Analytical Model

 

 https://docs.google.com/document/d/1n2kqtxoZpDLiqlhpmhweHZGt9Pgn7Rm-LqB4CvbPUh4/edit?usp=sharing

Based on 2025 Balanced Scorecard--Research this for West Virginia. Prioritize "Progress Value" as a Key Metric for Success Based on Hypothesis 2, school leadership and PLCs (Professional Learning Communities) should use the Assessment ELA Progress Value and Assessment Math Progress Value as primary indicators for evaluating instructional strategies. A school with high progress (even if proficiency is still low) has found a successful formula that should be scaled, whereas a high-proficiency but low-progress school may be stagnating. Create an action plan for the state. 

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Beginning the Research

I'm starting my research to build your action plan. My first priority is to locate the official "2025 West Virginia Balanced Scorecard" you mentioned. It's crucial to find this document, as it's the bedrock of the entire plan. I'll be focusing my searches on official state education websites to find it.

Understanding "Progress Value"

Alongside looking for the scorecard, I'm trying to find the precise, official definitions for "Assessment ELA Progress Value" and "Assessment Math Progress Value." Understanding exactly how West Virginia calculates these metrics—whether it's a growth percentile, a value-added model, or something else—is essential for creating a meaningful analysis. I'm also looking for any official mention of the principle you called "Hypothesis 2," which prioritizes this progress metric.

Searching for School Data

To build the action plan, I need to find the actual 2024-2025 school-level data. I'm searching for data portals, dashboards, or reports that show both proficiency and progress metrics side-by-side for individual schools. This data is the key to identifying the two types of schools you described: the high-progress/low-proficiency schools with scalable strategies, and the high-proficiency/low-progress schools that may be stagnating.

Gathering Best Practices

While I hunt for the specific West Virginia documents and data, I'm also conducting parallel research. I'm gathering general, non-state-specific best practices for how effective Professional Learning Communities (PLCs) and school leaders use *growth data* (not just proficiency) to drive instruction. This will provide a strong foundation for the action plan.

Next Steps: Analysis and Strategy

My immediate next steps are to synthesize the results of these initial searches. My goal is to find the scorecard, its definitions, and the data portal. Once I have those, I can move on to the core of your request: analyzing the school profiles and building a concrete action plan for identifying, studying, and scaling the successful strategies found in high-progress schools.

 

Initial Findings

My initial exploration has been very productive. I've successfully confirmed that the "2024-2025 West Virginia Balanced Scorecard" has been released. I've also verified that "ELA Progress" and "Math Progress" are official indicators used in this system, which is a key part of your request. This confirms we are on the right track.

Refining the Search

I've learned that "Hypothesis 2" appears to be the term you're using for the *principle* of prioritizing progress over proficiency, rather than an official state policy name. I haven't found that specific term in state documents. Therefore, I'm shifting my focus from searching for that literal phrase to finding the technical documentation that explains *how* the state calculates and *intends* for these "Progress" metrics to be used by schools.

Locating the Data

My searches have pointed to a specific data portal, the "ZoomWV Data Dashboard," as the likely source for the school-level data I need. My next step is to go directly to this dashboard and other official accountability documents I've found. My goal is to find the precise calculations for the progress metrics and locate the 2024-2025 school-by-school data that compares progress and proficiency.

Expanding the Research

While I look deeper into the specific West Virginia data, I am also continuing my broader research. I'll be gathering information on how effective Professional Learning Communities (PLCs) use growth data to improve teaching. I'm also looking for established models from other states that have successfully scaled best practices from high-performing schools, which will be essential for building the action plan.

 

Confirmation of Data Location

I've successfully synthesized my initial findings and have zeroed in on the official data sources. The 2024-2025 school-level data I need for the analysis is located within the "Balanced Scorecard Dashboard," which appears to be part of a larger portal called "ZoomWV." My searches for a simple downloadable file were unsuccessful, which tells me I'll need to interact with this dashboard directly to extract the school-by-school data.

Pivoting to Find Definitions

A critical piece of information is still missing: the *exact calculation* for "ELA Progress" and "Math Progress." Without this, any analysis would be superficial. My previous searches uncovered several key technical documents, including an "Accountability Indicator Fact Sheet" and a "County Approval Status" report. I am now prioritizing a deeper examination of these specific documents to find those precise definitions.

State-Level Insights

I found a statewide summary of the 2025 assessment results. This document confirms that West Virginia is actively tracking "annual growth targets." For instance, state-level proficiency is at 48% for ELA and 38% for Math, but the report notes many counties are successfully meeting their growth targets. This strongly supports the idea of comparing growth (progress) with absolute proficiency, which is the core of your request.

Executing a Multi-Pronged Approach

I am now moving forward with a parallel-processing approach. While I am looking into the West Virginia dashboard and technical manuals for the specific data and definitions, I am also simultaneously researching best practices for how Professional Learning Communities use growth data and looking for proven models from other states for scaling up successful instructional strategies.

 

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https://docs.google.com/document/d/1n2kqtxoZpDLiqlhpmhweHZGt9Pgn7Rm-LqB4CvbPUh4/edit?usp=sharing