I. A Data-Driven Mandate: Analysis of the 2025 West Virginia Assessment Results
This proposal outlines the "Mountain State Scholars Support Initiative," a targeted academic remediation plan designed to accelerate student achievement in West Virginia’s most vulnerable school communities. The imperative for this initiative is established by a comprehensive analysis of the 2024-2025 state assessment data. While statewide trends show commendable "incremental steps" and "sustainable growth" 1, a significant portion of West Virginia's students remain below proficiency, necessitating an urgent, evidence-based, and targeted response.
1.1. Establishing the 2025 State Benchmarks
The 2024-2025 results from the West Virginia General Summative Assessment (WVGSA), SAT School Day, and West Virginia Alternative Summative Assessment (WVASA) establish the new statewide benchmarks for proficiency.1 These official benchmarks, confirmed by the West Virginia Department of Education (WVDE), are:
State ELA Proficiency Average: 48% 1
State Math Proficiency Average: 38% 1
These figures represent continued progress, with ELA proficiency rising 3 percentage points and Math rising 2 percentage points from the 2023-2024 school year.4 While this progress is encouraging, the data also presents a stark reality: 52% of West Virginia students are not proficient in English Language Arts, and 62% are not proficient in Mathematics. These modest gains mask a persistent and deep-seated achievement crisis in many schools. This initiative is designed to accelerate progress in the schools and student populations that are being left behind.
1.2. Methodology for Identifying High-Priority Schools
To identify the pilot cohort for this initiative, a comprehensive analysis of school-level data is required. This analysis will be performed using the official data repositories designated by the WVDE: the WV Accountability System (West Virginia Schools Balanced Scorecard) and the ZoomWV Data Dashboard.6 While summary press releases 7 and top-line assessment reports 5 are useful for state-level trends, they do not contain the granular, school-level, disaggregated data necessary to identify specific schools for intervention.
The WVDE Office of Education Policy will execute the following four-step analytical process, using the direct data links for the WV Accountability System and ZoomWV 6:
Access and Extract: Secure and extract the complete 2024-2025 school-level assessment data file from the ZoomWV Data Dashboard.6
Filter for Underperformance: Generate a master list of all public schools with ELA proficiency rates below the 48% state average and/or Math proficiency rates below the 38% state average.
Quantify the Gap: For each school on the underperforming list, calculate a "Total Proficiency Gap" (e.g., +).
Prioritize: Sort all schools by the largest "Total Proficiency Gap" to identify the 10 elementary, 10 middle, and 5 high schools with the most significant, combined academic deficits. This list of 25 schools will form the proposed 2026-2028 pilot cohort.
1.3. Beyond the Scores: Root Cause Analysis
A core component of the analysis is to move beyond what the scores are to why they are low. The data points to two clear, systemic crises that directly correlate with, and are predictive of, low academic achievement. Any remediation program that fails to address these root causes is destined for failure.
1.3.1. Root Cause 1: The Chronic Absenteeism Crisis
The 2024-2025 WV Balanced Scorecard reports a statewide chronic absenteeism rate of 22.8%.7 This is defined as a student missing 10% or more of the school year.9
This is not just an attendance issue; it is a fundamental barrier to intervention. A 22.8% chronic absenteeism rate places an unsustainable burden on educators and makes high-quality Tier 1 instruction nearly impossible to deliver with fidelity. It is a mathematical certainty that students who are not present in the classroom cannot benefit from the academic supports provided to them. This high rate of absenteeism is a primary driver of the low proficiency scores, and the "Mountain State Scholars Support Initiative" must therefore integrate non-academic supports to address it.
1.3.2. Root Cause 2: The Human Capital Deficit
West Virginia faces a critical teacher shortage, with state reports estimating approximately 1,500 teacher vacancies.10 Compounding this crisis, 1,544 teachers are currently placed in classrooms without being fully certified for their teaching assignments 10, a figure that may be significantly underreported.12
This human capital deficit is the primary source of Tier 1 instructional failure. The state has invested heavily in excellent, evidence-based initiatives like Ready. Read. Write. and math4life. However, an educator on a provisional credential or a long-term substitute has likely not been trained in the pedagogical shifts required by the Science of Reading 13 or the best practices for numeracy.14 The problem is not the program, but the implementation fidelity. Therefore, this initiative must function as an emergency intervention to upskill the existing workforce in the pilot schools.
1.4. Uncovering Equity Gaps: Disaggregation by Student Subgroup
As a condition of its ESEA waiver, the WVDE is required to disaggregate performance data by student subgroup.15 While the 2025 summary PDF lacks this level of detail 5, other state reports provide a clear and alarming picture of the proficiency gaps that must be closed.
1.4.1. Students with Disabilities (IEPs)
The 2023-2024 State Performance Plan (SPP) provides a stark baseline for this subgroup.16
The baseline 8th-grade Math proficiency for students with IEPs was 7.17%.
The baseline High School Math proficiency for students with IEPs was 11.11%.
When comparing the 7.17% proficiency for 8th-grade IEP students 16 to the 38% all-student state average for Math 5, the result is a 30-point proficiency chasm. This is not a "gap"; it is a systemic failure to provide a Free and Appropriate Public Education (FAPE). This data provides the legal and moral justification for the intensive, individualized Tier 3 interventions proposed in this plan.
1.4.2. Low-Income (SES) Students
While specific 2025 data is not in the summary reports, other WVDE documents confirm that analysis of the "low SES subgroup" is a standard practice.16 Given the high-poverty, rural nature of many West Virginia schools 17, it is highly probable that the proficiency gap between low-income and non-low-income students is a primary driver of a school's overall performance. The analysis of the ZoomWV dashboard 6 must use this gap as a key prioritization variable.
1.5. The 2026 Pilot Cohort: Prioritized Intervention Schools
Based on the methodology in section 1.2, the 25 pilot schools will be selected. The following table provides illustrative profiles of schools that would be prioritized for this initiative. These profiles are synthesized from the state's average data points 5 to create a realistic portrait of a high-need school.
Table 1: Illustrative Profiles for 2026-2028 Pilot Cohort
II. The Mountain State Scholars Support Initiative: A Multi-Tiered Framework
Based on this data analysis, this report proposes the "Mountain State Scholars Support Initiative." This is a comprehensive, evidence-based remediation program structured within the Multi-Tiered System of Supports (MTSS) framework.
MTSS is a school-wide framework that organizes and delivers academic and non-academic supports systematically. This initiative is not intended to replace existing WVDE programs but rather to provide the structure, resources, and staffing necessary to implement them with fidelity and to provide escalating layers of support to students who are not succeeding in core instruction alone.
III. Tier 1: Strengthening Core Instruction for Universal Success
Goal: Improve core instruction in the 25 pilot schools to prevent students from falling behind, thereby reducing the number of students who will need Tier 2 and Tier 3 interventions. This tier directly addresses the root causes of teacher capacity 10 and implementation fidelity.
3.1. Fidelity and Alignment: Integrating WVDE Initiatives
The "Mountain State Scholars Support Initiative" will fund instructional coaches whose primary function is to ensure 100% implementation fidelity of the state's core academic programs:
Ready. Read. Write. West Virginia: Coaches will ensure all K-5 ELA instruction is aligned with the Science of Reading 13 and the Third Grade Success Act.19 This is a non-negotiable component and requires explicit, systematic instruction in the "five pillars": phonemic awareness, phonics, fluency, vocabulary, and comprehension.13
math4life: Coaches will ensure all math instruction aligns with the math4life goal of enhancing teacher content knowledge and pedagogy.14 This includes the adoption of standards-aligned instructional resources 22 and the "best pedagogical practices" 14 disseminated by the WVDE.
3.2. Educator Capacity: Mandatory Professional Development (PD)
The human capital deficit 10 means that many teachers in the pilot schools have not been trained in these initiatives. Therefore, all ELA and Math teachers in the 25 pilot schools will be required to attend a "Summer Institute" focused on:
Differentiated Instruction: How to use data from universal screeners to create flexible groupings, scaffold instruction, and meet the needs of diverse learners.
Explicit Vocabulary Instruction: A high-leverage practice that supports all five pillars of reading 13 and is critical for building the background knowledge needed to access complex, grade-level text.
This institute will be supplemented by ongoing, job-embedded coaching throughout the school year.23
3.3. Early Identification: Implementation of Tri-Annual Universal Screeners
All students in the 25 pilot schools will participate in a universal screener (e.g., MAP Growth, i-Ready) three times per year (fall, winter, spring). The data from these screeners will be used only for instructional purposes, not for accountability. Its sole purpose is to:
Identify at-risk students who require Tier 2 and Tier 3 support.24
Diagnose specific skill deficits (e.g., phonemic awareness vs. comprehension) to ensure students are placed in the correct intervention.
Monitor the overall health of Tier 1 instruction and adjust as needed.
IV. Tier 2: Delivering Targeted, High-Impact Support
Goal: Provide targeted, small-group support for the approximately 15-20% of students identified by screeners as being at risk or just below grade level. This support will be delivered during a dedicated "WIN" (What I Need) block to protect core instruction time.
4.1. The High-Impact Tutoring (HIT) Model
All Tier 2 students will receive tutoring that adheres to the evidence-based High-Impact Tutoring (HIT) model.
Dosage: A minimum of 3 sessions per week, 30-45 minutes each.
Grouping: Groups of no more than 3-4 students, grouped by specific skill deficit.
Staffing: Delivered by trained paraprofessionals, AmeriCorps members, or teachers.
4.2. Targeted ELA Interventions (Evidence-Based)
Based on screener data, students will be placed in an intervention targeting their specific needs.
For Comprehension & Vocabulary Deficits: Achieve3000
Program: Achieve3000 is a supplemental online literacy program 25 that provides differentiated nonfiction content.27
Evidence: The What Works Clearinghouse (WWC) found "potentially positive effects on comprehension" 25, and Evidence for ESSA gives the program a "Strong" rating.29 Its core strength is that all students in a group read an article on the same topic, but the text is automatically tailored to their individual reading level.26 This efficiently builds vocabulary and background knowledge through its five-step routine.27
For Comprehensive Deficits: Read 180
Program: Read 180 is a comprehensive, research-proven literacy intervention.30
Evidence: The evidence base for Read 180 is extensive. The WWC found "potentially positive effects in comprehension".32 It received a "Strong" evidence rating from Evidence for ESSA 30 and was the only program out of 10 studied in the federal Striving Readers project to demonstrate "positive effects on reading achievement".30 It is effective for a wide range of students, including those with disabilities and English learners 30, making it the ideal intervention for students with multiple or significant deficits.
4.3. Targeted Math Interventions (Evidence-Based)
The 38% state math proficiency rate 5 reflects two distinct failures: a failure of conceptual understanding (not knowing why) and a failure of application (not knowing how to solve word problems). The Tier 2 strategy must address both.
For Conceptual Understanding: Concrete Representational Abstract (CRA)
Strategy: This is an instructional sequence where tutors re-teach foundational concepts by progressing through three stages: 1) Concrete (using manipulatives), 2) Representational (using drawings/images), and 3) Abstract (using numbers and symbols).33
Evidence: The WWC has assigned this strategy a "strong level of evidence of effectiveness".33 It is a research-proven framework for building true conceptual knowledge 35 rather than rote procedural memorization.37
For Problem-Solving & Application: Schema-Based Instruction (SBI)
Strategy: This is an explicit method for teaching students to solve word problems by identifying the problem's "underlying structure, or schema".38
Evidence: SBI is a validated "Evidence-Based Practice (EBP)" for students with math difficulties.39 Research confirms it is far more effective than the common "keyword" method, which often fails students.38 SBI teaches students to analyze and solve problems effectively.
V. Tier 3: Providing Intensive, Individualized Intervention
Goal: Provide intensive, individualized, and daily support for the approximately 5-10% of students with significant academic gaps (often one or more years below grade level). This tier directly targets the students in the state's largest equity gaps, such as the IEP students with 7-11% math proficiency.16
5.1. Individualized Learning Plans (ILPs)
Every Tier 3 student must have an ILP developed by the school's MTSS team (teacher, specialist, parent). This plan will function as a "mini-IEP" and will outline:
Specific, measurable academic goals.
The exact daily intervention to be used (e.g., Wilson Reading System 12.1).
The frequency and duration of the intervention.
The weekly progress monitoring tool to be used.
5.2. Intensive ELA Support (Evidence-Based Structured Literacy)
For Severe Decoding/Phonics Deficits: Wilson Reading System (WRS)
Program: WRS is the "flagship Tier 3" 41 structured literacy program based on Orton-Gillingham principles.41
Evidence: WRS is specifically designed for students with language-based learning disabilities and significant "decoding deficits".42 This directly aligns with the needs of the students in the 30-point IEP gap. It is a multisensory program 43 proven to be effective in public schools and to "close the gap" for struggling readers.42
For Significant Phonics Gaps: 95 Literacy Intervention System
Program: A "structured literacy" 45 program providing explicit phonics and phonological awareness instruction.46
Evidence: A 2024 third-party efficacy study found that students using the 95 Percent Group's program "significantly outperformed the comparison group" on standardized reading assessments.47 It provides a highly strategic, explicit, and systematic 45 intervention for students who are multiple years behind in reading.
5.3. Intensive Math Support (Evidence-Based)
A Tier 3 math student is often missing both basic fact fluency and foundational number sense.49 The intervention must attack both daily. A 30-minute Tier 3 math block will consist of 10 minutes of fluency work and 20 minutes of 1:1 conceptual re-teaching.
For Math Fact Fluency: Cover-Copy-Compare (CCC)
Strategy: This is a free 50, evidence-based strategy for building fluency. The student sees a problem and its answer (Cover), covers it (Copy), writes the problem and answer from memory, and then uncovers to (Compare).50
Evidence: It is an "empirically supported" 51 intervention proven to "increase the correct rate and decrease the error rate" for math facts.52
For Foundational Concepts: One-on-One Re-teaching
Strategy: Using the student's ILP, a trained tutor will use the CRA method 35 in a 1:1 setting to re-teach the student's most foundational gap (e.g., place value, operations with fractions) from the ground up, starting with manipulatives.
5.4. Fidelity Checks: Weekly Progress Monitoring
Weekly progress monitoring is non-negotiable for Tier 3. Tutors must conduct weekly, curriculum-based probes (e.g., Wilson check-ups, 1-minute CCC fluency probes). This data must be graphed and reviewed by the MTSS team bi-weekly. If a student's data shows no progress for 3-4 consecutive weeks, the intervention must be changed.
VI. Implementation Framework: Logistics, Staffing, and Scheduling
This section provides the actionable plan for rolling out the initiative, linking the root causes of absenteeism and teacher vacancies to the logistical solutions.
6.1. Human Capital Strategy: Staffing the Initiative
The initiative will be staffed by a dedicated team, not by adding duties to overburdened classroom teachers.
Instructional Coaches
Each pilot school will receive funding for one ELA and one Math Instructional Coach. Their role is non-evaluative and 100% job-embedded 23, focusing on co-planning, modeling lessons 54, and providing feedback. They are the primary mechanism for ensuring Tier 1 fidelity and upskilling uncertified teachers.10 Research in Virginia has shown this model contributes to increased student math scores.23
Paraprofessionals as Trained Tutors
West Virginia already relies heavily on paraprofessionals.11 This initiative will leverage this resource by providing intensive training and a stipend for paraprofessionals in pilot schools to become certified tutors in the selected interventions (e.g., Read 180, WRS). This "grow our own" 11 approach builds sustainable, school-level capacity and helps solve the tutor shortage.
Activating State Partnerships: Communities in Schools (CIS) & AmeriCorps
The WVDE's first-in-the-nation licensed partnership with Communities in Schools 55 is the lynchpin of this initiative. CIS is already present in 285 schools statewide.55
The CIS Site Coordinator in each of the 25 pilot schools will be the logistical and non-academic lead. They will:
Address Root Cause 1 (Absenteeism): Implement the CIS model of Integrated Student Supports 56 to conduct home visits, provide resources, and remove the non-academic barriers that cause the 22.8% chronic absenteeism rate.7
Coordinate Tiers 2/3: Manage the "WIN" block schedule, coordinate tutor assignments, and manage data, leveraging AmeriCorps members 57 to provide the bulk of the Tier 2 HIT tutoring.
6.2. Protecting Core Instruction: Scheduling via "What I Need" (WIN) Blocks
All 25 pilot schools will be required to build a daily, 30-45 minute "WIN" (What I Need) block into their master schedule.60
The WIN block is the structural solution that makes MTSS possible. Research shows it is the most equitable way to provide interventions without pulling students from core Tier 1 instruction or electives.62 During this block, all students and staff participate. Students not in Tier 2/3 receive Tier 1 enrichment (e.g., STEM clubs, advanced projects) 63, while students identified for Tier 2/3 are assigned to their designated intervention group.62 Case studies from elementary 64 to middle schools 65 confirm the feasibility and effectiveness of this model.
VII. Evaluation and Success Metrics
The success of the "Mountain State Scholars Support Initiative" will be measured by a clear, data-driven dashboard. The CIS Site Coordinator and Instructional Coaches in each school will be responsible for collecting and reporting this data to the WVDE.
7.1. Key Performance Indicators (KPIs)
Primary KPI:
Percentage of students in the 25 pilot schools who "close the gap" and move from "Below Proficient" to "Proficient" on the 2026 and 2027 state assessments.
Secondary KPIs:
Percentage of students (all tiers) who meet or exceed their fall-to-spring growth targets on the universal screener.
Weekly progress monitoring data for all Tier 3 students (e.g., % of students with an accelerating rate of improvement).
A 10% reduction in the proficiency gap between Students with Disabilities and all students in the pilot schools.
A 15% reduction in the chronic absenteeism rate in the 25 pilot schools.
Improved student engagement rates as measured by school-level surveys.
Table 2: Mountain State Scholars Support Initiative KPI Dashboard (2026-2028 Pilot)
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