WVBE Policy 2525‎ > ‎

§126-28-18. Program Assessment and Continuous Quality Improvement.

18.1. County collaborative early childhood teams will develop and maintain  a continuous quality improvement process (hereinafter CQI Process), which includes an annual plan for collecting and analyzing program assessment data to establish  school readiness goals, assuring children have the best available resources prior to entering first grade.    The continuous quality improvement process must include annual results from county aggregated child outcome data and classroom observational tools to determine staff development planning and recommendations and objectives for the county’s strategic plan. 

18..2.  The Early Childhood Environment Rating Scale-Revised (hereinafter ECERS-R) will be utilized as one observational tool utilized in the CQI process.  The ECERS-R will be completed a minimum of one time within a three year period in each WV Pre-K classroom.  The results from completed ECERS-R observations will be electronically submitted to the WVDE annually by May 1.  During the alternate years, other observational measurement tools are to be utilized as data sources for the  CQI process.  Guidance is provided by the WVDE through the Program Assessment and CQI Process Guidance document to assist in the selection and use of additional observational measurements.

18..2.a. The ECERS-R, shall be administered by a minimum of a two person team designated by the county collaborative early childhood team.  ECERS-R observations must be conducted with at least one team member listed as a “WV Experienced ECERS-R Observer”. 

18.2.b. The ECERS-R should not be completed by individuals with direct supervision responsibilities for the classroom or by the teacher of that classroom. Observational measurement tools utilized for the CQI process are not an evaluation of the teacher for performance purposes, or an assessment of the development of individual students, but rather an assessment of the program. Public school teachers shall continue to be evaluated according to W. Va. 126CSR142, WVBE Policy 5310, Performance Evaluation of School Personnel.

18.3.  The county board of education, in collaboration with the WVDHHR and Head Start State Collaboration Office, is required to submit WV Universal Pre-K program data to the WVDE Office of Early Learning annually.  The WVDE Office of Early Learning will compile the information and provide a summary report to the Secretary of WVDHHR and the State Superintendent of Schools.  The WV Universal Pre-K  program data will include at a minimum:

            18.3.a.  program data verification, including classroom information, submitted annually by September 1;

            18.3.b.   a comprehensive WV Pre-k fiscal report submitted annually by September 1; and

            18..3.c.   verification of the annual collaborative contracts and budgets signed and filed at the local county board of education, noting collaborative universal pre-k classrooms for the upcoming school year to continue to document maximization of resources through the collaborative model, submitted prior to the first day of children’s attendance;

18.4.  The WVDE, in collaboration with the WVDHHR and Head Start State Collaboration Office, will conduct a WV Universal Pre-K Program Review at a minimum of once every three years. 

     18.4.a.  The program review will consist of a desk top audit, site-visits, and county collaborative team interviews.  The purpose of the program review is to ensure counties continue to implement WV Universal Pre-K programs in alignment to policy and assist with each county’s continuous quality improvement process with the comprehensive collaborative model.  The program review will provide individualized technical assistance to county collaborative early childhood teams.  The WVDE will provide guidance and procedures for completion of the program review.

     18.4.b. A summary of the WV Universal Pre-K Program Reviews will periodically be provided to the WVBE.

18.5.  The WVDE shall develop and institute a system of longitudinal, scientifically based research to track learner outcomes, family satisfaction, program continuity, and related variables in order to evaluate program impact, as funds become available.  The system shall be designed in such a way to be of benefit on both the county and state level and improve the quality of programming available for eligible children.