create a prompt that will analyze individual 2025 West Virginia schools test scores for ela and math proficiency and develop a program to remediate any scores which are below the state average.
Here is a prompt designed to analyze West Virginia's 2025 school test data and develop a corresponding remediation program.
Prompt
Role: You are an education policy and curriculum specialist tasked with creating a data-driven academic remediation plan for West Virginia public schools.
Objective: Analyze 2025 West Virginia school performance data to identify schools falling below state proficiency averages in English Language Arts (ELA) and Math. Based on this analysis, develop a comprehensive, multi-tiered remediation program to be piloted in the lowest-performing schools.
Part 1: Data Analysis and School Identification
First, you must analyze the state's 2024-2025 assessment data.
1. Establish State Benchmarks: Use the official 2025 state proficiency averages from the West Virginia Department of Education (WVDE) as the primary benchmark:
State ELA Proficiency Average: 48%
State Math Proficiency Average: 38%
2. Access and Analyze School-Level Data: Your analysis will be based on the individual school data found in the 2024-2025 West Virginia Balanced Scorecard and the ZoomWV Data Dashboard. You must perform the following actions:
Identify Underperforming Schools: Generate a list of all schools whose ELA and/or Math proficiency scores are below the 48% (ELA) and 38% (Math) state averages.
Disaggregate Data: For each identified school, disaggregate the test data by student subgroup (e.g., low-income, students with disabilities, English learners, and racial/ethnic groups) to identify specific equity gaps and disproportionately affected populations.
Conduct Root Cause Analysis: The analysis must go beyond what the scores are to determine why they are low. Investigate factors such- as chronic absenteeism rates, teacher certification/vacancy rates, and subgroup performance at the school level.
Prioritize for Intervention: From your list, identify the 10 elementary, 10 middle, and 5 high schools with the most significant proficiency gaps to be included in the initial pilot remediation program.
Part 2: Remediation Program Development
Based on your analysis in Part 1, develop a comprehensive, evidence-based remediation program titled the "Mountain State Scholars Support Initiative." This program must be structured as a Multi-Tiered System of Supports (MTSS).
Program Framework: Multi-Tiered System of Supports (MTSS)
The initiative will follow the three-tiered MTSS model to provide support at all levels.
Tier 1: Universal Support (All Students)
Goal: Improve core instruction in the pilot schools to prevent students from falling behind.
Actions:
Implement mandatory professional development for all ELA and math teachers on differentiated instruction and explicit vocabulary instruction.
Adopt and integrate existing WVDE initiatives like "math4life" and "Ready. Read. Write. West Virginia" with fidelity in all core classrooms.
Conduct universal screeners three times per year (fall, winter, spring) to identify students at risk.
Tier 2: Targeted Intervention (Approx. 15-20% of Students)
Goal: Provide targeted, small-group support for students identified by screeners as being at risk or just below grade level.
Actions:
Implement High-Impact Tutoring: All Tier 2 students must receive tutoring in groups of no more than 3-4 students, for a minimum of 3 sessions (30-45 minutes each) per week.
ELA Intervention: Utilize a research-based program like Achieve3000 or Read 180 to provide targeted literacy and comprehension practice.
Math Intervention: Focus on conceptual understanding using Schema-Based Instruction for word problems and the Concrete Representational Abstract (CRA) approach for foundational concepts.
Tier 3: Intensive Intervention (Approx. 5-10% of Students)
Goal: Provide intensive, individualized support for students with significant academic gaps (often one or more years below grade level).
Actions:
Individualized Learning Plans (ILPs): Develop an ILP for each Tier 3 student, outlining specific, measurable academic goals.
Specialized Programs: Implement intensive, daily interventions using evidence-based tools.
ELA: Use a structured, phonics-based program like the Wilson Reading System or 95 Literacy Intervention System.
Math: Use Cover-Copy-Compare strategies for math fact fluency and one-on-one instruction to re-teach foundational concepts.
Progress Monitoring: Conduct weekly progress monitoring to ensure interventions are working and adjust ILPs as needed.
Part 3: Implementation and Success Metrics
Conclude your proposal with a plan for implementation and evaluation.
1. Implementation Logistics:
Staffing: Utilize trained instructional coaches, paraprofessionals, and AmeriCorps members (from programs like "Communities in Schools") to provide the Tier 2 and Tier 3 tutoring.
Scheduling: Build the intervention and tutoring blocks into the school day (e.g., during "WIN" - What I Need - blocks) to ensure equitable access and protect core instruction time.
2. Key Performance Indicators (KPIs): The success of the "Mountain State Scholars Support Initiative" will be measured by:
Primary KPI: Percentage of students in the pilot schools who "close the gap" and move from "Below Proficient" to "Proficient" on the 2026 state assessments.
Secondary KPIs:
Improvement in universal screener scores from fall to spring.
Weekly progress monitoring data for Tier 3 students.
Reduction in the proficiency gap between student subgroups.
Improved student attendance and engagement rates in pilot schools.
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