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
West Virginia SchoolsBalanced Scorecard
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.
Accountability System FAQs
West Virginia SchoolsBalanced Scorecard
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.
Accountability System FAQs
West Virginia SchoolsBalanced Scorecard
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
West Virginia SchoolsBalanced Scorecard
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
West Virginia SchoolsBalanced Scorecard
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
West Virginia SchoolsBalanced Scorecard
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
Black Bear Elementary School
Cardinal Elementary School
Sugar Maple Elementary School
Black Bear Middle School
Rhododendron Middle School
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ry S
choo
l
T A
Low
ery
Elem
enta
ry S
choo
l
Wrig
ht D
enny
Inte
rmed
iate
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
Attendance
Behavior
Kana
wha
Alba
n El
emen
tary
Sch
ool
Alum
Cre
ek E
lem
enta
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
English Language Arts Benchmark
Indicator
Mathematics Benchmark
Indicator
English Learner Progress
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
English Language Arts Performance
Mathematics Performance
Attendance
4-Year Cohort Graduation Rate
5-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
English Language Arts Performance
Mathematics Performance
Attendance
4-Year Cohort Graduation Rate
5-Year Cohort Graduation Rate
On Track to Graduation
Post Secondary Achievement
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
English Language Arts Performance
Mathematics Performance
Attendance
4-Year Cohort Graduation Rate
5-Year Cohort Graduation Rate
On Track to Graduation
Post Secondary Achievement
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
English Language Arts Performance
Mathematics Performance
Attendance
4-Year Cohort Graduation Rate
5-Year Cohort Graduation Rate
On Track to Graduation
Post Secondary Achievement
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
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Mathematics Performance
Attendance
4-Year Cohort Graduation Rate
5-Year Cohort Graduation Rate
On Track to Graduation
Post Secondary Achievement
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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.
Exceeds Standard Meets Standard Partially Meets Standard Does not Meet Standard
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.
Exceeds Standard Meets Standard Partially Meets Standard Does not Meet Standard
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.
Exceeds Standard Meets Standard Partially Meets Standard Does not Meet Standard
95% or Higher 85% to 95% 70% to 85% Less than 70%
Visit www.mywvschool.org for more detailed information about how all accountability indicators are calculated.
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.
Exceeds Standard Meets Standard Partially Meets Standard Does not Meet Standard
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.
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:
163 points ÷ 176 students = 92.6%
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.
Exceeds Standard Meets Standard Partially Meets Standard Does not Meet Standard
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.
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.
Exceeds Standard Meets Standard Partially Meets Standard Does not Meet Standard
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.
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:
156 points ÷ 192 students = 81.3%
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.
Exceeds Standard Meets Standard Partially Meets Standard Does not Meet Standard
80% or Higher 65% to 80% 50% to 65% Less than 50%
Visit www.mywvschool.org for more detailed information about how all accountability indicators are calculated.
Steven L. Paine, Ed.D.West Virginia Superintendent of Schools
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