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Final
July 2007

5.1.1.Achievement.

Ravenswood Middle School failed to achieve adequately yearly progress (AYP) in 5.1.1. Achievement for the special education (SE) subgroup in mathematics and reading/language arts.  In accordance with Section 9.4 of West Virginia Board of Education Policy 2320, A Process for Improving Education:  Performance Based Accreditation System, the West Virginia Board of Education continued the school’s Conditional Accreditation status at the September 2005 State Board meeting.

The following professional development and/or training opportunities were provided by the West Virginia Department of Education, RESA V, county and/or school.

1.

Learning Focus Strategies.

2.

Curriculum Prioritization/Mapping.

3.

DIBELS.

4.

Brain Gym.

5.

Utilizing WESTEST Data to Improve Instruction.

6.

I Know Website.

7.

P-12 – How to Develop Acquisition Lessons.

8.

Testmate Clarity.

9.

Pacing Charts/Formative Assessment.

10.

Online Writing Assessment.

11.

Kansas Writing.

12.

Prioritizing, Pacing, Formative Assessment.

13.

ACT Explore Workshop.

14.

Standards Based Mathematics Workshop.

15.

West Virginia Education Information System (WVEIS).

16.

Scaffolding – Grade Level Learning.

17.

Fit 4 Learning.

18.

Working with English as a Second Language (ESL) students.

19.

Making the Grade.

20.

PK-12 – Review of Learning Focus Strategies.

Note:     While the special education (SE) subgroup did not achieve AYP, the Team noted that the percent proficient in both mathematics (33.89 percent) and reading/language arts (45.76 percent) showed promise.  The likelihood of the school achieving AYP during the next assessment cycle is good.

FOLLOW-UP REVIEW

COMPLIANCE.  The number of special education (SE) students in mathematics and reading/language arts had dropped below the number (N) of 50; therefore, the school was not held accountable for the scores as they pertain to adequate yearly progress (AYP).  The scores for this subgroup did increase from 33.89 percent proficient to 40.90 percent proficient in mathematics, and from 45.76 percent proficient to 61.36 percent proficient in reading/language arts.

Office of Education Performance Audits

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