west virginia schools balanced...

West Virginia SchoolsBalanced Scorecard

West Virginia Board of Education2018-2019

David G. Perry, PresidentMiller L. Hall, Vice President

Thomas W. Campbell, CPA, Financial Officer

F. Scott Rotruck, MemberDebra K. Sullivan, Member

Frank S. Vitale, MemberJoseph A. Wallace, J.D., Member

Nancy J. White, MemberJames S. Wilson, D.D.S., Member

Carolyn Long, Ex OfficioInterim Chancellor

West Virginia Higher Education Policy Commission

Sarah Armstrong Tucker, Ed.D., Ex OfficioChancellor

West Virginia Council for Community and Technical College Education

Steven L. Paine, Ed.D., Ex OfficioState Superintendent of Schools

West Virginia Department of Education

Accountability System FAQs


What is the purpose of the West Virginia Schools Balanced Scorecard?The West Virginia Schools Balanced Scorecard is designed to provide a clear snapshot of school performance and growth from year to year. Each public school in the state will receive a scorecard that gives parents, students, educators and communities clear and concise information on where their school is excelling and in what areas their school may need to improve.

The Balanced Scorecard also meets the school accountability requirements of the bipartisan Every Student Succeeds Act of 2015 (ESSA), which reauthorized the Elementary and Secondary Education Act of 1965 (ESEA). A major part of each state’s required ESSA plan is an accountability system that establishes annual measurable objectives.

What will the Balanced Scorecard show?Because schools will be evaluated on multiple indicators, a balanced scorecard is key to helping parents and community members understand how well their schools are performing. Each school will be evaluated on indicators of academic achievement, English learner profi ciency and student success or school quality.

Within each indicator, schools can achieve one of four performance levels: exceeds standard, meets standard, partially meets standard or does not meet standard. Evaluating performance levels within each indicator allows stakeholders to see where their school is most successful and allows schools to receive targeted support in areas where improvement is needed.

What do the indicators mean?The Balanced Scorecard will evaluate schools on the following indicators:

• Performance in English language arts and math – this indicator considers test scores from the annual statewide assessment in grades 3-8 and 11.

• Benchmark indicator – this indicator measures student achievement on the state classroom benchmark assessment in grades 3-8.

• Four- and fi ve-year cohort graduation rates – this indicator considers the percentage of students who graduate in four and fi ve years at the high school level.

• English language learner progress – this indicator measures how well students who are learning English as a second language are progressing in their mastery of the English language in the four domains of speaking, reading, writing and listening.

• Student success – this indicator considers the percentage of elementary and middle school students with greater than 90% attendance and students with no out-of-school suspensions. At the high school level, this indicator considers: students with greater than 90% attendance; number of credits earned by 10th graders; and, completion of CTE programs, Advanced Placement and International Baccalaureate credits, and dual credit college courses among 12th graders.



What are the performance levels? School performance is based on fi ve indicators that are measured by four color-coded performance level classifi cations.

• Green: Exceeds Standard, indicates distinctive school performance on a particular indicator measure and exceeds the expected level of performance set by the State.

• Blue: Meets Standard, indicates that a school’s performance on a particular indicator measure is within the range of expected performance set by the State.

• Gold: Partially Meets Standard, indicates that a school’s performance on a particular indicator measure is approaching the expected range of performance set by the State.

• Red: Does not Meet Standard, indicates that a school’s performance on a particular indicator measure is unacceptably below the expected level of performance set by the State

What happens when schools are not performing well?The benefi t of the new balanced scorecard is that each indicator is analyzed individually. With no cumulative scores, schools are given the opportunity to focus efforts and resources on areas that need improvement. Therefore, the balanced scorecard will allow for heightened community awareness around local schools, while also allowing for targeted supports for schools in specifi c areas.

County school systems will provide additional support and monitoring. Schools that continue to perform poorly with county intervention will receive additional intervention at the state level.

What supports are available to schools?There are several supports that will be made available to schools that need to improve performance in any of the indicators.

Title I schools that are in need of improvement in the majority of indicators will be eligible to receive Title I school improvement funding to support efforts to improve student outcomes. The West Virginia Department of Education will provide technical assistance to county school systems in the effective implementation of improvement interventions.

Additionally, the Division of Teaching and Learning offers a wealth of resources and supports for schools focusing on a multitude of topics that target college- and career- readiness for all learners. Some of the topics for which such resources exist include, pre-k through grade 12 mathematics (via the WV Math for Life Campaign), as well as early literacy supports and resources as part of the WV Leaders of Literacy: Campaign for Grade-level Reading. Supports vary from capacity-building and face-to-face professional learning to more independent types of study such as e-learning courses, professional learning community guides and website resources.



What does statewide success look like?The Every Student Succeeds Act requires states to establish long-term goals, and annualtargets for progress toward those goals, for each school on four measures used within states’ accountability systems. West Virginia outlined long-term goals to be met by 2030, the year the 2017 kindergarten class will graduate high school. This will allow the goals will be met during a generation of students.

West Virginia’s long-term goals will be measured based on: academic achievement in English language arts (ELA) and mathematics, as measured by profi ciency on the state’s annual summative assessment; the four-year adjusted cohort graduation rate and progress in achieving English language profi ciency, as measured by the state’s annual English assessment, among students for whom English is not their primary language.

What is the law governing West Virginia’s accountability system?Senate Bill 359, amended §18-2E-5 during the 2013 Legislative session, allowed the West Virginia Board of Education (WVBE) to adopt a policy to defi ne how schools are held accountable and how school systems are accredited. In 2016, Governor Justice charged the WVBE with creating an accountability system that was more fair and accurate in order to accelerate student learning.

All states were required to submit a consolidated state plan to the U.S. Department of Education in 2017 to comply with ESSA. In order to receive approval to move forward with the plan, each state had to clearly lay out four main components – one of them being a school accountability system to provide support and improvement. After months of stakeholder meetings and research, West Virginia was able to create an accountability system under the charge of Governor Justice while meeting the ESSA requirements at the federal level.

Performance Level Defi nitions


The School Accountability System is based on four levels of performance. These are color coded for easier use. These performance levels include:

Green: Exceeds Standard indicates that a school’s performance on a particular indicator is above the expected level set by the State Board of Education.

Blue: Meets Standard indicates that a school’s performance on a particular indicator is within the range of expected performance set by the State Board of Education.

Gold: Partially Meets Standard indicates that a school’s performance on a particular indicator is not yet at the expected range set by the State Board of Education.

Red: Does Not Meet Standard indicates that a school’s performance on a particular indicator is substantially below the expected level set by the State Board of Education.

The accountability system is based on multiple indicators that assess student outcomes in key areas. These indicators differ by programmatic level (elementary and middle schools compared to high school) and include:

Academic performance points are awarded in a progressive manner to correspond to student achievement levels in English language arts and mathematics. School performance is based on the percentage of points earned by students on a 125-point scale. Schools at all programmatic levels are assessed on this indicator.• 80 to 100% Exceeds Standard• 65 to 80% Meets Standard• 50 to 65% Partially Meets Standard• Less than 50% Does Not Meet Standard

The Benchmark Indicator for elementary and middle schools will consider student achievement on state benchmark assessments. A growth measure that rewards the progress students make between the beginning of the year and the end of the year is in development and will be used in future years.

Cohort graduation rates for high schools is divided into two categories: students graduating in four years and those graduating in fi ve years.• 95 to 100% Exceeds Standard• 90 to 95% Meets Standard• 80 to 90% Partially Meets Standard• Less than 80% Does Not Meet Standard

Progress toward English Language Profi ciency applies to those students who are not English language speakers and are learning English as a second language. The state’s long-term goal is for 85% of English Language Leaners to reach English Language Profi ciency by the 2029-30 school year.• 95 to 100% Exceeds Standard• 85 to 95% Meets Standard• 70 to 85% Partially Meets Standard• Less than 70% Does Not Meet Standard

Performance Level Defi nitions


Student Success is a multi-measure indicator that includes:

Attendance – percent of elementary, middle, and high school students attending 90% or more instructional days• 95 to 100% Exceeds Standard• 90 to 95% Meets Standard• 80 to 90% Partially Meets Standard• Less than 80% Does Not Meet Standard

Behavior – percent of elementary and middle school students with no out-of-school suspensions• 95 to 100% Exceeds Standard• 90 to 95% Meets Standard• 80 to 90% Partially Meets Standard• Less than 80% Does Not Meet Standard

On-track to graduation – percent of 10th grade students meeting credit earned criteria• 95 to 100% Exceeds Standard• 90 to 95% Meets Standard• 80 to 90% Partially Meets Standard• Less than 80% Does Not Meet Standard

Post-secondary achievement – percent of 12th grade students meeting selected post-high school achievement criteria• 80 to 100% Exceeds Standard• 65 to 80% Meets Standard• 50 to 65% Partially Meets Standard• Less than 50% Does Not Meet Standard


The Every Student Succeeds Act requires states to establish long-term goals, and annual targets for progress toward those goals, for each school on four measures used in states’ accountability systems. These include:

• academic achievement in English language arts (ELA), as measured by profi ciency on the state’s annual summative assessment.

• academic achievement in mathematics, as measured by profi ciency on the state’s annual summative assessment.

• the four-year adjusted cohort graduation rate; • progress in achieving English language profi ciency, as measured by the state’s annual English language

assessment, among students for whom English is not their primary language

West Virginia’s long-term academic achievement goals for ELA and mathematics are to reduce the gap between the profi ciency rates in 2017 and 100 percent profi ciency by half by the end of the 2029-2030 school year. The statewide long-term goals and annual improvement targets for academic achievement are outlined below:

Subject2016-2017

Profi ciency Rate

2029-2030 Long-Term Goal (Half the

Distance to 100%)

Difference Between Long-Term Goal and

2016-2017 Profi ciency

Expected Annual Improvement to

Reach Goal

Mathematics 34.8% 67.4% 32.6% 2.5%

English Language Arts 47.5% 73.8% 26.2% 2.0%

The long-term goals for four-year adjusted cohort graduation rate and for English learner progress are outlined below:

Subject2016-2017

Rate2029-2030

Long-Term Goal

Difference Between Long-Term Goal and

2016-2017 Rates

Expected Annual Improvement to

Reach Goal

Four-year Cohort Graduation 89.8% 95.0% 5.2% 0.37%

English Learner Progress 56.1% 85.0% 28.9% 2.2%

Each school in the state has its own long-term goals for these measures and their own annual targets. Whether a school meets its annual targets is shown on the accountability balanced scorecard by a “.” Below is an example of how this looks on the scorecard:

Long-Term Goals andAnnual Targets

Elementary/Middle School Academic Performance Benchmark Indicator English Learners

Student Success

English Language Arts

Mathematics English Language Arts

Mathematics English Learner Progress

Attendance Behavior

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Cardinal Elementary School

Sugar Maple Elementary School

Black Bear Middle School

Rhododendron Middle School

= Meets Annual Target

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ry S

choo

l

Andr

ews

Heig

hts

Elem

enta

ry S

choo

l

Anne

Bai

ley

Elem

enta

ry S

choo

l

Belle

Ele

men

tary

Sch

ool

Brid

ge E

lem

enta

ry S

choo

l

Brid

gevi

ew E

lem

enta

ry S

choo

l

Ceda

r Gro

ve E

lem

enta

ry S

choo

l

Cent

ral E

lem

enta

ry S

choo

l

Cham

berla

in E

lem

enta

ry S

choo

l

Ches

apea

ke E

lem

enta

ry S

choo

l

Clen

deni

n El

emen

tary

Sch

ool

Cros

s La

nes

Elem

enta

ry S

choo

l

Dunb

ar In

term

edia

te C

ente

r

Edge

woo

d El

emen

tary

Sch

ool

Elk

Elem

enta

ry C

ente

r

Flin

n El

emen

tary

Sch

ool

Geor

ge C

. Wei

mer

Ele

men

tary

Sch

ool

Gran

dvie

w E

lem

enta

ry S

choo

l

Holz

Ele

men

tary

Sch

ool

Kana

wha

City

Ele

men

tary

Sch

ool

Kenn

a El

emen

tary

Sch

ool

Lake

woo

d El

emen

tary

Sch

ool

Mal

den

Elem

enta

ry S

choo

l

Mar

met

Ele

men

tary

Sch

ool

Mar

y C.

Sno

w W

est S

ide

Elem

enta

ry S

choo

l

Mar

y In

gles

Ele

men

tary

Sch

ool

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Kana

wha

Mid

land

Tra

il El

emen

tary

Sch

ool

Mon

trose

Ele

men

tary

Sch

ool

Nitro

Ele

men

tary

Sch

ool

Ove

rbro

ok E

lem

enta

ry S

choo

l

Pied

mon

t Yea

r-Ro

und

Educ

atio

n

Pinc

h El

emen

tary

Sch

ool

Poin

t Har

mon

y El

emen

tary

Sch

ool

Prat

t Ele

men

tary

Sch

ool

Rich

mon

d El

emen

tary

Sch

ool

Ruffn

er E

lem

enta

ry S

choo

l

Ruth

law

n El

emen

tary

Sch

ool

Shar

on D

awes

Ele

men

tary

Sch

ool

Shoa

ls E

lem

enta

ry S

choo

l

Siss

onvi

lle E

lem

enta

ry S

choo

l

Web

erw

ood

Elem

enta

ry S

choo

l

Lew

isJa

ne L

ew E

lem

enta

ry S

choo

l

Lead

ing

Cree

k El

emen

tary

Sch

ool

Pete

rson

-Cen

tral E

lem

enta

ry S

choo

l

Roan

oke

Elem

enta

ry S

choo

l

Linc

oln

Mid

way

Ele

men

tary

Sch

ool

Rang

er E

lem

enta

ry S

choo

l

Wes

t Ham

lin E

lem

enta

ry S

choo

l

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Loga

nBu

ffalo

Ele

men

tary

Sch

ool

Chap

man

ville

Eas

t Ele

men

tary

Sch

ool

Hold

en C

entra

l Ele

men

tary

Sch

ool

Hugh

Din

gess

Ele

men

tary

Sch

ool

Just

ice

Elem

enta

ry S

choo

l

Loga

n El

emen

tary

Sch

ool

Man

Ele

men

tary

Sch

ool

Om

ar E

lem

enta

ry S

choo

l

Sout

h M

an E

lem

enta

ry S

choo

l

Verd

unvi

lle E

lem

enta

ry S

choo

l

Wes

t Cha

pman

ville

Ele

men

tary

Sch

ool

Mar

ion

Blac

kshe

re E

lem

enta

ry S

choo

l

East

Dal

e El

emen

tary

Sch

ool

East

Par

k El

emen

tary

Sch

ool

Fairv

iew

Ele

men

tary

Sch

ool

Jaye

nne

Elem

enta

ry S

choo

l

Mon

onga

h El

emen

tary

Sch

ool

Plea

sant

Val

ley

Elem

enta

ry S

choo

l

Wat

son

Elem

enta

ry S

choo

l

Whi

te H

all E

lem

enta

ry S

choo

l

Mar

shal

lCa

mer

on E

lem

enta

ry S

choo

l

Cent

er M

cmec

hen

Elem

enta

ry S

choo

l

Cent

ral E

lem

enta

ry S

choo

l

Glen

Dal

e El

emen

tary

Sch

ool

Hillt

op E

lem

enta

ry S

choo

l

Sand

Hill

Ele

men

tary

Sch

ool

Was

hing

ton

Land

s El

emen

tary

Sch

ool

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Mas

onAs

hton

Ele

men

tary

Sch

ool

Beal

e El

emen

tary

Sch

ool

Leon

Ele

men

tary

Sch

ool

New

Hav

en E

lem

enta

ry S

choo

l

Pt. P

leas

ant I

nter

med

iate

Sch

ool

Roos

evel

t Ele

men

tary

Sch

ool

Mer

cer

Athe

ns E

lem

enta

ry S

choo

l

Blue

fi eld

Inte

rmed

iate

Sch

ool

Blue

wel

l Ele

men

tary

Sch

ool

Brus

hfor

k El

emen

tary

Sch

ool

Cere

s El

emen

tary

Sch

ool

Lash

mee

t/M

atoa

ka E

lem

enta

ry S

choo

l

Mel

rose

Ele

men

tary

Sch

ool

Mer

cer E

lem

enta

ry S

choo

l

Mon

tcal

m E

lem

enta

ry S

choo

l

Oakv

ale

Elem

enta

ry S

choo

l

Span

ishb

urg

Elem

enta

ry S

choo

l

Stra

ley

Elem

enta

ry S

choo

l

Sun

Valle

y El

emen

tary

Sch

ool

Min

eral

Burli

ngto

n Pr

imar

y Sc

hool

Elk

Gard

en P

rimar

y Sc

hool

Foun

tain

Prim

ary

Scho

ol

Fran

kfor

t Int

erm

edia

te S

choo

l

Keys

er P

rimar

y Sc

hool

New

Cre

ek P

rimar

y Sc

hool

Min

goDi

nges

s El

emen

tary

Sch

ool

Gilb

ert E

lem

enta

ry S

choo

l

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Mon

onga

liaBr

ookh

aven

Ele

men

tary

Sch

ool

Chea

t Lak

e El

emen

tary

Sch

ool

East

woo

d El

emen

tary

Sch

ool

Mas

on-D

ixon

Ele

men

tary

Sch

ool

Mou

ntai

nvie

w E

lem

enta

ry S

choo

l

Myl

an P

ark

Elem

enta

ry S

choo

l

Nort

h El

emen

tary

Sch

ool

Ridg

edal

e El

emen

tary

Sch

ool

Skyv

iew

Ele

men

tary

Sch

ool

Sunc

rest

Ele

men

tary

Sch

ool

Mon

roe

Pete

rsto

wn

Elem

enta

ry S

choo

l

Mor

gan

Paw

Paw

Ele

men

tary

Sch

ool

Plea

sant

Vie

w E

lem

enta

ry S

choo

l

War

m S

prin

gs In

term

edia

te S

choo

l

McD

owel

lAn

awal

t Ele

men

tary

Sch

ool

Brad

shaw

Ele

men

tary

Sch

ool

Fall

Rive

r Ele

men

tary

Sch

ool

Iaeg

er E

lem

enta

ry S

choo

l

Kim

ball

Elem

enta

ry S

choo

l

Wel

ch E

lem

enta

ry S

choo

l

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Nich

olas

Birc

h Ri

ver E

lem

enta

ry S

choo

l

Cher

ry R

iver

Ele

men

tary

Sch

ool

Gaul

ey R

iver

Ele

men

tary

Sch

ool

Glad

e Cr

eek

Elem

enta

ry S

choo

l

Mt L

ooko

ut E

lem

enta

ry S

choo

l

Mt N

ebo

Elem

enta

ry S

choo

l

Pant

her C

reek

Ele

men

tary

Sch

ool

Sum

mer

svill

e El

emen

tary

Sch

ool

Zela

Ele

men

tary

Sch

ool

Ohi

oBe

thle

hem

Ele

men

tary

Sch

ool

Elm

Gro

ve E

lem

enta

ry S

choo

l

Mad

ison

Ele

men

tary

Sch

ool

Mid

dle

Cree

k El

emen

tary

Sch

ool

Ritc

hie

Elem

enta

ry S

choo

l

Stee

nrod

Ele

men

tary

Sch

ool

Wes

t Lib

erty

Ele

men

tary

Sch

ool

Woo

dsda

le E

lem

enta

ry S

choo

l

Pend

leto

nBr

andy

win

e El

emen

tary

Sch

ool

Fran

klin

Ele

men

tary

Sch

ool

Nort

h Fo

rk E

lem

enta

ry S

choo

l

Plea

sant

sBe

lmon

t Ele

men

tary

Sch

ool

St. M

arys

Ele

men

tary

Sch

ool

Poca

hont

asHi

llsbo

ro E

lem

enta

ry S

choo

l

Mar

linto

n El

emen

tary

Sch

ool

Pres

ton

Fello

wsv

ille

Elem

enta

ry S

choo

l

King

woo

d El

emen

tary

Sch

ool

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Putn

amBu

ffalo

Ele

men

tary

Sch

ool

Confi

den

ce E

lem

enta

ry S

choo

l

Conn

er S

treet

Ele

men

tary

Sch

ool

East

broo

k El

emen

tary

Sch

ool

Geor

ge W

ashi

ngto

n El

emen

tary

Sch

ool

Hom

etow

n El

emen

tary

Sch

ool

Hurr

ican

e To

wn

Elem

enta

ry S

choo

l

Lake

side

Ele

men

tary

Sch

ool

Mou

ntai

n Vi

ew E

lem

enta

ry S

choo

l

Poca

Ele

men

tary

Sch

ool

Rock

Bra

nch

Elem

enta

ry S

choo

l

Scot

t Tea

ys E

lem

enta

ry S

choo

l

Wes

t Tea

ys E

lem

enta

ry S

choo

l

Win

fi eld

Ele

men

tary

Sch

ool

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Rale

igh

Beck

ley

Elem

enta

ry S

choo

l

Brad

ley

Elem

enta

ry S

choo

l

Clea

r For

k Di

stric

t Ele

men

tary

Sch

ool

Coal

City

Ele

men

tary

Sch

ool

Crab

Orc

hard

Ele

men

tary

Sch

ool

Cran

berr

y-Pr

ospe

rity

Elem

enta

ry S

choo

l

Cres

cent

Ele

men

tary

Sch

ool

Dani

els

Elem

enta

ry S

choo

l

Faird

ale

Elem

enta

ry S

choo

l

Ghen

t Ele

men

tary

Sch

ool

Holly

woo

d El

emen

tary

Sch

ool

Lest

er E

lem

enta

ry S

choo

l

Mab

scot

t Ele

men

tary

Sch

ool

Mar

sh F

ork

Elem

enta

ry S

choo

l

Max

wel

l Hill

Ele

men

tary

Sch

ool

Shad

y Sp

ring

Elem

enta

ry S

choo

l

Soph

ia-S

oak

Cree

k El

emen

tary

Sch

ool

Stan

afor

d El

emen

tary

Sch

ool

Stra

tton

Elem

enta

ry

Rand

olph

Beve

rly E

lem

enta

ry S

choo

l

Coal

ton

Elem

enta

ry S

choo

l

Elki

ns T

hird

War

d El

emen

tary

Sch

ool

Geor

ge W

ard

Elem

enta

ry S

choo

l

Hom

este

ad E

lem

enta

ry S

choo

l

Jenn

ings

Ran

dolp

h El

emen

tary

Sch

ool

Mid

land

Ele

men

tary

Sch

ool

Nort

h El

emen

tary

Sch

ool

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Ritc

hie

Cree

d Co

llins

Ele

men

tary

Sch

ool

Elle

nbor

o El

emen

tary

Sch

ool

Harr

isvi

lle E

lem

enta

ry S

choo

l

Smith

ville

Ele

men

tary

Sch

ool

Roan

eSp

ence

r Ele

men

tary

Sch

ool

Sum

mer

sHi

nton

Are

a El

emen

tary

Sch

ool

Jum

ping

Bra

nch

Elem

enta

ry S

choo

l

Talc

ott E

lem

enta

ry S

choo

l

Tayl

orAn

na Ja

rvis

Ele

men

tary

Sch

ool

Flem

ingt

on E

lem

enta

ry S

choo

l

Wes

t Tay

lor E

lem

enta

ry S

choo

l

Tyle

rAr

thur

I Bo

rem

an E

lem

enta

ry S

choo

l

Sist

ersv

ille

Elem

enta

ry S

choo

l

Upsh

urBu

ckha

nnon

Aca

dem

y El

emen

tary

Sch

ool

Fren

ch C

reek

Ele

men

tary

Sch

ool

Hodg

esvi

lle E

lem

enta

ry S

choo

l

Rock

Cav

e El

emen

tary

Sch

ool

Tenn

erto

n El

emen

tary

Sch

ool

Unio

n El

emen

tary

Sch

ool

Was

hing

ton

Dist

rict E

lem

enta

ry S

choo

l

Scho

ol

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Way

neBu

ffalo

Ele

men

tary

Sch

ool

Cere

do-K

enov

a El

emen

tary

Sch

ool

Dunl

ow E

lem

enta

ry S

choo

l

East

Lyn

n El

emen

tary

Sch

ool

Geno

a El

emen

tary

Sch

ool

Kello

gg E

lem

enta

ry S

choo

l

Lava

lette

Ele

men

tary

Sch

ool

Pric

hard

Ele

men

tary

Sch

ool

Way

ne E

lem

enta

ry S

choo

l

Web

ster

Glad

e El

emen

tary

Sch

ool

Web

ster

Spr

ings

Ele

men

tary

Sch

ool

Wet

zel

Pade

n Ci

ty E

lem

enta

ry S

choo

l

Wirt

Wirt

Cou

nty

Prim

ary

Cent

er

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Woo

dBl

enne

rhas

sett

Elem

enta

ry S

choo

l

Cris

s El

emen

tary

Sch

ool

Emer

son

Elem

enta

ry S

choo

l

Fairp

lain

s El

emen

tary

Sch

ool

Fran

klin

Ele

men

tary

Cen

ter

Giho

n El

emen

tary

Sch

ool

Gree

nmon

t Ele

men

tary

Sch

ool

Jeffe

rson

Ele

men

tary

Cen

ter

Kana

wha

Ele

men

tary

Sch

ool

Lube

ck E

lem

enta

ry S

choo

l

Mad

ison

Ele

men

tary

Sch

ool

Mar

tin E

lem

enta

ry S

choo

l

Mck

inle

y El

emen

tary

Sch

ool

Min

eral

Wel

ls E

lem

enta

ry S

choo

l

Neal

e El

emen

tary

Sch

ool

Vien

na E

lem

enta

ry S

choo

l

Wav

erly

Ele

men

tary

Sch

ool

Will

iam

stow

n El

emen

tary

Sch

ool

Wor

thin

gton

Ele

men

tary

Sch

ool

Wyo

min

gBe

rlin

Mck

inne

y El

emen

tary

Sch

ool

Mul

lens

Ele

men

tary

Sch

ool

Pine

ville

Ele

men

tary

Sch

ool

Middle School Dashboard

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Barb

our

Belin

gton

Mid

dle

Scho

ol

Kass

on E

lem

enta

ry/M

iddl

e Sc

hool

Phili

ppi M

iddl

e Sc

hool

Berk

eley

Hedg

esvi

lle M

iddl

e Sc

hool

Mar

tinsb

urg

Nort

h M

iddl

e Sc

hool

Mar

tinsb

urg

Sout

h M

iddl

e Sc

hool

Mou

ntai

n Ri

dge

Mid

dle

Scho

ol

Mus

selm

an M

iddl

e Sc

hool

Sprin

g M

ills

Mid

dle

Scho

ol

Boon

eM

adis

on M

iddl

e Sc

hool

Sher

man

Juni

or H

igh

Scho

ol

Brax

ton

Brax

ton

Coun

ty M

iddl

e Sc

hool

Broo

keFo

llans

bee

Mid

dle

Scho

ol

Wel

lsbu

rg M

iddl

e Sc

hool

Cabe

llBa

rbou

rsvi

lle M

iddl

e Sc

hool

Hunt

ingt

on E

ast M

iddl

e Sc

hool

Hunt

ingt

on M

iddl

e Sc

hool

Milt

on M

iddl

e Sc

hool

Clay

Clay

Mid

dle

Scho

ol

Dodd

ridge

Dodd

ridge

Cou

nty

Mid

dle

Scho

ol

Faye

tteAn

sted

Mid

dle

Scho

ol

Colli

ns M

iddl

e Sc

hool

Gree

nbrie

rEa

ster

n Gr

eenb

rier M

iddl

e Sc

hool

Wes

tern

Gre

enbr

ier M

iddl

e Sc

hool

Mid

dle

Scho

ol D

ashb

oard

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Ham

pshi

reCa

pon

Brid

ge M

iddl

e Sc

hool

Rom

ney

Mid

dle

Scho

ol

Hanc

ock

Oak

Glen

Mid

dle

Scho

ol

Wei

r Mid

dle

Scho

ol

Hard

yEa

st H

ardy

Ear

ly/M

iddl

e Sc

hool

Moo

refi e

ld M

iddl

e Sc

hool

Harr

ison

Brid

gepo

rt M

iddl

e Sc

hool

Linc

oln

Mid

dle

Scho

ol

Mou

ntai

neer

Mid

dle

Scho

ol

Sout

h Ha

rris

on M

iddl

e Sc

hool

Was

hing

ton

Irvin

g M

iddl

e Sc

hool

Jack

son

Rave

nsw

ood

Mid

dle

Scho

ol

Ripl

ey M

iddl

e Sc

hool

Jeffe

rson

Char

les

Tow

n M

iddl

e Sc

hool

Harp

ers

Ferr

y M

iddl

e Sc

hool

Shep

herd

stow

n M

iddl

e Sc

hool

Wild

woo

d M

iddl

e Sc

hool

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Kana

wha

Andr

ew Ja

ckso

n M

iddl

e Sc

hool

Ceda

r Gro

ve M

iddl

e Sc

hool

Du P

ont M

iddl

e Sc

hool

Dunb

ar M

iddl

e Sc

hool

East

Ban

k M

iddl

e Sc

hool

Elkv

iew

Mid

dle

Scho

ol

Haye

s M

iddl

e Sc

hool

Hora

ce M

ann

Mid

dle

Scho

ol

John

Ada

ms

Mid

dle

Scho

ol

Mck

inle

y M

iddl

e Sc

hool

Siss

onvi

lle M

iddl

e Sc

hool

Sout

h Ch

arle

ston

Mid

dle

Scho

ol

Ston

ewal

l Jac

kson

Mid

dle

Scho

ol

Lew

isRo

bert

L. B

land

Mid

dle

Scho

ol

Linc

oln

Duva

l Pre

K-8

Guya

n Va

lley

Mid

dle

Scho

ol

Ham

lin P

re K

-8

Hart

s Pr

e K-

8

Loga

nCh

apm

anvi

lle M

iddl

e Sc

hool

Loga

n M

iddl

e Sc

hool

Man

Mid

dle

Scho

ol

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Mar

ion

Barr

ackv

ille

Elem

enta

ry/M

iddl

e Sc

hool

East

Fai

rmon

t Mid

dle

Scho

ol

Fairv

iew

Mid

dle

Scho

ol

Man

ning

ton

Mid

dle

Scho

ol

Mon

onga

h M

iddl

e Sc

hool

Rive

svill

e El

emen

tary

/Mid

dle

Scho

ol

Wes

t Fai

rmon

t Mid

dle

Scho

ol

Mar

shal

lM

ound

svill

e M

iddl

e Sc

hool

Sher

rard

Mid

dle

Scho

ol

Mer

cer

Blue

fi eld

Mid

dle

Scho

ol

Glen

woo

d Sc

hool

(K-8

)

Pike

view

Mid

dle

Scho

ol

Prin

ceto

n M

iddl

e Sc

hool

Min

eral

Fran

kfor

t Mid

dle

Scho

ol

Keys

er M

iddl

e Sc

hool

Min

goBu

rch

Pre

K-8

Gilb

ert M

iddl

e Sc

hool

Kerm

it Pr

e K-

8

Leno

re P

re K

-8 S

choo

l

Mat

ewan

Pre

K-8

Will

iam

son

Pre

K-8

Mon

onga

liaM

ount

aine

er M

iddl

e Sc

hool

Sout

h M

iddl

e Sc

hool

Sunc

rest

Mid

dle

Scho

ol

Wes

twoo

d M

iddl

e Sc

hool

Mon

roe

Mou

ntai

n Vi

ew E

lem

enta

ry &

Mid

dle

Scho

ol

Pete

rsto

wn

Mid

dle

Scho

ol

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Mor

gan

War

m S

prin

gs M

iddl

e Sc

hool

McD

owel

lSa

ndy

Rive

r Mid

dle

Scho

ol

Sout

hsid

e K-

8

Nich

olas

Rich

woo

d M

iddl

e Sc

hool

Sum

mer

svill

e M

iddl

e Sc

hool

Ohi

oBr

idge

Stre

et M

iddl

e Sc

hool

Tria

delp

hia

Mid

dle

Scho

ol

War

woo

d K-

8

Whe

elin

g M

iddl

e Sc

hool

Plea

sant

sPl

easa

nts

Coun

ty M

iddl

e Sc

hool

Poca

hont

asGr

een

Bank

Ele

men

tary

-Mid

dle

Scho

ol

Mar

linto

n M

iddl

e Sc

hool

Pres

ton

Auro

ra P

re K

-8

Bruc

eton

Pre

K-8

Cent

ral P

rest

on M

iddl

e Sc

hool

Row

lesb

urg

K-8

Sout

h Pr

esto

n Pr

e K-

8

Terr

a Al

ta/E

ast P

rest

on S

choo

l

Wes

t Pre

ston

Pre

K-8

Putn

amGe

orge

Was

hing

ton

Mid

dle

Scho

ol

Hurr

ican

e M

iddl

e Sc

hool

Poca

Mid

dle

Scho

ol

Win

fi eld

Mid

dle

Scho

ol

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Rale

igh

Beck

ley-

Stra

tton

Mid

dle

Scho

ol

Inde

pend

ence

Mid

dle

Scho

ol

Park

Mid

dle

Scho

ol

Shad

y Sp

ring

Mid

dle

Scho

ol

Trap

Hill

Mid

dle

Scho

ol

Rand

olph

Elki

ns M

iddl

e Sc

hool

Ritc

hie

Ritc

hie

Coun

ty M

iddl

e Sc

hool

Roan

eGe

ary

Elem

enta

ry/M

iddl

e Sc

hool

Spen

cer M

iddl

e Sc

hool

Wal

ton

Elem

enta

ry/M

iddl

e Sc

hool

Sum

mer

sSu

mm

ers

Mid

dle

Scho

ol

Tayl

orTa

ylor

Cou

nty

Mid

dle

Scho

ol

Tuck

erDa

vis

Thom

as E

lem

enta

ry M

iddl

e Sc

hool

Tuck

er V

alle

y El

emen

tary

Mid

dle

Scho

ol

Tyle

rTy

ler C

onso

lidat

ed M

iddl

e Sc

hool

Upsh

urB-

U M

iddl

e Sc

hool

Way

neBu

ffalo

Mid

dle

Scho

ol

Cere

do-K

enov

a M

iddl

e Sc

hool

Crum

Pre

K-8

Fort

Gay

Pre

K-8

Vins

on M

iddl

e Sc

hool

Way

ne M

iddl

e Sc

hool

Web

ster

Hack

er V

alle

y El

emen

tary

Sch

ool

Wet

zel

Long

Dra

in S

choo

l

New

Mar

tinsv

ille

Scho

ol

Shor

t Lin

e Sc

hool

Wirt

Wirt

Cou

nty

Mid

dle

Scho

ol

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

County

School Name




Indicator


Indicator


Attendance

Behavior

Woo

dBl

enne

rhas

sett

Mid

dle

Scho

ol

Edis

on M

iddl

e Sc

hool

Ham

ilton

Mid

dle

Scho

ol

Jack

son

Mid

dle

Scho

ol

Van

Deve

nder

Mid

dle

Scho

ol

Wyo

min

gBa

ileys

ville

Ele

men

tary

& M

iddl

e Sc

hool

Glen

For

k El

emen

tary

& M

iddl

e Sc

hool

Hern

don

Cons

Ele

men

tary

& M

iddl

e Sc

hool

Huff

Cons

Ele

men

tary

& M

iddl

e Sc

hool

Mul

lens

Mid

dle

Scho

ol

Oce

ana

Mid

dle

Scho

ol

Pine

ville

Mid

dle

Scho

ol

Road

Bra

nch

Elem

enta

ry &

Mid

dle

Scho

ol

High School Dashboard

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

District Name

School Name



Attendance

4-Year Cohort Graduation Rate


On Track to Graduation

Post Secondary Achievement

Barb

our

Phili

p Ba

rbou

r Hig

h Sc

hool

Com

plex

Berk

eley

Hedg

esvi

lle H

igh

Scho

ol

Mar

tinsb

urg

High

Sch

ool

Mus

selm

an H

igh

Scho

ol

Sprin

g M

ills

High

Sch

ool

Boon

eSc

ott H

igh

Scho

ol

Sher

man

Hig

h Sc

hool

Van

Juni

or/S

enio

r Hig

h Sc

hool

Brax

ton

Brax

ton

Coun

ty H

igh

Scho

ol

Broo

keBr

ooke

Hig

h Sc

hool

Cabe

llCa

bell

Mid

land

Hig

h Sc

hool

Hunt

ingt

on H

igh

Scho

ol

Calh

oun

Calh

oun

Mid

dle/

High

Sch

ool

Clay

Clay

Cou

nty

High

Sch

ool

Dodd

ridge

Dodd

ridge

Cou

nty

High

Sch

ool

Faye

tteFa

yette

ville

Hig

h Sc

hool

Mea

dow

Brid

ge H

igh

Scho

ol

Mid

land

Tra

il Hi

gh S

choo

l

Oak

Hill

High

Sch

ool

Valle

y Hi

gh S

choo

l

Gilm

erGi

lmer

Cou

nty

High

Sch

ool

Gran

tPe

ters

burg

Hig

h Sc

hool

Unio

n Ed

ucat

iona

l Com

plex

Hig

h Sc

hool

Das

hboa

rd

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

District Name

School Name



Attendance





Gree

nbrie

rGr

eenb

rier E

ast H

igh

Scho

ol

Gree

nbrie

r Wes

t Hig

h Sc

hool

Ham

pshi

reHa

mps

hire

Sen

ior H

igh

Scho

ol

Hanc

ock

Oak

Glen

Hig

h Sc

hool

Wei

r Hig

h Sc

hool

Hard

yEa

st H

ardy

Hig

h Sc

hool

Moo

refi e

ld H

igh

Scho

ol

Harr

ison

Brid

gepo

rt H

igh

Scho

ol

Libe

rty

High

Sch

ool

Linc

oln

High

Sch

ool

Robe

rt C

Byr

d Hi

gh S

choo

l

Sout

h Ha

rris

on H

igh

Scho

ol

Jack

son

Rave

nsw

ood

High

Sch

ool

Ripl

ey H

igh

Scho

ol

Jeffe

rson

Jeffe

rson

Hig

h Sc

hool

Was

hing

ton

High

Sch

ool

Kana

wha

Capi

tal H

igh

Scho

ol

Geor

ge W

ashi

ngto

n Hi

gh S

choo

l

Herb

ert H

oove

r Hig

h Sc

hool

Nitro

Hig

h Sc

hool

Rive

rsid

e Hi

gh S

choo

l

Sain

t Alb

ans

High

Sch

ool

Siss

onvi

lle H

igh

Scho

ol

Sout

h Ch

arle

ston

Hig

h Sc

hool

Lew

isLe

wis

Cou

nty

High

Sch

ool

Linc

oln

Linc

oln

Coun

ty H

igh

Scho

ol

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

District Name

School Name



Attendance





Loga

nCh

apm

anvi

lle R

egio

nal H

igh

Scho

ol

Loga

n Se

nior

Hig

h Sc

hool

Man

Sen

ior H

igh

Scho

ol

Mar

ion

East

Fai

rmon

t Hig

h Sc

hool

Fairm

ont S

enio

r Hig

h Sc

hool

Nort

h M

ario

n Hi

gh S

choo

l

Mar

shal

lCa

mer

on H

igh

Scho

ol

John

Mar

shal

l Hig

h Sc

hool

Mas

onHa

nnan

Hig

h Sc

hool

Poin

t Ple

asan

t Jun

ior/

Seni

or H

igh

Scho

ol

Wah

ama

High

Sch

ool

Mer

cer

Blue

fi eld

Hig

h Sc

hool

Mon

tcal

m H

igh

Scho

ol

Pike

view

Hig

h Sc

hool

Prin

ceto

n Se

nior

Hig

h Sc

hool

Min

eral

Fran

kfor

t Hig

h Sc

hool

Keys

er H

igh

Scho

ol

Min

goM

ingo

Cen

tral C

ompr

ehen

sive

Hig

h Sc

hool

Tug

Valle

y Hi

gh S

choo

l

Mon

onga

liaCl

ay-B

atte

lle H

igh

Scho

ol

Mor

gant

own

High

Sch

ool

Univ

ersi

ty H

igh

Scho

ol

Mon

roe

Jam

es M

onro

e Hi

gh S

choo

l

Mor

gan

Berk

eley

Spr

ings

Hig

h Sc

hool

Paw

Paw

Hig

h Sc

hool

McD

owel

lM

ount

Vie

w H

igh

Scho

ol

Rive

r Vie

w H

igh

Scho

ol

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

District Name

School Name



Attendance





Nich

olas

Nich

olas

Cou

nty

High

Sch

ool

Rich

woo

d Hi

gh S

choo

l

Ohi

oW

heel

ing

Park

Hig

h Sc

hool

Pend

leto

nPe

ndle

ton

Coun

ty M

iddl

e/Hi

gh S

choo

l

Plea

sant

sSt

. Mar

ys H

igh

Scho

ol

Poca

hont

asPo

caho

ntas

Cou

nty

High

Sch

ool

Pres

ton

Pres

ton

High

Sch

ool

Putn

amBu

ffalo

Hig

h Sc

hool

Hurr

ican

e Hi

gh S

choo

l

Poca

Hig

h Sc

hool

Win

fi eld

Hig

h Sc

hool

Rale

igh

Inde

pend

ence

Hig

h Sc

hool

Libe

rty

High

Sch

ool

Shad

y Sp

ring

High

Sch

ool

Woo

drow

Wils

on H

igh

Scho

ol

Rand

olph

Elki

ns H

igh

Scho

ol

Harm

an E

lem

enta

ry/H

igh

Scho

ol

Pick

ens

Elem

enta

ry/H

igh

Scho

ol

Tyga

rts

Valle

y M

iddl

e/Hi

gh S

choo

l

Ritc

hie

Ritc

hie

Coun

ty H

igh

Scho

ol

Roan

eRo

ane

Coun

ty H

igh

Scho

ol

Sum

mer

sSu

mm

ers

Coun

ty H

igh

Scho

ol

Tayl

orGr

afto

n Hi

gh S

choo

l

Tuck

erTu

cker

Cou

nty

High

Sch

ool

Tyle

rTy

ler C

onso

lidat

ed H

igh

Scho

ol

Upsh

urBu

ckha

nnon

Ups

hur H

igh

Scho

ol

Exce

eds

Stan

dard

Mee

ts S

tand

ard

Part

ially

Mee

ts S

tand

ard

Does

Not

Mee

t Sta

ndar

dBe

low

Cel

l Siz

e

District Name

School Name



Attendance





Way

neSp

ring

Valle

y Hi

gh S

choo

l

Tols

ia H

igh

Scho

ol

Way

ne H

igh

Scho

ol

Web

ster

Web

ster

Cou

nty

High

Sch

ool

Wet

zel

Hund

red

High

Sch

ool

Mag

nolia

Hig

h Sc

hool

Pade

n Ci

ty H

igh

Scho

ol

Valle

y Hi

gh S

choo

l

Wirt

Wirt

Cou

nty

High

Sch

ool

Woo

dPa

rker

sbur

g Hi

gh S

choo

l

Park

ersb

urg

Sout

h Hi

gh S

choo

l

Will

iam

stow

n Hi

gh S

choo

l

Wyo

min

gW

ests

ide

High

Sch

ool

Wyo

min

g Co

unty

Eas

t Hig

h Sc

hool

AppendixIndicators Defined

Academic Performance Indicator for Mathematics and English Language Arts

Academic performance is a measure of students’ results from the West Virginia General Summative Assessment for 3rd through 8th graders and the SAT School Day Assessment for 11th graders. There are four achievement levels on these tests and schools earn points for every student in each level. More points are awarded for higher levels of achievement. Two steps are needed to calculate academic performance. Below is an example for a school where 188 students were tested.

Step 1. Multiply the number of students at each performance level by the points for that level. Sum the points across all levels to get the cumulative points for the school.

Achievement LevelNumber of Students

Points for this Level

Points Awarded

Exceeds Standard 53 x 1.25 = 66.25Meets Standard 63 x 1.00 = 63.00Partially Meets Standard 40 x 0.50 = 20.00Does Not Meet Standard 32 x 0.25 = 8.00Total Number of Students = 188 Cumulative Points = 157.25

Step 2. Divide the cumulative points from Step 1 by the number of students tested, then multiply by 100 to determine the overall points earned by the school.

Cumulative Points

Students Tested

Overall Points

(157.25 ÷ 188) x 100 = 83.6

Step 3. Divide the overall points from Step 2 by 125 to determine the percent of points earned by the school. (A maximum of 125 overall points is possible if all students in a school test at the highest achievement level—that is, if 100% of students earn 1.25 points.)

Overall PointsTotal Points

PossiblePercent of

Points 83.6 ÷ 125 = 66.9

The achievement level categories from the student assessment also are used to describe school performance based on percent of overall points earned. The percent of points for the school in the above example was 66.9%. This school “meets standard” for academic achievement.

Exceeds Standard Meets Standard Partially Meets Standard Does not Meet Standard

80% or Higher 65 to 80% 50% to 65% Less than 50%

Academic performance is calculated separately for English language arts and mathematics for students in grades 3 though 8 and 11 enrolled at a school for at least 135 of 180 instructional days. An adjustment also is made if assessment participation falls below 95%.

Visit www.mywvschool.org for more detailed information about how accountability indicators are calculated.

Academic Benchmark Indicator for Mathematics and English Language Arts for Elementary and Middle Schools

The Academic Benchmark Indicator is a measure of student’s results from Classroom Benchmark Assessments (CBA) for 3rd through 8th graders. The indicator is implemented in two phases. For the 2017-2018 school year (Phase 1), the measure is based on a single end-of-year CBA, for which there are four performance levels. Schools earn points for every student in each level. More points are awarded for higher levels of achievement. Two steps are needed to calculate academic performance. Below is an example for a school where 159 students were tested with a CBA.

Step 1. Multiply the number of students at each performance level by the points for that level. Sum the points across all levels to get the cumulative points for the school.

Achievement LevelNumber of Students

Points for this Level

Points Awarded

Exceeds Standard 35 x 1.25 = 43.75Meets Standard 45 x 1.00 = 45.00Partially Meets Standard 42 x 0.50 = 21.00Does Not Meet Standard 37 x 0.25 = 9.25Total Number of Students = 159 Cumulative Points = 119.00

Step 2. Divide the cumulative points from Step 1 by the number of students tested, then multiply by 100 to determine the overall points earned by the school.

Cumulative Points

Students Tested

Overall Points

(119.00 ÷ 159) x 100 = 74.84

Step 3. Divide the overall points from Step 2 by 125 to determine the percent of points earned by the school. (A maximum of 125 overall points is possible if all students in a school test at the highest achievement level—that is, if 100% of students earn 1.25 points.)

Overall Points Total Points

Possible Percent of

Points 76.84 ÷ 125 = 61.5

The achievement level categories from the student assessment also are used to describe school performance based on percent of overall points earned. The percent of points for the school in the above example was 61.5%. This school “partially meets standard” for the Academic Benchmark Indicator.


80% or Higher 65 to 80% 50% to 65% Less than 50%

The indicator is calculated separately for English language arts and mathematics for students in grades 3 through 8 enrolled at a school for at least 135 of 180 instructional days. An adjustment also is made if participation in the CBA assessment falls below 95%.

In the 2018-2019 school year and afterward, a beginning-of-year CBA will be given and students’ progress will be measured by comparing the beginning-of-year CBA result to their end-of-year summative academic assessment score.

Visit www.mywvschool.org for more detailed information about how accountability indicators are calculated.

Cohort Graduation Rate Indicator

Cohort Graduation represents the the percentage of a cohort of students who graduate within a specific time period. For school accountability purposes, both 4-Year and 5-Year cohort graduation rates are used.

A graduation cohort is established for each group of students enrolling in the 9th for the frst time. At that time, two targets for graduation years are set. The 4-Year cohort graduation target is set four academic years into the future; the 5-Year target is set five academic years into the future. For example, students entering the 9th grade for the first time in the 2015-2016 school year would have a 4-year target graduation school year of 2018-2019. Similarly, the 5-year target graduation school year for this cohort of students would be 2019-2020 as shown below.

The cohort is adjusted over time as students transfer into and out of schools. If a student enters a WV high school for the first time in a grade other than 9, their target graduation year is projected based on what would have been their 9th grade year. When students transfer between schools within West Virginia, they are placed in the cohort at the new school based upon the year in which they first enrolled in 9th grade.

The cohort graduation rate is a percentage of students within a cohort earning a regular high school diploma by the target graduation year. Two steps are used to calculate the graduation rate measure.

Step 1. Total the number of students within a graduation cohort earning a regular high school diploma by the target graduation year.

Step 2. Divide the total points awarded in Step 1 by the total number of students in the graduation cohort.

For example, a school has 105 students in its initial graduation cohort. Over the next 4 years, 5 of those students transfer to another high school, and 2 new students transfer into the school. The adjusted cohort size is 102 (i.e., 105 - 5 + 2 = 102). Of the students in the adjusted cohort, 89 earn a regular high school diploma within 4 years. The 4-year cohort graduation rate for the school is calculated as follows:

89 diploma earners ÷ 102 students in the cohort = 87.25%

The overall percentage for the school in the above example was 75.0%. Using the school performance benchmarks shown below, this school “partially meets standard” for the 4-year graduation rate.


95% or Higher 90% to 95% 80% to 90% Less than 80%

Visit www.mywvschool.org for more detailed information about how all accountability indicators are calculated.

Progress Toward English Language Proficiency

West Virginia has a small but growing population of students for whom English is not their primary language. Progress in English Language Proficiency tracks the progress of these students across four English language domains—listening, reading, speaking, and writing. The objective is for English learners in grades 3 through 8 and 11 to reach English proficiency in six years or less on all four domains. Progress depends on students’ initial proficiency level status when identified as an English learner (EL). To show adequate progress, students must reach and maintain the next level of performance for a period of time as shown in the chart below.

For example, a student entering a school with a “Beginning” status in year 1 must reach an “Early Intermediate” level in year 2. In years 3 through 5, the student must reach and maintain an “Intermediate” status to show adequate progress. In year 6, the student must reach proficiency. This process is repeated for all four domains.

Initial ELP in Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Beginning Early Intermediate

Intermediate Intermediate Intermediate Proficient

Early Intermediate Intermediate Intermediate Intermediate Proficient

Intermediate Intermediate Intermediate Proficient

Early Advanced Proficient

Advanced Proficient

Two steps are used to calculate the progress in English language proficiency measure: Step 1. Award 1.0 point for every English learner (EL) student who has shown adequate progress on

each of the four English language domains of listening, reading, speaking, and writingStep 2. Sum the total points awarded in Step 1 and divide by the total number of EL students.

For example, a school of 22 full academic year English learner students has:• 5 with Beginning initial status that are at Intermediate status on all domains in year 3, but 3

with Beginning initial status that are still at Early Intermediate in year 3• 9 with Early Intermediate initial status are at Intermediate on all domains in year 3• 8 with Intermediate initial status are at Intermediate on all domains in year 3

In this example, of the 5 students with Beginning initial status, 3 were still at Early Intermediate and did not made adequate progress, but all remaining students did make progress. The measure is calculated as follows:

Add the total number of students who demonstrate adequate progress (2 + 9 + 8 = 19)

19 students progressed ÷ 22 FAY students = 86.4%

The overall percentage for the school in the above example was 86.4%. Using school performance benchmarks shown below, this school “meets standard” for progress in English language proficiency.




Student Success Indicator: Attendance

Attendance represents the percentage of full academic year students present for at least 90% of instructional days, excluding absences resulting from out-of-school suspensions. Two steps are used to calculate the attendance measure.

Step 1. Award 1.0 point for every student whose actual attendance was 90% or more of all instructional days, excluding absences resulting from out-of-school suspensions;

Step 2. Divide the total points awarded in Step 1 by the total number of students.

For example, a school of 176 students has 132 students who have been present for 90% or more of instructional days, each being awarded 1.0 points. The attendance measure is calculated as follows:

132 points ÷ 176 students = 75.0%

The overall percentage for the school in the above example was 75.0%. Using the school performance benchmarks shown below, this school “does not meet standard” for attendance.




Student Success Indicator: Behavior

Behavior represents the percentage of full academic year students in each school who received no out-of-school suspensions within a school year. The measure is calculated using certified student behavior records, however exemptions are made for out-of-school suspensions for behaviors defined as eminently dangerous, illegal and/or aggressive which are addressed in other federal or state laws. Two steps are used to calculate the attendance measure.

Step 1. Award 1.0 point for every student who has received no out-of-school suspensions within the school year;

Step 2. Divide the total points awarded in Step 1 by the total number of students.

For example, a school of 176 students has 163 students having no out-of-school suspensions, each being awarded 1.0 points. The behavior measure is calculated as follows:


The overall percentage for the school in the above example was 92.6%. Using the school performance benchmarks shown below, this school “meets standard” for behavior.




Student Success Indicator: On-Track to Graduation

On Track to Graduation represents the percentage of grade 10 full academic year students on track for completing the credit requirement for high school graduation. To meet the on-track criteria, students must earn at least twelve (12) credits overall and earn at least two (2) credits each in the four primary content areas (i.e., English, mathematics, science, and social studies) by the end of their 10th grade year. This measure applies only to high schools.

Three steps are used to calculate on-track to graduation:Step 1. Award 0.5 points for every grade 10 student who has earned at least 12 course credits.Step 2. Award 0.5 points for every grade 10 student who has earned at least two credits in English,

mathematics, science, and social studies subject areas.Step 3. Sum the total points awarded in Steps 1 and 2, and divide by the total number of students

meeting the inclusion criteria.

For example, a school of 115 grade 10 students has 103 students who earned 12 or more credits, each being awarded 0.5 points. Of the 115 students, 99 earned at least two course credits in English, mathematics, science and social studies. The on-track measure is calculated as follows:

103 x 0.5 points = 51.50 points99 x 0.5 points = 49.50 points

Total 101.00 points

101.00 Total points ÷ 115 students = 87.8%

The overall percentage for the school in the above example was 87.8%. Using the school performance benchmarks shown below, this school “partially meets standard” for on-track to graduation.




Student Success Indicator: Post-Secondary Achievement

Post-Secondary Achievement represents the percentage of grade 12 full academic year students who acquire credentials toward college and/or career readiness during their high school (grades 9 – 12) years. This measure applies only to high schools.

Two steps are used to calculate the post-secondary achievement measure: Step 1. Award 1.0 point for every grade 12 student who has earned at least one of the following

college and/or career credentials during their enrollment in high school:• One or more college readiness benchmarks through Advanced Placement (AP) or

International Baccalaureate (IB) program exams;• Completion of college-credit-bearing coursework with a grade of A, B, or C; and/or• Completion of the four (4) required courses in a State approved Career Technical

Education (CTE) program of study.Step 2. Sum the total points awarded in Step 1 and divide by the total number of grade 12 students.

For example, a school of 192 full academic year grade 12 students has 156 students who accomplished at least one of the college and/or career readiness criteria above, each being awarded 1.0 points. The post-secondary achievement measure is calculated as follows:


The overall percentage for the school in the above example was 81.3%. Using school performance benchmarks shown below, this school “exceeds standard” for post-secondary achievement.




Steven L. Paine, Ed.D.West Virginia Superintendent of Schools

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