Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Please fill out all appropriate boxes and respond to all questions. The application and plan
must be submitted usingTimes New Roman, 12 pt. font and is limited to 20 pages.
Application is due by 4:00 p.m., October 1, 2014 to Rebecca Derenge, in the Office of
School Improvement, WVDE, Bldg. 6, Room 330, 1900 Kanawha Blvd., Charleston
West Virginia 25305.
Section 1 – Applicant Information:
Applicant(s):
Madison Elementary School
County:
Ohio County
Superintendent
Dr. Dianna Vargo
Principal(s)
Mr. Walt Saunders
Grant Contact
Name & Title
E-mail:
Telephone:
Mr. Michael Kelly
Innovation Zone Director
mkelly@k12.wv.us
304-242-5711
304-243-0366
Place a check beside the appropriate designation for an innovation zone applicant:
____Single School (an entire faculty of a school working to implement a school-wide strategy)
______Departments or Subdivision of Schools Teacher Team or Partnership of Teams (Not
applicable to dropout prevention grant 3-year grant) partnership of teacher teams across schools
(subject-specific departments, subject, grade level, or issue-specific teams willing to implement a
common approach) teacher teams within a school (department, grade-level, or cross-role team
with a common focus).
______Consortium of Schools (fill out multiple listings below)
______Higher Education Institution(must include at least one county school system applicant)
______Feeder System of Schools or schools of the same programmatic levels working within a
county or across counties to implement a strategy(to impact dropout prevention at the high
school level)
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Section 2 – Priorities:
During the 2013 legislative session, Governor Tomblin sponsored several key education reform initiatives
through Senate Bill 359and charged the WV Board of Education with supporting the successful
implementation. These areas have been identified for priority points in the grant review process.
If you are submitting an application for one of the identified priority areasplease review guidance documents
and resources http://wvde.state.wv.us/innovationzones/
Applications for Drop-out Prevention grants that choose to focus on a priority area must show clear a
correlation between the priority area and the outcome of drop-out prevention. All applications that target a
priority area must identify it below.
_____ Community School Partnership
The term ‘‘community school’’ means a public elementary or secondary school that participates in a
community-based effort to coordinate and integrate educational, developmental, family, health, and
other comprehensive services through community-based organizations and public /private
partnerships. Community Schools provide access to such services for students, families, and the
community, such as access during the school year (including before and after-school), as well as during
the summer. Some may include: Early childhood education Programs under the Head Start Act,
including Early Head Start programs and child care; Remedial education activities and enrichment
activities, including expanded learning time; Summer enrichment and learning experiences; Dental
health care; Mental health counseling services (expanded-school mental health services). Complete
guidance on can be found at: http://wvde.state.wv.us/innovationzones/technical-assistance.html
___
Comprehensive Literacy Development (creating a school-wide elementary focus on literacy
and numeracy)
_____
Career Development (middle school focus to prepare students in the middle grades to set goals
through interest and talent to view graduation as a culmination of planned activities and classes
from year-to-year to result in a career pathway)
_____
Redesign of Instructional Time (Intended to provide principals and teachers with flexibility
from the constraints of certain statutes, policies and rules in order to serve as testing grounds for
innovative reform strategies that enhance student success and increase accountability)
_____
Personalize Learning though Technology (Project 24 is an urgent call to action on the need
for systemic planning around the effective use of technology and digital learning to achieve the
goal of "career and college readiness" for all students. It is a one-stop shop of comprehensive
district-level planning tools, expert advice, creative ideas, and tangible suggestions from
experienced education experts and nonprofit education membership organizations.)
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Section 3 - ABSTRACT:
Provide a one page only project summary that briefly describes the project’s vision, goals, activities, and key
features for student success that will be addressed. Please limit the length of the abstract to the text box found
on this page only.
Madison Elementary School serves students in three of Wheeling’s most challenging neighborhoods.
Children residing on Wheeling Island, in nearby North Wheeling, and in the North Park apartment complex
represent a significant segment of our population that suffer from the effects of generational poverty,
unemployment, transiency, and neglect. Madison has stood in the center of Wheeling Island for nearly one
hundred years as an integral part of the Wheeling community. Today, more than ever, the school’s vision is to
represent a beacon of hope for students to break free of this downward spiral by expanding their educational
horizons while exploring the wonder and joy of learning.
For the past 10 years, Madison has offered a highly successful after-school program, the Anchor Program,
providing additional academic, social-emotional, and health/wellness support for its students. At this time,
our goal is to “re-tool” the Anchor program and re-direct its focus to place more emphasis on literacy,
comprehension, critical thinking, and numeracy skills, while connecting arts education (visual, drama, music)
with Next Generation Standards for Reading/Language Arts and Math. This change in direction is driven by
the school’s need to align teaching with Next Generation Standards, prepare students for the Smarter
Balanced Assessment, and to address a decline in reading and math performance.
Partnering with Oglebay Institute, the Innovation Zone grant will enable us to utilize Oglebay Institute’s
expertise to integrate the arts with literacy and numeracy skills and create high quality and highly engaging
learning activities. For example, readers’ theatre and drama will allow students to improve fluency and
comprehension. The use of illustrating software will provide opportunities for students to practice thinking
critically as they illustrate various components of comprehension in literature such as, identifying setting and
plot, analyzing characters, sequencing events, and predicting outcomes. Musical activities will provide an
additional learning modality for students to acquire key concepts in Language Arts and Math.
Madison faculty will be employed as Anchor teachers to ensure a seamless transition and connection between
school day instruction and after-school activities. In collaboration with two local universities, pre-service
teachers will serve as interns and will be trained to enhance routine read-aloud experiences to include an
emphasis on comprehension skills such as critiquing genre and story elements, comparing and contrasting,
sequencing, and identifying main idea. Ongoing training for interns, Anchor staff and Madison staff will be
provided so that the integration of the arts with literacy and numeracy and 21st century skills can be
maximized.
To evaluate the impact of the project, students’ achievement will be monitored by their regular school-day
evaluations, the County’s benchmark assessments, and the after-school performance evaluations. Communication of these different monitoring results among school-day and after-school staff will take place through
PLC and Faculty Senate meetings, as well during the planned staff development sessions. This will be
important for targeting students and skills in order to refine the activities as the project progresses.
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Section 4 - Waiver Requests:
Requires that no exception be granted to assessment programs administered by the West Virginia Department
of Education (WVDE), provisions of NCLB or other federal law, nor exception from WV Code §§ 18A-2-7,
18A-4-7a, 18A-4-7b, 18A-4-8, 18A-5-8b. However, exceptions may include a proposal to require that a
candidate for a teaching vacancy in an innovation school possess qualifications over and above those
stipulated in statute if approved in a county-wide school staff election process.
Indicate the specific type(s) of policy or code that prohibit or constrain the design that you wish to
request a waiver from:
____ Specific waiver requested of county policy
____ Specific waiver requested of WVBOE policy
____ Specific waiver requested of WV code/statute
WV Code Waiver Request
(Specify section and article)
Impact of the waiver
What will the waiver enable the school to
do differently?
WVBOE Policy Waiver Request
(specify section and article)
Impact of the waiver.
What will the waiver enable the school to
do differently?
County Policy Waiver Request
(specify section and article)
Impact of the waiver.
What will the waiver enable the school to
do differently?
Section 5- Project Design:
None
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Complete each section. Use as much space necessary.
1.
What is the purpose and expected outcome of this project?
The purpose of this project is to raise the achievement of the skills of the Next Generation standards,
particularly in reading/language arts and math through integrated activities with the arts. It is expected, for
example, that students participating in readers’ theater and drama with purposefully chosen scripts will be
highly engaged and will benefit from the fluency practice and the higher level thinking skills which will
accompany the activities. Drama, role playing and simulations will be intended to provide opportunities for
students to practice some of the 21st century skills such as interpreting, thinking creatively, articulating,
communicating and working collaboratively.
Planned lessons with illustrating software and presentation software such as PowerPoint will again be
motivating and will also be designed to improve students’ comprehension skills, problem solving skills and
abilities to use technology. Art will further be employed to strengthen students’ mathematical and higher
level thinking skills. Geometry, measurement and patterns, for example, will be incorporated into the art that
is selected. The draw-a-picture strategy in math will be utilized for math problem solving, and the math
problem solving will in turn enhance critical thinking skills such as analyzing, evaluating, thinking creatively
and applying previously learned skills.
In addition to the integration with the arts, it is expected that students’ achievement will be positively
affected from an increase in the amount of verbalization they will do in regards to literacy and numeracy. In
other words, with the trained university interns, students will have more opportunities to read, answer
questions, explain their reasoning and verbalize their thinking.
Finally, Madison staff and pre-service teachers will benefit from training on targeting and integrating Next
Generation Standards and 21st Century skills with the arts.
Explain how the school or consortium’s current data influenced the need for the project
described in question one?
There are several indicators which show that a large percentage of the students at Madison Elementary are
at risk. For one, Madison is a Community Eligible Option school. Secondly, the most recent WESTEST 2
scores available at this date are the 2012-2013 WESTEST 2 results which show the following:
Students entering 4th. gr. in 2013-’14
Students entering 5th gr. in 2013-’14
Reading/Lang.Arts 40.6% at or above mastery
Reading/Lang.Arts 48.4% at or above mastery
Mathematics
43.8% ” ” ”
”
Mathematics
45.2% ” ” ”
”
For the start of the 2014-2015 school year DIBELS assessments have been conducted and show the
following:
Kindergarten First Sound Fluency
1st. gr. Nonsense Word Fluency-Consonant Letter Sound
68% below benchmark goal
44% below benchmark goal
2.
2nd. gr. Oral Reading Fluency 3rd. gr. O.R.F.
57% below benchmark goal
50% below
4th. gr. O.R.F.
57% below
5th. gr. O.R.F.
69% below
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
3.
How is the school or consortium’s project connected to best practice and current research in
reference to raising student achievement and/or dropout prevention?
There is research that links increased academic achievement with association to the arts. John F. Kennedy
Center’s Arts in Education Research study (2014) found that students in arts-integrated classrooms are more
creative, engaged and effective at problem solving than their counterparts who were not in arts-integrated
classrooms. Other research has looked at the individual art forms and their positive effect on specific
academic skills. For example, several studies have shown increased fluency through use of readers’ theater,
Young, C. and Rasinski, T. (2009), Millin, S. K. (1999), and Keehn, S. (2003). There also is an established
connection between fluency and comprehension, (NAEP) 2002 and Therrien, W.J (2004). This is especially
true if fluency is connected to the use of expression and meaning through the use of drama and readers’
theater. Studies showing increased comprehension with readers’ theater include Vasinda, S. & McLeod, J.
(2011), and Rasinski, T. V., & Hoffman, J. V. (2003). For the visual arts, Trevor Cairney, in his book,
Pathways to Literacy (1995), linked a simple illustrating strategy called ‘Sketch to Sketch’ with increasing
students’ ability to comprehend aspects of what they are reading, such as recall, characterization and
prediction.
While research studies are careful to limit the number of variables to one, the nature of integration is to
combine several factors, or in this case, subjects and learning modalities. The Kennedy Center’s ArtsEdge
website shows some best practices of multi-integrated lessons. One exemplary lesson involves students
reading a monologue of a run-away slave, learning about monologues, viewing an historical figure depicted
in an art work, using the internet to research the person, creating a puppet, imagining and writing a fivesentence monologue for that person, learning voice/drama skills, and performing the monologue of that
historical figure in the form of the puppet. This represents a model for lessons that are planned, using
Innovation Zone grant funds.
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
4.
What will other schools in West Virginia learn from your project and how will other schools in
West Virginia benefit from your project?
Both the process and product of this project should be of value to other schools in West Virginia. There are
times when manufacturers need to ‘retool’ to meet the needs of their customers. Education is seeing a
similar need for the 21st century. Integrating different subjects and learning modalities is an important and
necessary process in this multitasking, multisensory, multimedia, global world. With the dawning of the
new, Smarter Balanced Assessment, schools are looking toward incorporating more authentic and engaging
learning experiences within their instruction in order to ensure that students are prepared to connect
classroom learning to “real-world” problem-solving. The steps involved in looking at the 21st century skills
and the Next Generation standards and incorporating them into the arts and other subjects and the linking,
in turn, of cross-curricular subjects, is a challenging endeavor and one which all could benefit from the
learning of others.
The products of this project will be the training materials and the lessons developed. Because they involve
common standards and the arts to which every community has access, the lessons will be transferable, or
easily adapted, and willingly shared.
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Section 6- Goals, Objectives, Evaluation, Timeline:
Complete this chart for each of your goals Goal 1: To increase student performance in reading and math skills.
Objectives
Activities
Personnel
Identify the
measureable
objectives that will
be used to
determine success
in achieving these
goals
(Must be specific,
measurable,
attainable, relevant,
and timely goals
(SMART
Students will
increase scores on
DIBELS Oral
Reading Fluency
and Comprehension
(Re-Tell) and
Pearson Math
assessments by 5%
from 11/1/14 to
5/1/15
Timeline
Budget
Identify the
timeline for
the activities
(include
month/year)
Indicate budget
requirements
(include formulas
used to derive
totals in budget
sections e.g. 3
subs
@$143/day=total)
Develop activities for each
objective that are: Creative
and innovative; Impact
student success; Allow for
greater flexibility; change
the way the
school(s)/district currently
operate
Indicate the name
and title of
personnel that will
be responsible for
the activities.
Daily help with homework
and daily practice in oral
reading fluency and
comprehension skills will
be provided, using a variety
of reading selections and
pre-scripted comprehension
questions, emphasizing
higher-level thinking.
Anchor teachers
and University preservice teachers
November,
2014 through
April, 2015
$10,560
($25/1hr. X 6
teachers X 64
days)
Formal instruction in
reading for fluency,
meaning, and expression
will occur through the use
of Readers’ Theater &
drama scripts. Students will
discuss and answer
comprehension questions
about the scripts.
Anchor teachers,
University preservice teachers,
and The House of
the Carpenter
drama instructors
November,
2014 through
April, 2015
$880 ($25/1hr. X
32 days)
Integrated Arts lessons
(visual, music and drama)
will emphasize literacy and
numeracy skills.
Oglebay Institute
instructor, Anchor
teachers, and
University preservice teachers,
November,
2014 through
April, 2015
$2,250 ($90 X 25
Oglebay Institute
lessons)
$1,760 ($25/1hr.
X 64 days)
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Using the computer lab, IPads, and other technology,
students will research,
engage in problem solving,
and design digital
presentations and
illustrations.
Anchor teachers,
November,
Classroom teachers, 2014 through
and University pre- April, 2015
service teachers
Through the Ohio County
Public Library, literacy
lessons and Book CheckOut will be provided to
students on a regular basis.
Ohio County Public
Library personnel,
Anchor teachers,
pre-service teachers
November,
2014 through
April, 2015
$3,520 ($25/1hr.
X 2 teachers X
64 days)
$880 ($25/1hr. X
32 days)
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Goal 2: To increase the number of experiences for students to apply 21st century skills to solving
authentic, real-world problems
Objectives
Activities
Personnel
Timeline
Budget
Identify the
measureable
objectives that will
be used to
determine success
in achieving these
goals
(Must be specific,
measurable,
attainable, relevant,
and timely goals
(SMART
Students will
engage in “realworld” application
and problem
solving activities a
minimum of 14
times for 30 min.
per session, from
11/1/14 to 5/1/15.
Students will
complete a
minimum of 6
performance tasks
from 11/1/14 to
5/1/15 and earn at
least 60% success
scores on
accompanying
rubrics.
Develop activities
for each objective
that are: Creative
and innovative;
Impact student
success; Allow for
greater flexibility;
change the way the
school(s)/district
currently operate
Students will
perform drama
scripts and real-life
simulations and will
create scripts.
Indicate the name
and title of
personnel that will
be responsible for
the activities.
Identify the timeline
for the activities
(include
month/year)
Anchor teacher,
University preservice teachers,
and drama
instructors
November, 2014
through April, 2015
.
Integrated Arts
performance tasks
(music, drama, and
visual) will
emphasize and
assess literacy and
numeracy skills.
Oglebay Institute
instructors, Project
director, Anchor
director, Anchor
teachers and
University preservice teachers
November, 2014
through April, 2015
Indicate budget
requirements
(include formulas
used to derive
totals in budget
sections e.g. 3 subs
@$143/day=total)
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Goal 3: To provide opportunities for sustained, 21st Century Skills professional development and ongoing
program improvement for Madison School faculty, Anchor staff, preservice teachers, and other
stakeholders.
Objectives
Activities
Personnel
Timeline
Budget
Identify the
measureable
objectives that will
be used to
determine success
in achieving these
goals
(Must be specific,
measurable,
attainable, relevant,
and timely goals
(SMART
To offer a minimum
of 6 staff
development hours
to Madison and
Anchor staff
members on the
integration of the
arts with the Next
Generation
standards, in
particular for
Reading/Lang. Arts
and Math.
To offer pre-service
teachers/volunteers
a minimum of 1
hour training and
daily mentoring
related to Next
Generation
standards and the
use of prompts to
increase critical
thinking.
Develop activities
for each objective
that are: Creative
and innovative;
Impact student
success; Allow for
greater flexibility;
change the way the
school(s)/district
currently operate
Indicate the name
and title of
personnel that will
be responsible for
the activities.
Identify the timeline
for the activities
(include
month/year)
Staff members will
participate in
training sessions to
become familiar
with and to select &
adapt lessons for
their students related
to integrating the
arts and real world
experiences to the
Next Generation
standards.
Oglebay Institute
November, 2014
instructor,
through
Education
April, 2015
Consultant, Project
director and Anchor
director
$6,330 ($60.X 32
staff X 3 staff
dev.sessions)
University
volunteers will be
trained and
mentored on how to
lead discussions
related to
NextGeneration
standards and will
be given written
pre-scripted
prompts to assist
them with the
discussions.
Certified teacher as
trainer & mentor,
Project Director,
Anchor Director,
Anchor teachers
$3,520 ($50/day X
64 days)
November, 2014
through April, 2015
Indicate budget
requirements
(include formulas
used to derive
totals in budget
sections e.g. 3 subs
@$143/day=total)
$500 (Consultant –
3 preps.& trainings)
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
To communicate &
collaborate, a
minimum of 3 times
per year, with
Faculty Senate ,
LSIC, school PLCs,
parents, and other
stakeholders to
share program
successes and seek
feedback for
improvement.
Reports will be
made by the project
director and/or
Anchor director and
discussed at the
Faculty Senate PLC,
and LSIC meetings.
Feedback from these
three groups, along
with benchmark
scores will also be
gathered to refine
the project.
Surveys and
newsletters will also
be prepared by the
two directors and
distributed to parents
and stakeholders.
Project Director
and Anchor
Director,
Madison staff and
Anchor staff
November, 2014
through April, 2015
$8,800 (2 dir.
[Project & Anchor]
X $25/hr. X 2.5
hr./day X 64 days)
for all duties
covered by two
directors.
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Section 7- Project Evaluation and Sustainability:
It is important to explain how you will measure the success of your project and how you plan to continue
the project after the grant funds are exhausted.
1. How will you evaluate and report the impact this innovation project has on increasing student
success and/or other stated goals and objectives?
The results of the ongoing performance task evaluations, as well as the benchmark scores in DIBELS, Pearson
Math, and other informal assessments will be collected, recorded and studied. In addition, parents, faculty,
students, Anchor staff, and other stakeholders will be surveyed. These results will guide the direction and
emphasis of the project lessons going forward. The results will be shared with the Professional Learning
Community teams, Faculty Senate, and the LSIC. Feedback from those meetings will further assist in lesson
design and in tracking student performance. All of these results will serve as evaluations of the success of the
project.
2. How will this innovation project be sustained beyond the initial funding period?
There are several facets to the sustainability of this project. First of all, cost associated with consulting and
research and development for the integrated activities, will produce lessons which will be accessible for
subsequent years. Non consumable materials will likewise be reusable. Expenditures for consumable art
supplies necessary in the future will be absorbed by the school’s budget. Grant funds for staff training will be
greatly reduced. Additional training, whether for new staff members or for new ideas, can be addressed by
staff development through the school or county. Ongoing training for university volunteers will be necessary
each year. The universities will incorporate this with their field placement classes, and to further ensure that
quality and consistency of assistance will be available with future volunteers without great expense, the
guidance materials that will be produced in this project, will be easily reproducible to be given to the
university students when they come to assist students at Madison.
Section 8- Budget Justification:
The Innovation Zone allocation for FY 2015 is approximately $435,000. Applicants should prepare
proposals and accompanying budgets for no more than two school years. The budget should support the
activities described in the above application. Major item requests must be supported with activities within in
the application. You may request up to $50,000. *Regular IZ applicants need to only fill in the FY 2015
budget.
The Dropout Prevention Innovation Zone allocation is approximately $2,200,000. These funds will be
awarded in one competitive grant process and applicants must prepare proposals and accompanying budgets
for three school years. The budget should support the activities described in the above application. Major item
requests must be supported with activities within in the application. The budget range for each proposal is
$50,000 to $100,000 for each of the three years (total 3 year award range $150,000 to $300,000). *Dropout
Innovation Zone applicants need to complete a 3 year budget plan for FY 2015 – FY 2017
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
FY 2015
Expenditure
Professional Salaries
Fringe Benefits
Amount Requested
In-Kind (Optional)
Total
$27,200
$5,700
$32,900
$2,720
$570
$3,290
Equipment
Supplies (illustrating
software, paint, clay,
paper, music CDs)
$550
$550
Professional
Development
$6,630
$6,630
Travel (student
transportation: to
Library & home)
$2,000
$2,000
Contracts/Consultants
$2,750
$2750
Other
Total
$41,850
$6,270
$48,120
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Appendix
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Local Educational Agency Report of Support or Concerns
Use this form to report the county board or boards and superintendent’s support or concerns, or both, about the
innovation to the principal and faculty senate. A copy must be forwarded to the Innovation Zone Committee.
School: ___Madison Elementary School___________________________________________________
Department (if applicable): _____________________________________________________
Date of School/Department/Subdivision Receipt of Application: ___7/24/14__________________
Date of Regularly Scheduled County Board of Education Meeting: ____9/22/14_______________
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Community Partner Support
Use this form to document community organization/agency support
and partnership for the innovation dropout plan/project.
Use a separate form for each community partner.
Dropout grants must include meaningful documented partnerships.
School/Schools/District: ____Madison Elementary School__
District: __Ohio County______________________________
Date(s) of School/District/Community Partner Dialogues: ____7/24,___8/11,____9/4,_____9/8,____
____9/16,_____9/18,_______9/26_______
Name of Community Organization/Agency: _Oglebay Institute__
Contact Person: ____Rick Morgan__________________________
Contact Person email address: __rmorgan@oionline.org_________
Contact Person phone number: _304-242-770_________________
Contact Person address: _1330 National Rd., Wheeling, WV 26003
Explain the community organization/agency’s commitment to the Plan/Project:
_see letter of support included_______________________________________
List the resources and contributions (not monetary) that the organization/agency is making to this Plan/Project:
__Advising on art for integrated lessons and staff development,
providing art integrated lessons and
serving on the Innovation Zone Project team
__________________________________________________________________________________________
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Community Partner Support
Use this form to document community organization/agency support
and partnership for the innovation dropout plan/project.
Use a separate form for each community partner.
Dropout grants must include meaningful documented partnerships.
School/Schools/District: ____Madison Elementary School__
District: __Ohio County______________________________
Date(s) of School/District/Community Partner Dialogues: __8/15,____9/16,____9/22,___9/25,___9/29__
Name of Community Organization/Agency: _West Liberty University________________
Contact Person: ___Ken Sexton___________
Contact Person email address: __ksexton@westliberty.edu___________
Contact Person phone number: _304-312-2217____________
Contact Person address: __208 University Drive, West Liberty, WV 26074____________
Explain the community organization/agency’s commitment to the Plan/Project:
_see letter of support included_______________________________________
List the resources and contributions (not monetary) that the organization/agency is making to this Plan/Project:
__Pre-service teachers will work with students individually and in small groups on literacy & numeracy skills
and will assist with integrated arts and literacy & numeracy lessons._________________________________
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Community Partner Support
Use this form to document community organization/agency support
and partnership for the innovation dropout plan/project.
Use a separate form for each community partner.
Dropout grants must include meaningful documented partnerships.
School/Schools/District: ____Madison Elementary School__
District: __Ohio County______________________________
Date(s) of School/District/Community Partner Dialogues: ____9/16,_____9/29_____________
Name of Community Organization/Agency: __Wheeling Jesuit University________________
Contact Person: _____ Jane Neuenschwander ____
Contact Person email address: _ jneuen@wju.edu __
Contact Person phone number: ___304-243-2221___
Contact Person address: __316 Washington Ave., Wheeling, WV 26003__
Explain the community organization/agency’s commitment to the Plan/Project:
see letter of support included_______________________________________
List the resources and contributions (not monetary) that the organization/agency is making to this Plan/Project:
__Pre-service teachers will work with students individually and in small groups on literacy & numeracy skills
and will assist with integrated arts and literacy & numeracy lessons__________________________________
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Community Partner Support
Use this form to document community organization/agency support
and partnership for the innovation dropout plan/project.
Use a separate form for each community partner.
Dropout grants must include meaningful documented partnerships.
School/Schools/District: ____Madison Elementary School__
District: __Ohio County______________________________
Date(s) of School/District/Community Partner Dialogues: ____8/13,____9/12,___9/23,___9/25___
Name of Community Organization/Agency: __The Ohio County Public Library___
Contact Person: __Lee Ann Cleary_______________________________________
Contact Person email address: __lacleary@yahoo.com_______________________
Contact Person phone number: _304-232-0244_____________________________
Contact Person address: _52 16th St., Wheeling, WV 26003___________________
Explain the community organization/agency’s commitment to the Plan/Project:
see letter of support included_______________________________________
List the resources and contributions (not monetary) that the organization/agency is making to this Plan/Project:
__The children’s specialist will provide literacy & library skills lessons
and will assist students with selecting books for check-out________
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Community Partner Support
Use this form to document community organization/agency support
and partnership for the innovation dropout plan/project.
Use a separate form for each community partner.
Dropout grants must include meaningful documented partnerships.
School/Schools/District: ____Madison Elementary School__
District: __Ohio County______________________________
Date(s) of School/District/Community Partner Dialogues: __8/13,_____9/16,____9/25___
Name of Community Organization/Agency: __The House of the Carpenter_______
Contact Person: ___Michelle Lucarelli____
Contact Person email address: ____mlucarelli@houseofthecarpenter.com_________
Contact Person phone number: __304-233-4640_____________________________
Contact Person address: _200 S. Front St., Wheeling, WV 26003________________
Explain the community organization/agency’s commitment to the Plan/Project:
see letter of support included_______________________________________
List the resources and contributions (not monetary) that the organization/agency is making to this Plan/Project:
_The House of the Carpenter will provide and oversee drama instructors for drama- related lessons with
students._
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Education Innovation Zones
West Virginia Department of Education
According to WVDE - BOE Policy 3236
2014- 2015 GRANT APPLICATION
Innovation Zone Requirements:
1.
2.
3.
4.
5.
6.
7.
8.
Proposals must be typed in 12 point font and received no later than 4:00 p.m. on October 1, 2014.
Complete the application for Innovation Zone designation
Must include use of Early Warning System to provide data
*Approval by 80 percent of faculty (those affected by Innovation Proposal)
**Record of Support from Parents, LSIC, Business Partners, Students
Record of LEA/County Board Report (Support and Concerns) on application
Record of Support from Community Partners for Dropout Grants.
Submit your application/plan in a PDF document via emailtoRebecca Derenge at
rderenge@access.k12.wv.us
IMPORTANT NOTES:
*To determine staff support, the innovation application and plan must be submitted to all employees
affected by the design of the plan for a secret ballot vote at special meetings called to determine the level of
commitment.
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The meeting is called with two weeks prior special notice, and the vote is conducted and certified to the
principal, superintendent, and county board president by a panel.
The panel must provide an absentee ballot to each employee eligible to vote who cannot attend the
meeting.
The panel consists of the elected officers of the faculty senate of the school or schools; one
representative of the service personnel of the school; and three parent members appointed by the
Local School Improvement Council (LSIC).
At least 80 percent of the employees who are eligible to vote must approve the school’s Innovation Zone
plan.
Any regular employee at a school applying for or designated as an Innovation Zone whose job duties
may be affected by implementation of the Innovation Zone plan or proposed plan may request a transfer
to another school in the school district. The county board shall make every reasonable effort to
accommodate the transfer.
**Please make sure your application is submitted to your local board in time to receive their signature and
supports/concern before the application due date.
Completed grant application must be RECEIVED via email by 4:00 p.m. onOctober 1, 2014.