improvement Councils (LSICs) and other partnershipsto engage all stakeholders.

5.3 Use Technology as an Avenue to Maintain OpenCommunication Between Home and SchoolDevelop a user-friendly parent link on the West VirginiaDepartment of Education’s website.

5.4 Re-engage Adults and Out-of-School Youth WithoutDiplomas or GEDs in the Education SystemContinue to expand the use of high schools, technicaleducation centers and community/technical colleges to creategreater access for these students and adults.

5.5 Create a Directory and Clearinghouse of Career andEducation Resources/Information Accessible to AllStudents and Families

5.6 Emphasize Nutrition and Life-Long Wellness Across theHigh School Curriculum

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Today, most of West Virginia’s high schools are not ready tooffer a personalized educational experience to each of their students.They are ill equipped to provide every student a challengingcurriculum – one that is engaging, inspiring, based on widelyunderstood and accepted academic standards, and relevant to theworld he or she will face beyond graduation.

To be sure, standards-based reform has focused WestVirginia’s attention on providing all students with the opportunity tolearn. It has generated significant changes designed to producebetter schools and improve student achievement. And althoughsubstantial progress has been made, improving the performance ofWest Virginia’s high schools and the students they serve is a work inprogress.

In the broad panorama of school reform, high schools haveproven to be the most challenging education institutions in which toeffect lasting, meaningful change. That is why the State Board ofEducation and the State Superintendent of Schools established thisTask Force and charged it with recommending ways to improve andsustain the academic achievement of all West Virginia high schoolstudents and to ensure that they acquire the knowledge and skillsthey will need to succeed in postsecondary education, careers andcitizenship.

We know that the implementation of our recommendations willbe a long journey. We know that it will not be easy. And we knowthat limited financial resources and time will not allow all of it to beaccomplished at once.

At the same time, we caution state policymakers againstimplementing our recommendations in piecemeal fashion, or againstviewing them as a menu from which to pick and choose withoutregard to the impact such an approach would have on theeffectiveness of our proposed policy actions. Careful consideration tothe timing and sequencing of our recommendations is essential.

SEIZINGTHEOPPORTUNITY


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Current Status of West Virginia’sHigh Schools

As we begin to understand the vision of where the WestVirginia high school needs to be, it is helpful to look at where we aretoday as we review statistics and data in terms of: GeneralDemographics of West Virginia High Schools; The West Virginia HighSchool Student; Graduation Rates; Curriculum; Student Achievement;Technology; Advanced Learning Opportunities for High SchoolStudents; Industry Credentials; and, Postsecondary Attendance andReadiness.

Number and Configuration of West VirginiaHigh Schools

The West Virginia high school certainly cannot be defined asa “cookie cutter” institution. There are a total of 124 high schools inWest Virginia and an additional 24 county career/technical centersand seven multi-county career centers. The average age of a highschool facility is 42.5 years. The oldest high school was built in 1903.High schools come in all shapes and sizes. Eighty-nine high schoolseducate students in Grades 9-12 with 33 of these high schools beingconsidered comprehensive (having five or more career/technicalprograms located in their building). Seventeen high schools educatestudents in Grades 7-12; four in Grades 8-12; three in Grades 6-12;and two in Grades 5-12. Four high schools in West Virginia educatestudents who are enrolled in Grades K-12 (WVDE). According to NoChild Left Behind (NCLB) definitions, all of the above configurationsare considered high schools for accountability purposes.

The High School Population

West Virginia has few large high schools. The breakdown is asfollows:

••••• 20 schools—under 300 students

••••• 68 schools—301-800 students



••••• 5 schools—1501 and over students

APPENDIX A

EDUCATION IS SIMPLYTHE SOUL OF ASOCIETY AS ITPASSES FROM ONEGENERATION TOANOTHER.

G. K. CHESTERON


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High School Schedules

West Virginia high schools have a myriad of schedules that include:

••••• Single period (traditional seven period day)—37 schools(35%)

••••• 4 x 4 semester block –47 schools (44%)

••••• Combination, hybrid, other schedule—22 schools (21%)

Note: Sixty-six percent of 106 reporting high schools have been ontheir current schedules for more than six years (HSTW, 2004).

Transportation

••••• Approximately 85 percent (228,168) of West Virginia’s K-12 students are transported via school bus.

••••• 2,071 high school students have a bus ride that exceedsthe recommended time of 60 minutes one way.

The West Virginia High School Student

The information below provides a “snapshot” of the West Virginiahigh school student:

••••• 51.1 percent male••••• 48.9 percent female••••• 94.6 percent white••••• 04.1 percent black••••• 00.7 percent Asian••••• 00.1 percent Indian••••• 13.7 percent special education••••• 38.2 percent low socio-economic status (WVDE, 2004)

Graduation Rates

••••• 84 percent of students graduated from high school in 2004(WVDE, 2005).

••••• 71 percent of high school freshmen will graduate fromhigh school on time. This is higher than the nationalaverage of 68 percent (Education Trust, 2005).

APPENDIX A

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••••• West Virginia leads the nation with 41 percent of freshmengraduating college-ready. The national average is 34percent (SchoolMatters, 2005).

••••• While some states in the nation battle a 50 percentdropout rate, only 2.9 percent of West Virginia’s studentsdrop out of school annually (WVDE, 2005). Still, WestVirginia recognizes that ALL students are deserving of ahigh school diploma.

Achievement

West Virginia leads the nation in the percentage of studentstaking a mathematics course beyond Algebra II by graduation(SchoolMatters, 2005). Certainly, our graduation requirements(requiring students to take two mathematics courses above Algebra I)must be considered. The High Schools That Work (HSTW)curriculum, that is instituted in a majority of our high schools (75percent), also emphasizes “mathematics every year” (SREB, 2002).

The West Virginia American College Testing (ACT)Composite, while below the national average, continues to increase.In 2001, only 58 percent of students tested with a composite score of20.2. By 2004, the number of West Virginia students testedincreased by seven percent to 65 percent. English, mathematics andreading scores have continued to increase; science has stayedsteady (ACT, 2004).

The Scholastic Aptitude Test (SAT) average of West Virginiastudents is higher than the national average. Traditionally, onlystudents who plan to attend college outside of West Virginia take thisassessment instead of the ACT. The mean verbal score is 16 pointsabove the national average (SAT, 2004).

There are no comparative data with the WESTEST scores atthe present time. Currently, only 10th graders are tested at the highschool level. Sixty-four percent of 10th grade students are “at masteryor above” in mathematics; 77 percent of students are “at mastery orabove” in reading/language arts; and 85 percent of students are “atmastery or above: in science (WVDE, 2004).

Writing assessment scores are also increasing for WestVirginia 10th graders (WVDE, 2004).

Curriculum

Career majors and clusters were first formulated in WestVirginia to assist students in career decision-making. West Virginia isrecognized nationally for perfecting its system that includes theselection of a career cluster in Grade 8, the selection of a careermajor and pathway in Grade 10, and the completion of a focusedprogram of study upon graduation (Policy 2510).

APPENDIX A


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West Virginia has continued to increase the number ofrequired courses for graduation through Policy 2510. All students(beginning with the 2004-2005 entering 9th graders) are required tocomplete the ACT Core Curriculum which consists of the “4-3-3-3”Curriculum (four years of English and 3 years each of mathematics,science and social studies). Ninth graders entering high school in2005-2006 will face requirements that will exceed the ACT CoreCurriculum in the areas of mathematics and social studies. The WestVirginia State Board of Education is to be commended for continuingto “raise the bar” for all students. Research indicates that evenstudents who are not highly successful in advanced mathematics andscience courses still benefit greatly. “Students who take rigorouscourses increase their ACT score by nearly six points, regardless ofthe level of student achievement” (ACT, 2004).

Advanced Learning Opportunities While in High School

Of the 82,102 high school students enrolled in West Virginia,40,201 (duplicate count) are enrolled in advanced learningopportunities via honors courses and Advanced Placement (AP)(20,226 enrolled), dual high school/college credit (3,657 enrolled),and Earn a Degree - Graduate Early (EDGE) technical preparationcredit (15,902 enrolled). West Virginia has placed much emphasis onincreasing “college readiness” and increasing the number of studentsenrolled in these higher-level courses. Distance learning is aninvaluable delivery and instructional tool for some of these offeringsas 416 students are enrolled via virtual learning.

AP courses are offered in 53 of the 55 county school systems.During the 2004-2005 school year, 456 sections of 25 different APcourses were available to West Virginia students. West Virginia,however, lags behind the nation, as only seven (7) percent of ourjuniors and seniors take AP exams. Of the students who take APexams, 49 percent receive grades of 3 or above. Professionaldevelopment is offered through the Center for ProfessionalDevelopment on a regular basis for AP teachers. Often, thesetraining sessions are available at no cost to the teachers or counties.The West Virginia Department of Education does provide an adjustedenrollment incentive for school systems that have at least five (5)percent of the eligible student population enrolled in honors and APclasses.

Industry Credentials

While we do not know how many students are graduatingfrom high school with industry credentials, it is evident from anecdotalinformation that a number of students are receiving them. This is dueto the fact that many students complete their credentials in “the fifth

APPENDIX A

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year,” or one year after graduation. Results of required end-of-courseexams in career and technical programs have increased from apassage rate of 39.92 percent during the second semester of the2003-2004 school year to 60.99 percent during the first semester ofthe 2004-2005 school year.

West Virginia high schools and career and technical centersare required to provide industry accreditation for their career andtechnical programs. Based on current program accreditations,student credentials are presently available in the following areas:

••••• Air Conditioning/Refrigeration—ARI/GAMA••••• ARIES Technologies—Computer Technician, A+ Computer

Technician••••• Automotive Technology—ASE••••• Certified Nursing Assistant—CNA••••• Cisco Networking—CCNA••••• Collision Repair Technology—ASE••••• Conventional/Computer Aided Drafting—ADDA••••• Cosmetology—West Virginia State Board of Barbers and

Cosmetologists••••• Electrical Technology—West Virginia Fire Marshal’s Office••••• Graphic Communications—Printing Industry of America••••• Machine Tool Technology—NIMS••••• Microsoft Training—MOS Certification••••• ProStart—National Restaurant Association••••• LPN—West Virginia State Nursing Board••••• Web Page Publishing—Cisco Academy

Technology

West Virginia has been recognized by Education Week (2005)for outstanding contributions in providing technology to our students.In 2004, the ratio of computers to high school students was anamazing 4:1. There are presently 24,485 workstations with Win98 orlater available for instructional use in West Virginia high schools.

Postsecondary Attendance and Readiness

Only 54 percent of high school graduates immediately enrollin college (2004 statistics) while the national average is 57 percent(SchoolMatters.com). Of the students who do attend college, 72percent of 4-year college attendees do return for the sophomore year,and 54 percent of 2-year college attendees return for theirsophomore year (West Virginia Higher Education Report Card 2004).While these figures are lower than national averages, it isencouraging that—in most instances—these are first generationcollege students returning for a second year of college education.

Unfortunately, West Virginia’s college freshmen are similar tofreshmen in other states as approximately 31 percent of students arenot “college ready” and must enroll in developmental skills classesbefore they can receive college credit in some courses (West VirginiaHigher Education Policy Commission, 2005).

APPENDIX A


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APPENDIX B TASK FORCE MEMBERS

Chair: Stanley Hopkins, WVDE

Facilitators: Keith Butcher, WVDEGene Coulson, WVDEBetty Jo Jordan, WVDECynthia Kolsun, WVDEJohn Riddle, WVDE

Recorders: Liz Bryant, WVDEGloria Burdette, WVDEGigi Jones, WVDEConnie Moore, WVDE

Curriculum Management—Subcommittee

Almond, Judi, Member, Raleigh County Board of Education

Bennett, John, Administrator, Calhoun-Gilmer Career Center

Bennett, Lindy, Principal, Harrison County Schools

Boone, Kathy, Assistant Director, West Virginia Department of Education

Cavendish, Stan, Chairperson, Workforce Investment Council

Cole, John, Executive Director ,WV Secondary School Principals Association

Flack, Bruce, Interim Vice Chancellor, Higher Education Policy Commission

Haden, Priscilla, Secretary, WV Board of Education

Jenkins, Vicki, Administrator, James Rumsey Technical Institute

Lee, Elizabeth, Administrator, Upshur County Schools

Lyman, Elaine, Executive Director, Jobs for WV Graduates

Mann, Sheila, Teacher, Wyoming County Schools

Manning, Sandra, Principal, Logan County Schools

Nardi, Anne, Dean. West Virginia University

Nichols, Chuck, Executive Director,RESA III

Rohrig, Mary, Parent, Tyler County

Scherr, Jim, Counselor, Kanawha County Schools

Smith, Joe, Administrator, Wood County Schools

Smith, William, Superintendent, Cabell County Schools

Summerfield, Robert, Chair/Regional Teacher Educator, WVU-IT

Taylor, Lydotta, Executive Director, The EDVenture Group

Vickers, James, Principal, Kanawha County Schools

Williams, Brenda, Executive Director, WVDE

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Instructional Practices—Subcommittee

Bailes, Marsha, Director of Instruction, RESA VII

Chicchirichi, Todd, Director of Services, RESA VIII

Cockrille, Dee, Director of Instruction, RESA II

Deadrick, Tom, Assistant Superintendent, Marion County Schools

Fish, Barbara, Member, WV Board of Education

Goodwin, Rebecca, Leadership Studies Program, Marshall University GraduateCollege

Hughes, Jason, Teacher, Pleasants County

Looney, Gail, Executive Director, Center for Professional Development

Manchin, Mark, Superintendent, McDowell County Schools

McKee, Jane, Associate Dean, Marshall University

Messersmith, Bettina, Teacher, James Rumsey Technical Institute

Rogers, Marilyn, Director of Instruction, RESA IV

Sanders, Tom, Principal, Pocahontas County Schools

Scragg, David, Director of Instruction, RESA V

Shumate, Nancy, Teacher, Kanawha County Schools

Super, Joe, Director of Special Education, Randolph County Schools

School Effectiveness—Subcommittee

Boyer, Lynn, Executive Director, WVDE

D’Antoni, Kathy, Vice Chancellor, Community and Technical College System

Dellinger, Don, Principal, Berkeley County Schools

Dyer, Linda, Counselor, Webster County Schools

Huffman, Karen, Executive Director, WVDE

Karlen, Glen, Superintendent, Randolph County Schools

LaRue, Terry, Board Member, Mineral County Schools

Maynard, Bob, Principal, Raleigh County Schools

McClure, Nancy, Director, Fairmont State University

APPENDIX B


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APPENDIX B Niday, William, Superintendent, Wood County Schools

Perdue, Roger, Administrator, Marion County Schools

Phares, James, Superintendent, Marion County Schools

Ritz, Bonnie, Director, RESA VI

Seal, Kenna, Executive Director, Office of Education and Performance Audits

Sexton, Susan, Teacher, Boone County Schools

Spencer, Ronald, Member, West Virginia Board of Education

Wiseman, Jack, Board Member, Jackson County Schools

Student/Family/Community Support—Subcommittee

Andresen, Linda, Administrator, RESA III

Cary, Jean, Community Member, Kanawha County

Davis, Kirstie, HOPE Community Development, Kanawha County

Grizzell, William, Superintendent, Lincoln County Schools

Groom, Adele, Teacher, Putnam County Schools

Hardy, Jennifer, Parent, Hancock County

Isner, Bea, Counselor, Jackson County Schools

Kusimo, Pat, Community Member, Kanawha County

McClain, Robert, Administrator, Cabell County Schools

Morris, Paul J., Member, WV Board of Education (Deceased)

Palmer, Hazel K., CEO, WV Education Alliance

Ruddle, Karen, Coordinator, WVDE

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RESOURCESAchieve, Inc. (2004). American Diploma Project: Ready or Not—Creating a HighSchool Diploma that Counts. Washington, D.C. www.achieve.org.

Achieve, Inc. (2004). The Expectations Gap: A 50 State Review of High SchoolGraduation Requirements. Washington, D.C. www.achieve.org.

American College Testing (2004). Crisis at the Core: Preparing All Students forCollege and Work. Iowa City, IA.

American College Testing (2004). West Virginia Graduation Class of 2004Profile Summary. Iowa City, IA.

Alliance for Excellent Education (2002). Every Child a Graduate: A Frameworkfor an Excellent Education for All Middle and High School Students.Washington, D.C.

Balfanz, R. and N. Letgers (2004). Locating the Dropout Crisis: Which HighSchools Produce the Nation’s Dropouts? Where are They Located?Who Attends Them? Baltimore: Johns Hopkins University.

Bottoms, G. (2001). The Lost Opportunity of the Senior Year: Making Grade 12Count—Getting Ready for Next Year. Atlanta, GA: Southern RegionalEducation Board.

Bottoms, G., A. Presson & L. Han (2001). High School Reform Works—WhenImplemented: A Comparative Study of High- and Low-implementationSchools. Atlanta, GA: Southern Regional Education Board.

Bureau of Labor Statistics (2005). Recent Labor Statistics. Washington, D.C.:United States Department of Labor. www.bls.gov.

Canady, R. (2002). Modifying Instructional Time to Enhance Student Learning.Charlottesville, VA: University of Virginia.

Conklin, Kristin D (2005). Improving the High School to College TransitionThrough Leadership and Governance. National Governors AssociationCenter for Best Practices. http://www.nga.org.

Daggett, W. (2004). Reforming American High School—Why, What, and How.Colorado Springs, Co: International Center for Leadership in Education.http://www.lecturemanagement.com/speakers/daggett_willard.htm.

The Education Alliance (2005). Bridging the Achievement Gap: The Role ofProfessional Development for Teachers. Charleston, WV.www.educationalliance.org.


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RESOURCES The Education Alliance (2004). Closing the Achievement Gap: A Focus on RuralSchools. Charleston, WV. www.educationalliance.org.

Educational Testing Service (2005). Ready for the Real World: AmericansSpeak on High School Reform (Executive Summary).

Education Trust (2005). Getting Honest about Graduation Rates: How StatesPlay the Numbers and Students Lose. www.edtrust.org.

Education Trust (2003). A New Core Curriculum for All: Aiming High for OtherPeople’s Children. Thinking K-16. www.edtrust.org.

Education Trust (Winter 2001). Youth at the Crossroads: Facing High Schooland Beyond. Thinking K-16. Washington, D. C. www.edtrust.org.

Haperin, S. (1998). The Forgotten Half Revisited: American Youth and YoungFamilies, 1988-2008. Washington, D.C.: American Youth Policy Forum.

Hopkins, S. (February 2005). The Public Schools’ Role in EconomicDevelopment. Charleston: West Virginia Department of Education.

Jackson, A. & G. Davis (2000). Turning Point 2000: Educating Adolescents in the21st Century. New York: Carnegie Corporation.

Manchin, Governor Joe (February 2005). West Virginia State of the StateAddress. Charleston, WV.

McNeil, P. (2003). Rethinking High School: The Next Frontier for StatePolicymakers. Estes Park, CO: The Aspen Institute, Aspen Program onEducation.

National Academies Press (2003). Engaging Schools: Fostering High SchoolStudents’ Motivation to Learn. www.nap.edu/openbook/0309084350/html/211.html.

National Association of Secondary School Principals (2004). Breaking Ranks II:Strategies for Leading High School Reform. Reston, VA.

National Association of Secondary School Principals (2004) NASSP LegislativeRecommendation for High School Reform. Reston, VA.

National Assessment of Educational Progress. National Center for EducationalStatistics: State Profiles. http://www.neces.ed.gov/nationsreportcard.

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RESOURCESNational Commission on the High School Senior Year (October 2001). Raisingour Sights: No High School Senior Left Behind. Princeton,NJ.www.woodrow.org.

National Commission on the High School Senior Year (January 2001).Revitalizing the Senior Year: Dimensions of the Challenge. Princeton,NJ.

National Council on Teacher Quality (2003). Increasing the Odds: How GoodPolicies Can Yield Better Teachers. Washington, D. C. www.nctq.org.

National Governors Association (2005). Action Agenda for Improving HighSchools. http://www.nga.org/nga.

National Governors Association (2005). Ready? Set? Go? : Redesigning theAmerican High School http://www.nga.org/nga.

Partnership for 21st Century Skills (2004) .The Road to 21st Century Learning: APolicymakers’ Guide to 21st Century Skills. www.21stcenturyskills.org.

SchoolMatters.com (2005). State-by-State Statistics. www.schoolmatters.com.

Southern Governors’ Association (2004). New Traditions: Options for Rural HighSchool Excellence. Washington, D. C.http://www.southerngovernors.org.

Southern Regional Education Board (2003). ACT and SAT Scores in the South:The Challenge to Lead. Atlanta.

Southern Regional Education Board. Getting Results with Accountability,Educational Benchmarks 2000 Series. www.sreb.org.

Southern Regional Education Board. Goals for Education: Challenge to Lead.www.sreb.org.

Southern Regional Education Board. Good Principals are the Key to SuccessfulSchools: Six Strategies to Prepare More Good Principals.www.sreb.org.

Southern Regional Education Board (2005). High School to College andCareers: Aligning State Policies. Atlanta.

Southern Regional Education Board (2005). High Schools That Work: AnEnhanced Design to Get All Students to Standards. Atlanta.

Southern Regional Education Board (2001). Leadership Matters. Atlanta.


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RESOURCES Southern Regional Education Board (2001). Leading School Improvement:What Research Says. Atlanta.

Southern Regional Education Board (2005) The Principal Internship: How CanWe Get it Right. Atlanta.

Southern Regional Education Board (2004). Progress Being Made in Getting aQuality Leader in Every School. Atlanta.

Southern Regional Education Board. Well-qualified Teachers and High QualityTeaching: Are They the Same? www.sreb.org.

Southern Rural Development Center (January 2005). The Role of Education:Promoting the Economic & Social Vitality of Rural America. MississippiState, Mississippi.

Southwest Educational Development Laboratory (1997). Professional LearningCommunities: Communities of Continuous Inquiry and Improvement.http://www.sedl.org/pubs.change34/10.html.

United States Department of Education (2004). Dual Enrollment: Acceleratingthe Transition to College. Washington, D.C.http://www.ed.gov/about/offices/list/ovae/pi/hsinit/index.html.

Visher, M., D. Emanuel, & P. Teitelbaum (1999). Key High School ReformStrategies: An Overview of Research Findings. Berkeley, CA. MPRAssociates. http://www.ed.gov/offices/OVAE/nahs.

West Virginia Department of Education (2005). The American High School:Review of Literature. Charleston, WV.

West Virginia Department of Education (2005). County-by-County Trend Data1998-1999 Through 2002-2003. Charleston, WV.

West Virginia Department of Education (2004). Framework for High PerformingSchool Systems. Charleston, WV http://wvde.state.wv.us.

West Virginia Education Information System (2005). Charleston, WV.

West Virginia Higher Education Policy Commission (2004) College Going- RatesBy County. Charleston, WV. http://www.hepc.wvnet.edu.

West Virginia Higher Education Policy Commission (2004). Performance of HighSchool Students Enrolled in Public College and Universities, 2003.http://www.hepc.wvnet.edu.

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West Virginia State Board of Education. Policy 2315: ComprehensiveDevelopmental Guidance. Charleston, WV. http://wvde.state.wv.us.

West Virginia State Board of Education. Policy 2320: Process for ImprovingEducation: Performance Based Accreditation System.

West Virginia State Board of Education. Policy 2340: Measures of AcademicProgress.

West Virginia State Board of Education Policy 2419: Education for ExceptionalStudents.

West Virginia State Board of Education. Policy 2420: Adult Education.

West Virginia State Board of Education. Policy 2450: Virtual/Distance Learning.

West Virginia State Board of Education. Policy 2470: Use of Technology byStudents and Educators.

West Virginia State Board of Education. Policy 2510: Assuring Quality ofEducation.

West Virginia State Board of Education. Policy 3233: Establishment andOperation of Regional Education Service Agencies (RESAs).

West Virginia State Board of Education. Policy 4110: Attendance.

West Virginia State Board of Education. Policy 5202: Licensure of Professional/Paraprofessional Personnel.

West Virginia State Board of Education. Policy 5500.03: Skills for Principals.

West Virginia State Board of Education. Policy 7300: Better SchoolsAccountability: School, School District and Statewide School ReportCard.

The White House Press Release. (February 5, 2005). No Child Left Behind:High-quality, High School Initiatives.http://www.whitehouse.gov/news/releases/2005/01/print/20050112-3.html.


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Dr. Steven L. PaineState Superintendent of Schools

West Virginia Department of Education

Documents

A Vision of Success - West Virginia Department of …wvde.state.wv.us/hstw/vision.pdfWest Virginia Higher Education Policy Commission James L. Skidmore, Ex Officio Chancellor West