West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovatlon Zone 2013·14 GRANT APPLICATION
Please fill out all appropriate boxes and respond to all questions. The application and plan
must be In 12 pt. font and is limited to 20 pages. Application Is due by 4:00 p.m" October 1, 2013.
Section 1 - Applicant Information .
Greenbrier East High School
Name of Entity Applying
County ---. Greenbrier Superintendent Sallie Dalton
Principal (8)
Jeff Bryant Grant Contact Name & Title Vicky Cline, Director of TechnologylTesting. GCS
.--..
Email: vcllne@acces8.k12.wv.us Phone: 304·647·6484 or 304·661-2705 L....."
Please place a check beside the appropriate entlty(les) applying for Innovation
designation
zone
X School _ _,Department or Subdivision of School _ _Coalition of Schools (flll out 'multlple listings below) _ _Higher Educatlori Institution (*must check another entIty) _----'Feeder System of Schools _ _ District Application Please place a check beside the appropriate grant for which you are applying
_ _ _ Innovation Zone Grant
_--,X"",-,Drop·Qul PreYentlon Grant (must Include community partners and three year
budget proposal)
..
'
West Virginia Depal'tment of Education School Innovation Zone and Dl'opout Prevention Innovation Zone 2013-14 GRANT APPLICATION
LEADERSHIP TEAM MEMBERS
I
Please ensure you have all of the supporllng documents required completed and attached to
the end of this application
1
Record of Commitment from Staff, Parent, and LSIC Council ~_
Local Educational Agency Report of Support or Concerns / ' Multiple Community Partner Records of Commitment for Dropout Grants West Virginia Depal'tment of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013·14 GRANT APPLICATION
Section 2 - Priorities, Abstract and Waiver Request
Priority Areas:
During the 2013 legislative session, Governor Tomblin sponsored several key education reform
Initiatives through Senate Bill 359 and 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 areas please review guidance
documents and resources hUp:!lwvde.state.wv.us/innovationzonesl
Applications for Drop-out Prevention grants that choose to focys on a priority area must show clear
a coreelatlon between the priority area and tbe oytcome of drop-out prevention. All applications
that target a priority area must identify It below.
Comprehensive Literacy Development (elementary focus)
Career Development (middle schOol focus)
Redesign of InstructIonal Time
Personalize Learning though Technology (ProJect 24)
X
Community School Partnel'Bhlp
6
Communities In Schools . Memorandum of Understanding between Comm'l:lnities In Schools of Greenbrier County and Greenbr-ier East High School I.
Background and Introduction
This document defines the responsibilities of Communities In Schools of Greenbrier
County (CISGC) and Greenbrier East High School. The following agreement is
designed to assist C1SGC and Greenbrier East High School in the delivery of effective
programs.
CISGC's establishes partnerships between service agencies, corporations,
foundations and community members with schools to effectively address the vital
resources and services that low-income and disadvantaged youth need to succeed
in obtaining an education. Through CISGC, partnerships are built, bringing
comprehensive resources and services such as academic assistance, individual case
management, after-school programs, clothing, school supplies, parent involvement
activities, social and emotional learning programs, and mentor programs onto the
school campus to help meet the needs of at-risk and disadvantaged children. CISGC
uses existing resources efficiently and leverages funding to effectively provide
students with the CIS Five Basics:
1. A one-on-one-relatlonshlp with a caring adult;
2. A safe place to learn and grow;
3. A healthy start and a healthy future;
4. A marketable skill to use upon graduation; and
5. A chance to give back to peers and community.
Communities In Schools of Greenbrier County (CISGC) will partner with Greenbrier East
High School (GEHS) to coordinate and integrate scholastic, developmental, family, and
health services through the Innovatipn Zone grant. Since 2004, CISGC staff has worked
on-campus at Greenbrier County schools to "surround students with a community of
support, empowering them to stay in school and achieve in life." Currently, CISGC site
coordinators provide individual case management services, educational programming,
mentoring services, and connect community partners to address academic and non­
academic needs In five schools in Greenbrier County. CISGC will expand our programs to
include a part-time site coordinator at GEHS through the Innovation Zone Grant, with
1
the expectation that this position will be made full-time at the end of the grant period,
with services for both GEHS and Greenbrier West High Schools, Greenbrier County's
second high school.
II. Communities In Schools of Greenbrier County will:
1. Provide a staff person on campus three days a week as point of contact and to
serve as liaison to the school administrators, organizations and volunteers.
2. Provide timely and consistent communication regarding problems or issues in the
effective delivery of the program or service.
3. Provide opportunities for the school to access services for students, teachers and
families. Programs and services to be provided during the year will be established
based on a needs assessment and discussions with school leadership to
identifying key outcomes for the partnership.
4. Based on this needs assessment, CISGC programs and services offered during the
school year and summer months will be outlined and presented to the school
leadership each year in CISGC's annual site plan.
5. CISGC's annual site plan will undergo a mid-year review and end-of-the-year
review with the school leadership to ensure CISGC programs are effectively
meeting the needs 9f Greenbrier East High School.
6. CISGC will promote all partners on marketing materials.
III.
GreenbrIer East High School will:
1. Provide a staff person as point of contact and serve as liaison to Communities In
Schools of Greenbrier East High School.
2. Open communication with the executive director, CIS board of directors and CIS
site coordinator on a frequent basis to provide timely and consistent information
regarding problems or Issues.
3. Provide access to a workspace location and office supplies on the campus for the
appropriate delivery of programs and services, including access to WVEIS.
4. Treat the CIS site coordinator/staff as a member of the Greenbrier East High School. 5. Support the ethical mandate that student confidentiality is a CIS policy.
6. Provide access and assistance to appropriate data and Information for program
evaluation including, but not limited to:
• Distributing school approved surveys to school staff, parents and/or
students as needed
• Providing assistance with tracking students' grades, attendance and
behavior.
7. Agree to focus efforts within the CIS Five Basics listed in Section I.
8. Engage volunteers in meaningful ways at the school.
9. Promote all partners on marketing materials.
2
The CIS position will be responsible for providing the following qualified services at
GEHS, as defined by the .Innovation Zone's Community School Partnership focus:
IV.
CIS Involvement In Expanded Services
1. Remedial education activities and enrichment activities, including expanded
learning time
The CISGC site coordinator will assist in coordinating an after-school program to offer
tutoring and mentoring, activities related to enrichment through the arts, and expanded
learning opportunities through CTE activities. The after-school program will target
students at risk of academic failure and dropping out, but will not exclude other
students interested in participating. Tutoring programs will partner students struggling
academically with community volunteers and provide additional support for their
academic success. Similarly, mentoring programs will partner community volunteers
with students facing behavior, family, or social challenges and provide a one-on-one
relationship with a caring adult. Enrichment activities will be offered through the
provision of art programs and through supervised projects that will expand upon work
done In CTE classes during the school day.
2. Mentoring and other youth development services
CISGC site coordinators offer sustained case management services to disadvantaged
students and their families on-campus at GEHS. Through the Innovation Zone grant, the
CISGC site coordinator for GEHS will collaborate with teachers, counselors, and on­
campus resources during the school day to identify students at risk of academic failure
and dropping out. The site coordinator will lead the development and execution of a
tailored plan that addresses the student's unique challenges and needs during the
school day and through the after-school program. The CISGC site coordinator will meet
with at-risk students one-on-one and as peer-focus groups to guide them towards
overcoming their individual academic, social, and behavioral challenges. Many of our
families are low income, and CISGC links these families to vital health and human
services and local community resources. The CISGC site coordinator provide a vital
support service to students, families, and teachers by offering immediate, individualized
assistance to students in need.
V.
CIS Involvement In Existing Services
1. Mental health counseling services
The Rainelle Medical Center provides mental and medical health care services to
students at GEHS and reduces student barriers to learning through their services. CISGC
works closely with the Rainelle Medical Center's School-Based Health staff at Eastern
Greenbrier Middle School and Western Greenbrier Middle School. CISGC students are
3
"
often referred to the School-based health staff and their services are incorporated into
CISGC's annual service plan for the student. This collaboration will be facilitated through
the CISGC site coordinator, ensuring that services provided to students are part of a
coordinated effort designed to best support the student and their needs through
available resources.
2. Programs that provide assista,hce to students who have been truant, suspended,
or expelled
.'
Suzanne Gunther is the'~s:hool-based:probation officer at the secondary schools in
Greenbrier County and her primary fOCUS is truancy issues. CISGC already works closely
with the school-based probation officer at Eastern Greenbrier Middle School and
Western Greenbrier Middle School where appropriate. This model will be expanded to
GEHS. Again, this collaboration ensures that services provided to students are part of a
coordinated effort which identifies the interconnect risk factors and assigns each
partner to address those align with the profession skill set and mission, Thus, this
partnership increases the impact each can make in the life of the child.
3. Parent leadership development activities
Since January 2013, GEHS has implemented the National Network of Partnership
Schools (NNPS) school model on their campus. The NNPS model is a research-based and
goal-oriented program that engages businesses, parents, and teachers in crafting an
annual plan to meet the learning goals for students and serve the best interests of the
school, families, and community. The CISGC site coordinator will be a part of the NNPS
Action Team and will coordinate programs to engage parents in the academic progress
of their students, offer support to oJJr parents and families, and provide leadership
development opportunities. Current,NNPS activities include a Literacy Night, inviting
parents and students to the school after-hours,
VI. Duration
This agreement will cover programs and services provided by CISGC at Greenbrier
East High School until both parties agree otherwise.
VII. Modifications
This agreement may be amended at any time by an agreement in writing executed
by authorized representatives of Communities In Schools of Greenbrier County,
Greenbrier East High School and Greenbrier County School District.
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Communities I; Schools of Greenbrier County:
/
~I
Date
Greenbrier East High School:
Mark Keaton, Assistant Principal
Date
5
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
ABSTHACT: 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.
Greenbrier County Schools believes we can give students of all levels and backgrounds hope and the
tools to achieve a better future. Our vision is to engage and empower students by providing targeted support
utilizing expert personnel and programs that capitalize on students' need to participate, make decisions, and
shape their own lives.
Greenbrier East High School's poverty rate is 46%, and based on WESTEST 2 scores for 2012·13,
63% of low socioeconomic (SES) students are not proficient in mathematics and 71 % are not proficient in
English Language Arts (ELA). Even more disturbing, growth tracking shows that 83% of low SES students
not proficient in mathematics are not catching up to peers, and 38% are not keeping up. For ELA 74% of
low SES students are not catching up, and 44% are not keeping up. Only 82.5% of our students graduated
with their cohort last year, and these low SES students are at high risk of dropping out.
With the help of the West Virginia Department of Education's Innovation ZoneIDropout Prevention
Grant Program, we propose to add services for 1100 students at Greenbrier East High School. Services will
be provided by a Community School Coordinator (counselin!Vmentoring services for students; support for
parents) and a team of educators and staff (tutorin!Vmentorin!Vengagement activities through fine arts and
career/technical after-school programs). At risk students will be identified in part using the Early Warning
System on WVDE's WVEIS on the Web system, using attendance, discipline, grades, and other high risk
indicators.
,
The program, Spartans Collective, or SPARC, will begin with a one-hour tutorin!Vmentoring session,
followed by a light dinner and then a 90-minute fine al1s or career and technical education (CTE) experience.
Transportation will be provided with activity buses. A Communities In Schools Community (CIS) School
Coordinator will be responsible for identifying and drawing in at~risk students, providing support to students
and families, tracking student progress, in the program, acting as liaison between classroom teachers and
after-school tutor/mentors, and providing counseling services designed to assist students in goal setting, study
skills, personal finance and stress reduction. Counselors will provide sessions for students to address career
interests, preparing for ACT/SAT tests, post-secondary applications and applying for financial aid.
Teacher/mentors will help students develop short-tennllong-term goals, develop study skills, complete
homework and credit recovery classes, and utilize online resources, including Odyssey Higll School, and
onTargetWV, along with myriad digital and print resources.
The High School Graduation Improvement Act (2011) calls for vibrant, engaging student programs,
early intervention for potential dropouts, and a focus on career and technical education (CTE) programs. To
change our students' perceptions and help them set personal goals to improve their lives-starling with a
high school diploma and job skills--we must capture our students' imaginations, engage them in their school
and local community. and help them impact their own learning process.
'
Al1s and career/technical opPOltunities will draw students into the program and increase their sense of
belonging and empowennent. Community arts partners, Trillium Perfonning A11s and Greenbtier Valley
Theatre, will provide all GEHS students with the opportunity to view professional arts pcrtbnnanccs and ,
provide modeling for the al1s classes. Our goal is a dynamic, invigorated group of students w,ho have many
reasons to come to school, to participate, to express themselves, and to succeed. Wc believe this program
will empower students by feeding their spirits as well as building job-related and collaborative skills that will
serve not only to improve their graduation rate but also to change the very culture in which they live.
HiRh School Graduation Improvement Act. 'VV LeR. Code ch. 18. §18-8-6. (2011).
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Section 3- Project Design
What is the purpose and ex ected outcome of this ro'ect?
Purpose:
I, Reduce the student dropout rate at GEHS
2. Improve student pelformance and engagement by creating a career and petfOInling atis collective that
will engage, support, and enrich at-risk students and the general student population
3. Provide Communities in Schools services to GEHS to build bridge to community and parents
4. Provide sustainability for services related to these goals beyond the scope of the grant.
One of the great strengths of communities in West Virginia has traditionally been the willingness of
community members to band together to help one another in times of need, and the partnerships we fOimed in
writing this grant will contribute to the success of the program. Addressing dropout rates in the context of
poverty requires the ability to empower all stakeholders, including students, parents, educators, and
community members, in developing plans and meeting student needs. In the United States, in 2009, 16.6
percent ofchild~n in the Northeast lived in poverty, 19.1 and 19.2 percent in the Midwest and West lived in
poverty, and 22.8 percent in the South, which includes West Virginia, lived in poverty (Djamba, Davidson &
Aga,2012). Poverty in West Virginia presents many challenges relating to the state's children. Poverty
coexists, for example, with lower educational achievement for women and higher teen pregnancy (Djamba et
aI., 2012), along with higher dropout rates. Addressing high dropout rates must begin with an understanding
of the problems, attitudes and cultural issues poverty creates.
Utilizing Community and Family Resources to Build a Suppol·tive Cuitm'e
We also believe students need a supp0l1 network of adults who can meet their needs for remediation, tutoring,
mentoring, and career planning. Partnering with Communities in Schools to provide a Community School
Coordinator will better meet all students' needs, provide a bridge to the community, and build a support
network for students at risk. The Community School Coordinator will work with students both during the
school day and in the after school program and will help to coordinate services that engage both the school
community and families/community members in building a stronger support network for students. They will
also work with the Communities in Schools site coordinator at Eastern Greenbtier Middle School to provide a
bridge from the middle school to the high school for at-risk ninth grade students.
Utilizing tbe Arts and Career Technical Opportunities to Engage Students
Unique needs require unique solutions. Educators attempting to reduce dropout rates must al~o address
utilization of staff, buildings, and other resources in a fiscally responsible way. maximizing the resources
available and operating within legal parameters while thinking outside the box to address students' needs.
The High School Graduation Act (2011) notcs that job placement rates for students graduating from career­
technical programs statewide is greater than 95 percent, and students are morc likely to graduate from high
school if Lhey complete four units ofLcdlllical t:<1ucaLiolI training (High, 2011). Ort:t:Jluri~r Ea::;l':s CTE and
fine arts programs are strong but serve only a small segment of the total population. Because students
develop pride when they create and display their own products, we believe that providing opportunities for at­
risk students to create and display/perfOim their products for real audiences will act as motivational tools and
increase students' sense of belonging, This grant will provide an opportunity for CTE/arts programs to build
capacity and plan for independent sustainability of programs beyond the scope ofthe grant:
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION Providing Students with Tools for Success
Providing exciting choices and education in healthy eating gets students ready to learn. We have fuund that
food draws students in, and the program will do more than feed students; it will provide them with
information on how they can cost-effectively prepare healthy foods for themselves. With this basis, students
will be able to focus on homework and remediation. All students will have support to succeed in their
classes, the opportunity to explore career opportunities, study and problem-solving skill sessions, and
assistance in preparing for post-secondary admissions. Thc engagement portion of the program will provide
students with an opportunity to explore talents and job skills in a supervised environment, and their products
will enrich their school community through performances and products.
Expected Outcomes
The expected outcomes are increased engagement among students, pride in self-actualization, improved
achievement levels, a greater sense of and involvement with the community, and ultimately, improved
graduation rates. Addressing an issue such as high dropout rates requires a clear vision, involvement of all
stakeholders, careful utilization ofresources, long-term planning, and an ethical approach to accomplishing
goals. There is no quick fix for problems caused by poverty, and educators alone cannot effect the change
needed to turn around West Virginia's economy. However, educators, with strong, sure leadership, can move
the GEHS community toward positive cultural change, one student at a time.
Djamba, Y.K., Davidson, T.C., & Aga, M.G. (2011). Realtl, 0/ Youllg People illille U.S. SOlltll: Challenges alld OppOrilmj/ies.
Montgomery, AL: Center for Demographic Research.
Hlgb School Graduation Improvement Act. WV Leg. Code cb. 18, §18-8-6. (2011).
5.
Explain how the school or consortium's current data influenced the need for the project
described in question'one?
Greenbrier County identifies at-risk students using 10 criteria: WESTEST 2 scores below mastery in core
areas; poor attendance; special needs; discipline referrals; retention over-age; high family
mobilitylhomelessness; low achievement overall; no extracurricular involvement; high number of work hours,
and one-parent households.
Some information i1Iustrating the need for this project includes the following:
1. High Poverty Students Not Proficient: Based on 2012-13 WESTEST 2 scores, 60% ofhigh poverty
students are NOT proficient in mathematics and 68% are NOT proficient in Reading on WESTEST 2.
2. High Poverty Students Not Catching Up/Keeping Up: For mathematics low SES students, 83% of
those not proficient are NOT catching up, and 38% are not keeping up. For English low SES students,
74% are not catching up, and 44% are not keeping up.
3. Graduation Rates: In 2012-13 Greenbrier East High had a graduation rate of 82.5%.
4. College Remediation Needed: Twenty percent (20%) of entering college freshmen from GEHS were
placed in remedial courses for English, and 43% were placed in remedial courses for mathematics.
5. Poverty: 46% of Greenbrier East students live in poverty, according to fi-ee and reduced lunch rates
for 2012-13.
6. Homeless: As of September 25, 2013, thit1y (30) students at GEHS are classified as homeless, having
self-reported. There is evidence that many do not l'cp0l1.
7. Disciplinary Reports: For 2012-13, GEHS reported a total of445 disciplinary incidcnts involving
disrespectfulJinappropliate conduct, aggressive conduct, failure to obey rules/authority. legal
concerns, illegal drugs/tobacco/alcohol, and tardiness/tl1lancy.
8. Risk Factors Summary: So far, in 2013~ 14, 157 GEHS students have becn idcntified as being at risk
for dropping out (have at least two of the three risk factors the schooll1ses to address potential
dropouts).
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION 6. 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? The AfterSchool Alliance (2013) identifies significant risk factors for dropouts in four domains: individual,
family, school and community, GEHS's vision and project addresses risk factors in all four domains by
connecting to best practices and cUlTent research on student nutrition, tutoringlmentoring programs, family
support/community outreach, and performing arts and career/technical opportunities.
The after-school program has a three-prong approach:
Individual Nutrition
First, the program focuses on nutrition by providing a healthy snack, which will be prepared by the culinary
arts (ProStart) program. This will promote healthy eating and ensure that students receive the energy they
need to excel in the program. Florence, Asbridge & Veugelers (2008) found a colTelation between academic
achievement and a diet with an increased intake of fruits and vegetables and lower fat content. This program
will offer a wide range of healthy foods, along with an educational component about the foods themselves and
information on how students can prepare them. The aim is not only to better nourish students and prepare
them for tutoring/mentoring, but also to assist them in building healthy habits through control of their own
eating choices throughout the day. This component will tie in with the vocational agliculture component,
which will focus on raising healthy foods in various spaces, along with possible marketing of some products.
Tutoring/Mentoring and Family/Commnnity Outreach
Next, the program will provide tutoring and mentoring to the students. Studies show that kids in mentor
programs are less likely to use drugs or alcohol. They tcnd to stay out of fights. These kids generally get
better grades, make more friends, and get along better at home (Donahue, 2001). The program's tutoring
component will ensure tilat students have the support they need to further the development ofmuch needed
critical skills, as well as a place to help them with homework. The mentorship aspect of the program win
provide students and their families with guidance and support, as well as assistance with such activities as
problem-solving, filling out the Free Application for Federal Student Aid (FAFSA), preparing fol' the
American College Testing (ACT) or Scholastic Aptitude Test (SAT), exploring post-secondary opportunities,
sponsoring visits to these institutions, and providing information on career exploration. The Community
School Coordinator will work closely with school counselors, teachers, and administrators to meet students'
needs and track student progress.
Engagement Activities/Student Belonging and Empowerment
Finally, the program will provide classes pertaining to career and performance al1s. Afterschool Alliance
(20l3) notes that "students who might otherwise lose interest in school oftcn remain engaged when they arc
presented with an enriched curriculum that provides them with expel'iential, hands-on teaming in a wide range
of subject areas such as ali, music, foreign language, science and physical education." This component of the
project proposal seeks to draw students in by engaging them in activities they enjoy. It will be divided into
musicltheatre, visual arts, creative writing and online design, pre-engineering, building trades, and vocational
agriculture. In a national study, three cities--P0l1Iand, Atlanta, and San Antonio--rigorously evaluated their
arts programs for at-risk youth and found that these programs decrease involvement in delinquent behavior,
increase academic achievement and improve students' attitudes about thelTISelves and their future (Israel,
~~00=9L)'~
____________________________________________________________~
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
The perfonning mis classes will be collaborating with career technical classes. For example, the
theatre/music program will collaborate with building trades, which will create set design, and culinary
students will provide healthy food choices through the ProStart program. This involvement with career
t~hnical education helps provide another role in dropout prevention. "Students who entered high school at a
nonnal or younger age had a decreased risk of dropping out ofhigh school as they added CTE courses to their
curriculum.
The Association for Career and Technical Education's 2007 report suggests that a mix of CTE and academic
courses lowers the dropout rate for students because the course balance offers them a broader array of
experiences that can identify and encourage pathways to success." Arts and CTE collaboration helps target
at-risk students in many areas and serves as yet another way to address dropout prevention.
Greenbrier Valley Theatre will provide an educator to work with the theatre teacher, who will provide weekly
theatre classes, and bring a professional perfonnance to GERS, to inc1ude a performance for the larger
community and a workshop for theatre students. Trillium School for PerfOlming Arts will provide a Trillium
Performing Youth performance to the entire student body, and provide advice and guidance in developing the
theatre/music program.
Afterschool: A high school dropout prevention tool. (2009). AfterschooJ Drlef3S. Retrieved fro
http://www.!Ifien;choolalliance.ori1issue 38 DropoutPrcvcntion.cfm
Donabue, M. (2001). A Mentor Can Make a Difference. C"rrellt Healtll.
Florcncc, M.D., Asbridge, M. & Vellgelers, P.J. (2008). Diet Quality and AcademIc Performance. JouriloiolScllool Healtlt, 78 (4), 209­
21S.
Israel, D. (2009). Staying In School: Arts Education and New York City IJigll School Graduatiou Rates. The Cel/ler ForAm Edllcat;olt.
Anonymous. (2007). Career and Technical Education's Role iu Dropout Prnention and Recovel'Y. Assoc/aliOillor
Careel' alld Techll;cal EtlIlCtlt;OIl. Reh'ieved fron, hUp:Uwww.illdiRlla.edu/~cee!)/hsllse..DdfsJD ..opouts%20Ilcteonline.org.pdf
7. What will other schools in WV learn from your project and how will other schools in WV
benefit from your project?
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. . .-------------------------:------------:--~--I
The Program Coordinator and Communities in Schools liaison will wOl'k with teachers and those involved in
the Spartans Collective (SPARC) to create a website highlighting each component of the program. This site
will feature students' products as well as provide links and resources for both students and parents to supp0l1
the family outreach program, Other schools will be able to access this site for ideas and resources pertinent to
their own dropout preventionlafterschool remediation programs as well as increasing parent and student
involvement in the post-secondary application process.
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION Section 4- Goals, Objectives, Evaluation, Timeline
Goal: Involve families and community members in working toward dropout
prevention goals for Greenbrier East High School students.
Objectives
Activities
Personnel
Timeline
Budget
Identify the
measureable
objectives that will
be used to
determine success
in achieving these
goals
Develop activities for each
objective that are: Creative and
Innovative; Impact student
success; Allow for greater
flexibility; change the way the
school(s)/district curren tly
operate
Indicate the name
and title of
personnel that will
be responsible for
the activities.
Identify the
tlmellne for the
activities
(include
month/year)
Indicate budget
requirements
Establish
community
plll1nerships
targeted at
decreasing dropout
rates through
student
engagement.
Establish a collaboration with
Greenbrier VaHey Theater and
Trillium Dance that serves
Greenbrier East students 9-12.
GVT Visiting
InstlUctor
Create the Spa11an Arts
Collective and hire a program
coordinator to work with
partners, educators, and
students.
Tlillium Dance
Visiting Instructor
Establish
partnerships that
can be sustained
beyond the grant
period.
Establish the
presence of
Communities in
Schools through a
Community
School Coord.
Sept. 2014­
May 2015
and
Sept. 2015­
May 2016
Seck to involve community
members in Ill1s activities
tlu'ough perfOImance
opportunities.
Establish collaboration with
Communities In Schools to
expand student/family
outreach services to the high
school level.
(Include fonnulas
used to derive totals
In budget sections
e.g. 3 subs
@$1431c1ar-total)
$500 for
consultation
services on
production
8 teacher
sessions/year @
$100 session =
$800/year
$2500+$500
royalties
3x/week for 8
hrs/day
$27,989
Community
School
Coordinator
Goal: Increase student achievement and engagement through support and
programs that appeal to students.
Budget
Personnel
Timeline
Objectives
Activities
Increase student
achievement in
individual
classrooms to
decrease failure
rates by 10%
Offer after school tutoring for
targeted and non-targeted
students.
Math/Science
Teacher - TBD
English/Social
Studies Teacher
April-May 2014
and
Sept-May 2014­
15 and 2015-16
3 times per week
at $50 per day =
$150 per week
(6 weeks Year 1;
30 weeks Years
2 and 3)
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Improve student
performance on
WESTEST 2 in all
four core areas, as
measured by
perfonnance and
growth as
measured with a
baseline of
performance
beginning in 2012­
13 and moving
through all three
years of the grant.
Mentor students through those in
charge ofTheaterlMusic; Visual
Arts; Creative Writing/Online
Magazine; Agricultural Science;
Building Trades; Pre­
Engineering; Culinary Arts;
Healthy Living,
who will utilize specific
techniques designed to
encourage students to improve
achievement.
Fine Arts and
Careerffec1mi­
cal Teachers
1 time per week
at $50 per day:::::
$50 per week for
8 teachers
$400/week
(6 weeks Year 1;
26 weeks Years
2 and 3)
Program
Coordinator
9 hours/wk
@$25 per hour ==
$225 per week
for 6 wks Year I
and 30wks
Years 2 and 3
6 hourslwk@$25
per hOU1=$175
per week for 6
wks Year I and
30 wks Years 2
and 3
Track student progress and
mentor students.
Teacher
TutorlMentors
Goal: Increase student engagement through enriching arts and career technical
programs.
Budget
Activities
Personnel
Timelil1e
Objectives
Increase student
engagement by
getting at least 20
participants in
each after school
program offered.
,
Pair career and technical
objectives with art objectives
to create outlets for students.
Offer real-life opportunities to
perform and present finished
products tluough theater,
dance, art, music and culinary
al1s.
Offer students
audience of peers
and community
members for
Seek other avenues for student
involvement, such as a
performance and
created products at marketing group in busincss
least three times
classes that promotes Spalian
during school year. Arts Collective by giving
students the opportunity to
Offer professional utilize business skills.
arts performances
for the entire
student body at
least two times
during school year.
CTE Teachers:
Vocational
Agriculture
Pre-Engineering
Building Trades
Online Mag
Healthy Living
Fine Arts
Teachers
TheaterlMusic
Visual Arts
Creative Writing
Culinary Arts
Teacher
Nov. 2013­
May 2014
$50 a day one
day a week for 6
wks Year 1 and
26 weeks Years
2 and 3
8 teachers
$2400 Year 1
$10,400 Years 2
and 3
1 teacher 3 days
per week @ $50
per day for 6
wks Year 1
($900) and 30
wks Years 2 and
3 ($4,500)
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Goal: Increase number of student attendingpost.secondary institutions.
Objectives
Budget
Activities
Personnel
Timeline
With a baseline of
2012-13:
Collaborate with admissions!
financial aid officers from area
higher education institutions
Increase number of to provide workshops for
students
students and parents; complete
completing the
applications, scholarships, and
FAFSA
financial aid applications.
Increase number of Provide assistance from
students successful counselors and Community
on the ACT/SAT
School Coordinator for each
goal for students (during after
Increase number of school program) and for
Promise Scholars.
parents/guardians (during
sessions designed to assist
them and their children)
Program
Coordinator
Nov. 2013­
May 2014
4 times per week
at $50 per day =
$200 per week
for 8 weeks =
$1600
Community
School
Coordinator
$6,997 Year 1
$27,989/year
Years 2 and 3
School Counselors
3xJwk@$2S/day
for 6 wks =$450
Year 1 and for
12 wks =$900
Years 2 and 3
Section 5- Project Evaluation and Sustainability
It js/mportant 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?
We will evaluate and report the impact of this program on increasing student success, improving
graduation rate, and increasing post-secondary attendance by:
1.) Setting and tracking academic goals for at-risk/other students
Students in tutoringlmentoring programs will be tracked and folders maintained by tutors/mentors for
all students, including at-risk students and others who may take part in the program. Impact will be
evaluated by student progress via the following:
• Individualized student program reports, llsing online programs, students' semester grades, and
student feedback
• Retention rates fi'om 2013-2016
• Graduation rates from 2013-20] 6
• Post-secondary attendance rate from 2013-2016 . .. FAFSA completion ratcs from 2013-2016 .. Ongoing pat1icipation of students targeted as at-risk 2.) Student Attitude Survey (using web survey tool SurveyMonkey)
We will survey students regat'ding attitudes toward school, self-efficacy, and fhture plans at the
beginning and end of the program to measure impact of the progl'aJl1 on attitudes.
We will interview selected students to report anecdotal impact ofthe program.
3.) Communities in Schools will use theil' database management system to monitor anllual goal progress
for at-risk students. Case manager will document student progress towm'd individual goals. Goal
achievement will be evaluated at the end of the case plan/school year, and a report will be generated.
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
2. How will this innovation project be sustained beyond the initial funding period?
Communities in Schools is entering into this project with the conunitment to build a program that will allow
them to put in place a full-time Site Coordinator at Greenbrier East High School at the end of the three year
grant period. The grant will begin with a part-time CIS site coordinator and a site coordinator who will work
to build collaboration among CIS mentors, CTE and a11s classes, and community partners in order to create a
program that can be sustained beyond the grant period. These two positions will become one by the end of the
grant and will be funded by CIS.
The three-year funding period of the grant will also allow the Spru1an Collective to fundraise over the next
three yeru's by working on sellable projects, marketing products, and charging admission to events in order to
ensure sustainability of individual programs. All funds will go back into the progranl to promote
sustainability.
Working with Communities in Schools to make GEHS a "developing site" lays the groundwork fol' a thriving
program that will continue beyond the grant funding. We will continue to work with CIS to ensure the
continuation of this program,
Pal"tnerships with local agencies such as Greenbrier Valley Theater and Trillium School of Performing Arts
will help ensure sustainability, as well. Building community support through SPARC conununity
performances and involving parents and community members on the eastern end will also help build an arts
program that will flourish and continue to engage students for years to come.
Section 6- Budget Justification
FY 2014
Expenditure
Amount Requested
­
In-
Total
Kind
(Oot'n
Professional Salal'ies
Responsibilities include 4S-min,
tutoring M-Th.; identifying
students at risk; monitoring student
progress, and working with coun­
selors/teachers to assist students.
Math/Science Teacher Tutor
lx/week @ SSO/day = $lS0/week for 6 weeks
English/SS Teacher Tutor
3x/week @ SSO/day = $150/week for 6 weeks
$ 900
Responsibilities include prepaling
healthy snacks, educating students
about healthy eating choices
Pl'oStart Healthy EatingCoordinator
3x1week@$SO/day= $1501week for 6 weeks
$ 900 CTE Teachers
Responsibilities include designing
CTE Teacher for Vocational Agriculture
1xlweek @ $SO/day = $SO/week for 6 weeks
5: 300 $ 900
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
environments; growing
vegetables(vo-ag); facilitating
online gaming design with Minecraft (pre-eng,) designinglbuilding
stage sets, arts display boxes, and
projects (building trades) and
mu1timedia (online mag)
Fine Arts Teachers
Responsibilities include teaching
up to 20 students; preparing
students for a culminating, year­
end performance! presentation.
Healthy Lifestyles Teacher
Coordinate physical activity,
healthy choices activities
Set up lab and subs; coordinate all
activities and personnel;
coordinate SPARC May Festival
Identify, enroll, and track at-risk
students' progress; collaboration
among educatorslcounselors
CTE Teacher for PreEngineering
1xlweek @ $501day = $50/week for 6 weeks
CTE Teacher for Building Trades
1xlweek @ $501day = $50/week for 6 weeks
fine Arts Teacher for Theatre/Music
1xlweek @ $50/day = $50/week for 6 weeks
Fine Arts Teacher for Visual Arts
I xlweek @ $50/day = $50/week for 6 weeks
Fine Arts and CTE Teachers for Creative
WritingLOnline Magazine (2)
lxlweek @ $50/day = $50/week for 6 weeks
I xlweek@$50/day=$50/wk for 6 weeks
Physical Activity/Healthy Lifestyle Teacher
1xlweek@$50/day=$50/wk for 6 weeks
$ 300
$ 300
$ 300
$ 300
$ 300
$ 300
$ 300
Program Coordinator
3x/week for 3 hrslday @ $225/wk for 6 weeks
$1,350
Community School Coordinator
3x1week with students (10-6)
Apl'i12014-June 2014 (3x $2,332.42)
$6997.26
Training and Support for CSC
$6,650
School Counselor
Provide assistance with ACT/SATI 3x1week @ $25 per day = $75 per week for 6
FAFSAIApplication prep
wks
Fringe Benefits
Math/Science Teacher Tutor
English/SS Teacher Tutor
Pro-Start Healthy Eating Coord.
CTE Teacher - Vo-Agriculture
CTE Teacher - Building Trades
CTE Teacher - PreEngineering
Arts Teacher -Theatre/Music Arts
Teacher - Visual Arts
Arts Teacher/CTE Teacher­
Creative Writing/Online Magazine
Healthy Lifestyles Teacher
Program Coordinator
Counselor
~quipment
Stage Lighting Equipment
Sound System w/microphollcs
$ 450
$ 180
3x/week @ $1 O/day = $30/week for 6 weeks
3x1week @$10/day=$30/week for 6 weeks
3x1week @$lO/day =$30/week for 6 weeks
1xlweek @ $1 O/day $1 O/week for 6 weeks
1xlweek @ $1 O/day = $1 O/week for 6 weeks
1xlweek @ $1 O/day $10/week for 6 weeks
lxlweek @$IO/day= $lO/week for 6 weeks
lx/week @ $l0/day == $lO/wcck for 6 weeks
1xlweek @ $1 O/day = $1 O/week for 6 weeks
1xlweek@$l O/day = $] O/week for 6 weeks
1xlweek@$l O/day = $1 O/week for 6 weeks
3x1week @ $15/day = $45/wk for 6 weeks
3x1week @$5 for =$15 for 6 wks
Stage Lighting Equipment ($15,000)
Sound System ($15,000)
Instruments (dlluns,keyboard, guitar, etc.)
$ 180
$
$
$
$
$
$
$
$
180
60
60
60
60
60
60
60
$ 60
$ 270
$ 90
County
upgrade
electrical
$30,000
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Laptop and Printer
$2,000
Supplies
Vo-Ag - 2" x 6" cedar for raised beds ($200);
plastic ($50); shovels, spades, other tools ($100);
soil and seeds ($250); fencing ($150) Building
Trades - 30 sheets-Lu on ($200); 50-2x4x8
($100); 50-1 x4x8 ($100); 1x3x8 ($50) 20 lb. 1
W' drywall screws ($50); 20 lb. torquc head
screws ($50); paintlbrushes ($100); al1s project
wood and paint ($150)
Vocational Agriculture
Building Trades (Set
construction!Art Displays/Ali
Wood ProjectslPaint)
$2,000
Pre-Engineering
Pre-Engineeling - Misc. supplies for projects
Culinary Arts Healthy Meals
Culinary - Fruits/vegetables ($2/day-40
students=$80/day for 3 dayslwk=$240/wk for 6
weeks
TheatrelMusic (Props, costumes,
music)
Visual Arts Supplies (ceramics,
quilt wood blocks stained glass,
acrylidoils, mural paints)
County
provide
s green­
house/
water/
supplies
/ tools
$ 750
$ 800
$ 750
County
provide
s
softwal'
e
Theatre - $30/studcnt with 20 students
$1,440
$ 600
Visual Arts - Clay/glaze, materials - $150
Wood panels, paints for "quilts - $100; stained
glass pieces - $200; acrylics/oils/canvas/ brushes
- $200; paintslbrushes - $100
$ 750
Creative Writing - Print 150 @$5/magazine
$ 750
Creative Writing and Online Mag.
Food and Incentives for
Community Outreach
CIS will coordinate/invite parents and students/2
summer events
$ 750
Training/Conference
National Community Schools Conference
$5,500
$66,017.26
Total
FY2015
Expenditure
Professional Salalies
2 Teacher TutorslMentors
Responsibilities include 45-min.
tutoring M-Th. identifying
students at risk; monitoring student
progress, and working with coun­
selors/teachers to assist students.
ProStart Healthy Eating Coord.
Amount Requested
Math/Science Teacher Tutor
3x1week @ $50/day = $1 ~O/wcek for 30 wccks
English/SS Teacher Tutor
3x1weck @ $50/day = $ 150/week for 30 wceks
ProStart Healthy Eatin~ Coordinator
InKind
Total
.,
$4,500
$4,500
._--­
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
CTE Teachers
Responsibilities include designing
environments; growing
vegetables(vo-ag); facilitating
online gaming design with Minecraft (pre-eng,) designing/building
stage sets, arts display boxes, and
projects (building trades) and
multimedia (online mag)
Fine Arts Teachers
Responsibilities include teaching
up to 20 students; preparing
students for a culminating, year­
end performance! presentation.
Healthy Lifestyles Teacher
Coordinate physical activity,
healthy choices activities
Set up lab and subs; coordinate all
activities and personnel;
cOQrdinate SPARC May Festival
Identify, enroll, and track at-risk
students' progress; collaboration
among educators/counselors
3x1week @$50/day = $150/week for 26 weeks
CTE Teacher for Vocational Agriculture
1xlweek @ $50/day = $50/week for 26 weeks
CTE Teacher for PreEngineering
1xlweek @ $50/day = $50/week for 26 weeks
CTE Teacher for Building Trades
1xlweek @ $50/day = $50/week for 26 weeks
Fine Arts Teacher for TheatrelMusic
1xlweek @ $50/day = $50/week for 26 weeks
Fine Arts Teacher for Visual Arts
1xlweek @ $50/day = $50/week for 26 weeks
WritinglOnline Magazine (2)
1x/week @ $50/day ;:; $50/week for 26 weeks
I xlweek@$50/day=$501wk for 26 weeks
Physical ActivitylHealthy Lifestyle Teacher
lxlweek@$50/day=$50/wk for 26 weeks
$3,900
$1,300
$1,300
$1,300
$1,300
$1,300
$1,300
$1,300
$1,300
Program Coordinator
3x1week for 3 hrslday@$225/wk for 30 weeks
$6,750
Community Sc;h901 Coordinator
Provide assistance with ACT/SATI
School Counselor
FAFSAIApplication prep
3x1week @ $25 per day = $75 per week 12 wks
$27,989
$900
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Fringe Benefits Math/Science Teacher Tutor English/SS Teacher Tutor Pro-Start Healthy Eating Coord. CTE Teacher - VO-Agriculture CTE Teacher - Building Trades
CTE Teacher - PreEngineering
Arts Teacher -TheatrelMusic Arts
Teacher - Visual Arts AIts Teacher - Creative Writing CTE Teacher - online mag Program Coordinator Counselor Supplies Vocational Agriculture Vo-Ag - 2" x 6" cedar for raised beds ($300);
plastic ($100); shovels, spades, other tools
($100); soil and seeds ($500)
Building Trades (Set Building Trades - 30 sheets-Luon ($330); 50­
construction!Art Displays/Art 2x4x8 ($125); 50-1x4x8 ($200); lx3x8 ($80) 20
Wood ProjectslPaint) lb. 1 ~"drywall screws ($65); 20 lb. torque head
screws ($100); paintlbrushes ($300); arts project
wood and paint ($400)
Pre-Engineeling - Misc. supplies for projects
Pre-Engineeling Culinary
- Fruits!vegetables ($2/day-40 students
CulinalY Arts (Healthy Snacks, =$80/day
for 3 days/wk=$240/wk for 30 weeks
Culinary Arts Display for Festival) Festival Food Displays (5 trays - intennission for
perfOimance - $150); Catered Dinner to feature
student culinary work ($8Ihead = $800)
TheatreIMusic (Props, costumes, TheatreIMusic - $60/student with 20 students
music) Visual Alts - Art materials - $250; Paints - $200;
Visual Arts Supplies (ceramics, Other arts materials- $500; acrylics/oils/canvas!
acrylic/oils, mural paints) brushes - $350; paintslblUshes - $200
Creative Writing and Online Mag. Cr. Writing - Plint 200 @$5/magazine
Contracts/Consul tan ts Greenblier Valley Theatre Trillium Perfollning Arts 8 teacher visits@$IOO/visit -Visiting Inshuctor(s)
Prof. PerfOimancc ($2,500/ $500 assistance with
production)
Food and Incentives for Community Outreach CIS will coordinate/invite parents and studcnts/2
summer events
Total $ 450
3x1week @ $5/day = $15/week for 30 weeks
3x1week @$5/day = $15/week for 30 weeks
3x1week @$lO/day =$30/week for 30 weeks
1xlweek @ $1 O/day = $1 O/week for 26 weeks
lx1week@ $lO/day = $lO/week for 26 weeks
1xlweek @ $1 O/day = $1 O/week for 26 weeks
1xlweek @ $1 O/day = $1 O/week for 26 weeks
1xlweek @ $1 O/day = $1 O/week for 26 weeks
1x/\~~ek @ $1 O/day = $1 O/week for 26 weeks
lx1week @ SlO/day = $lO/week for 26 weeks
1xlweek @ $1 O/day = $1 O/week for 26 weeks
3x1week @ $15/day = S45/wk for 30 weeks
3x1week @ $5 for 12 wks
$ 450
$ 900
$ 260
$ 260
$ 260
$ 260
$ 260
$ 260
$ 260
$ 260
$1,350
$ 180
County
provide
Green
house/
Water
$1,000
Power
tools
$1,600
Soft­
ware
$1,500
$8,150
$1,200
$1,500
$1,500
Choreagraphy
$800
$3,000
$1,540.87
$85,349
West Virginia Department of Edtication School Innovation Zone and Dropout Prevention Innovation Zone 2013·14 GRANT APPLICATION FY2016
Expenditure
Professional Salaries
2 Teacher TutorslMentors
Responsibilities include 45-min.
tutoring M-Th. identifying
students at risk; monitoring student
progress, and working with coun­
selors/teachers to assist students.
ProStart Health)!: Eating Coord.
CTE Teachers
Responsibilities include designing
environments; growing
vegetables(vo-ag); facilitating
online gaming design with Minecraft (pre-eng,) designinglbuilding
stage sets, arts display boxes, and
projects (building trades) and
multimedia (online mag)
Fine Arts Teachers
Responsibilities include teaching
up to 20 students; preparing
students for a culminating, yearend perfonnance/ presentation.
Healthy Lifestyles Teacher
Coordinate physical activity,
healthy choices activities
Set up lab and subs; coordinate all
activities and persOlmel;
coordinate SPARC May Festival
Identify, enroll, and track at-risk
students' progress; collaboration
among educators/counselors
Amount Requested
Math/Science Teacher Tutor
3x1week @ $50/day "" $150/week for 30 weeks
English/SS Teacher Tutor
3x/week @ $50/day = $150/week for 30 weeks
ProStart Health)!: Eating Coordinator
3x1week @$50/day = Sl50/week for 26 weeks
CTE Teacher for Vocational Agriculture
1xlweek @ $50/day = $50/week for 26 weeks
CTE Teacher for PreEngincering
lxlweek @ $50/day = $50/week for 26 weeks
CTE Teacher for Building Trades
1xlwcek @ $50/day = $50/week for 26 weeks
Fine Arts Teacher for TheatrelMusic
1xlweek @ $50/day = $50/week for 26 weeks
Fine Arts Teacher for Visual Arts
1xlweek @ $50/day = $501week for 26 weeks
Writin2l0nline Magazine (2)
I xlweek @ $50/day = $50/week for 26 weeks
Ixlweek@$50/daY""$50/wk for 26 weeks
Ph)!:sical Activi!YJHealth)!: Lifestyle Teacher
Ixlweek@$50/day=$50/wk for 26 weeks
InKind
Total
$4,500
$4,500
$3,900
$1,300
$1,300
$1,300
$1,300
$1,300
$1,300
$1,300
$1,300
Program Coordinator
3x1week for 3 hrslday @ $225/wk for 30 weeks
$6,750
Communit)!: School Coordinator
Provide assistance with ACT/SATI
School Counselor
FAFSA/Application prep
3x1week @ $25 per day = $75 per week 12 wks
$27,989
$ 900
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Fringe Benefits Math/Science Teacher Tutor English/SS Teacher Tutor
Pro-Start Healthy Eating Coord.
CTE Teacher - Vo-Agriculture
CTE Teacher - Building Trades
CTETeacher PreEngineering
Arts Teacher -TheatrelMusic Arts
Teacher - Visual Arts
Arts Teacher - Creative Writing
CTE Teacher - online mag
Program Coordinator
Counselor
3x/week @ $5/day = $I5/week for 30 weeks
3x/week @$5/day== $I5/week for 30 weeks 3x/week@$10/day=$30/week for 30 weeks lx/week @SIO/day $IO/week for 26 weeks 1x/week @ SI O/day ;=;; $1 O/week for 26 weeks 1x/week @ $1 O/day = $1 O/week for 26 weeks lx/week @ $10/day = $1 O/week for 26 weeks 1x/week@$10/day $10/week for 26 weeks lx/week@ $IO/day $10/week for 26 weeks
lx/week @ $IO/day = SIO/week for 26 weeks lx/week @ $1 O/day = $1 O/week for 26 weeks 3x/week @ SIS/day = S4S/wk for 30 weeks 3x/week @ $5 for 12 wks Supplies Vocational Agriculture Vo-Ag - 2" x 6" cedar for raised beds ($300);
plastic ($100); shovels, spades, other tools
($100); soil and seeds ($500)
Building Trades (Set Building Trades - 30 sheets-Luon ($330); 50­
construction/Art Displays/Art 2x4x8 ($125); 50-1x4x8 ($200); Ix3x8 ($80) 20
Wood Projects/Paint) lb. 1 W' drywall screws ($65); 20 lb. torque head
screws ($100); paintlbrushes ($300); arts project
wood and paint ($400)
Pre-Engineering - Misc. supplies for projects
Pre-Engineering Culinary - Fruits/vegetables ($21day-40 students
Culinary Arts (Healthy Snacks, Culinary Arts Display for Festival) =$80/day for 3 daysiwk=$240/wk for 30 weeks
Festival Food Displays (5 trays - intel1nission for
pelfonnance - $150); Catered Dinner to featurc
student culinary work ($8/head = $800)
Theatre!Music (Props, costumes, TheatrelMusic - $60/student with 20 students
music) Visual Arts - Art materials - $250; Paints - $200;
Visual Arts SUlmJies (ceramics, Other arts materials- $500; acrylics/ons/canvas/
acryliC/oils, mural paints) brushes - $350; paints/brushes - $200
Creative Writing and Online Mag. Cr. Wliting - Print 200 @$5/magazine
$ 450 $ 450 $ 900 $ 260 $ 260 $ 260 $ 260 $ 260
$ 260 $ 260 $ 260 $1,350 S 180
County
provide
Green
housel
Water
$1,000
Power
tools
$1,600
Software
$1,500
$8,150
$1,200
$1,500
$1,500
Contracts/Consultants Greenbrier Va1ley: Theatre Trillium Perfonning Arts 8 teacher visits@$100/visit-Visiting Instructor(s) Choreo­
graphy
Prof. Perfonnance ($2,5001 $500 assistance with
production)
$800
$3,000
Food and Incentives for Community Outreach CIS win coordinate/invite parents and studentS/2
summer events
$1,540.87
Total
$85,899
Total Grant Request
$238,291
~
....
-
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Appendix
Record of Commitment
Use this form to report the staff commitment regarding the innovation application and plan. A
copy must be forwarded to the Innovation Zone Committee with the application and the plan.
C~1!Ji!" &'-f-
School:
4-1 ~~/
Department (if applicable): _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _:;------.:-___.
- - - - ­
t.jEti~ Notice of Meeting (Date provided to faculty or departmenVsubdivision):
Meeting Date:
~""""-.&+r-"--=O. . . -
. . ; 3=---___________L-----,*....L-l~",",,-.c-_
President: (Name) ---'~~.L-~7F=~-~---Vice-President;
(Name),--,-~;.:..:..:.--!::::~:;:=u:s:.~i...- _ __
Secretary: (Name)
Treasurer: (Name) Other:
~
z;
L'-s.
~
,L-l~~M~=t-!-..:::::..---
IName& fLo..m; a:-~",tw -r--d··Ys,gnatu,.: --M~'f-+-~~~""':;""--
e
POSiUon:JkJ~ S;gnaturo: 9~
() ~dJ
entatlves:
lSIC Rep!fse'ltatives:,
Name:
Signature: ~"..,.~~~......o.:~"""";J..£"!",,,!:!:
Signature
Nam.:~ j(q:;/rj
Name:
8,<po;/..:J
Service Personnel Representative:
Paren
Signature: -~~-4L~IfA.e...;..:'.~~-
~
~
.....:.t/1Wi::B.lfitli_ _.
SIJ.. ttJ~5S~'"
Name:_J2~rhara
LtAfL
J
L/ £l
/
Signature: ~
Signature:
("'.....
~
''''Slgnature:~
___
We certify that 80 percent of the faculty affected by the application/plan has voted to support the
application/pian.
(This Report Certification is not required of institutions of higher education in their application or plan).
West Virginia Dcpal'tmcllt of Education School IllllovatlQll Zone and Dropout Prevention Innovation Zone -.
Local Educational Agency Report of Support or Concerns
2013~14 GRANT APPLICATION
6.
Use this form to report the cOl.?nty board or boards and superintendent's support or concerns, or both,
about the Innovation to the principal and faculty senate. A copy must be fOlWarded to the Innovallon Zone
Commlttes.
School: Greenbrier East High School
Department (if applicable): _ _ _ _ _ _ _ _ _ _ _ _----,.......-_ _ _ _ _ _ __
Date of SchoollDepartmentiSubc.tlvlslon Receipt of Application: ----f.~y..s."""-------Date of Regularly Scheduled County Board of Education Meeting:
October 8,2013
County Board of Education Elected Orrlcers:
1<a:Lhy' Kintj
Vlce-Pres/dem: (Name) ::1tq.t1 1St. W~ a.tt
PresIdent: (Name)
Signature: _~"....
YAtQilaCoal!'w)~iA-l~Xt;::;;:'.LIlnc~v_ _
Signature:
~ ·d
0
-;r2<IU1/J
~
Members Name: &6epr
on ...··rjt"..ArJ Name: Name: Support:
Concerns:
(Report of the Local Education Agency must be forwarded to school/department/subdivision for
submission to West Virginia Board of Education with the application/pian).
(Tllis Repolt Celtiflcation Is 1701 rsquired of institutions of IlIg/ler education In their application or plan).
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 !!!JW include meaningful documented partnerships. School/Schools/District: Greenbrier East High School _ _ _ _ _ _ __
District:
Greenbrier County
Date(s) of School/District/Community Partner Dialogues: _August 7. 2013 & September
27,2013_ __
Name of Community Organization/Agency: Communities In Schools of Greenbrier County
Contact Person:
Kim Groover Contact Person email address: kg-ro-o-ve-r~@-c~is-gc-.-or-g--------Contact Person phone number: 304-520-4938_ _~_ _ _ _ _ __ Contact Person address: PO Box 1188, Lewisburg, VVV 24901 _ _ _ __ Explain the community organlzatlonlagency's commitment to the Plan/Project:
CISGC is a non-profit, drop-out prevention organization serving Greenbrier County
students. Our mission is to surround students with a community of support, empowering
them to stay in school and achieve in life. The alms of Greenbrier East High School's IZ
application align with our goal to engage the community's local talents and resources as an
integral component of our schools' strategy to support students at-risk of dropping-out of
school. CISGC will partner with GEHS to ensure students have the academic, social, and
behavioral tools necessary to graduate and become responsible, contributing members in
their community.
List the resources and contributions (not monetary) that the organization/agency Is
making to this PlanlProject:
CISGC's site coordinator will act as a community school coordinator through Greenbrier
East High School's Innovation Zone program. Currently, CISGC staff provide individual
case-management services to at-risk students and coordinate educational programming in
five schools In Greenbrier County. CISGC will expand our program to include services at
GEHS targeting identified need areas for GEHS students, such as transition to high school,
college and career preparation; mentoring and tutoring; parental engagement; conflict
resolution; and safe and healthy behaviors. In adherence with the Truancy Reduction
Model, the community school coordinator/CISGC site coordinator will coordinate not less
than 3 existing qualified services and provide not less than 2 additional qualified services at
GEHS. Programs will be coordinated and monitored throughout the year in collaboration
with the Community School Advisory board and GEHS's counselors and administration to
ensure effective implementation and meaningful student outcomes.
Agency Representative (Name) ~roover
Signature,
TItle:
:piim~ ~
Exec. Directo'_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Appendix
Record of Commitment
Use this form to report the staff commitment regarding the innovation application and plan. A
copy must be forwarded to the Innovation Zone Committee with the application and the plan.
School:
C~&t.. Ei.-+
4-'
":;;kj
Department {if applicable}: - - - - - - - - - - - - - - " " " " T " " " - : : - - - r - - - : - - ­
Notice of Meeting (Date provided to faculty or deparlmenUsubdivision):
" '4 6i~1
Meeting Date: JUJld
«
;).IJI,~~
President: (Name) -'~~'---"""""?..r=~rl--.....-----
Signature: ...........!l.Q<~-:-¥-...:::w~::.:..r...~,L--
Vice-President: (Name)-,-,-~N~l~~6~~~~:L. _ __
Secretary: (Name)
.t,. Q
=:..,~uw::.~~~,.L..J"."-!C-J..L!."":::;
Signature ~~~~~~~_ __
Signatllre:
<:1/\
t~
8J!ao&
Olher: (Ml""'V &' 6..»<1 a-;4n""..., --;-;;;~d''')Slgn.ture: --II.~'f-I-~~"'-lU.~-Treasurer: (Name)
Service Personnel Representative:
Nama:
~ Rq:{c{
PoSH/on,JIrj
cJ+
SlgnoturB:
9~ ~1 &'dJ
parenh.'entatives:
Ca-L
We certify that 80 percent of the faculty affected by the application/plan has voted to support the
application/plan.
(This Report Certification is not required of institutions of higher education in tlleir applicalloll or plan).
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 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. ~I ~r;j.:rLb District: -';;=.I.,;~ .u.=~-~~~-t---------------­
tner Dialogues: _ _ _ _ _ _ _ _ _ _ __
Date(s) of School/District/Community
...........
Contact Person email address:
30 j -
S'3~
I
.... 3 (PC; 'i
Contact Person phone number:
Contact Person address:
l;'1' 4'
Swu..t--
Sl "-/':J> Vt"I!';r
Explain the community organization/agency's commitment to the Plan/Project:
1~M
t
'I
) that the orga zation/agency is making to this
PI,]ec!:
:t:ll~~1i1; IJjjjJ, l!iU perGc"" fw 01 ukr>p. M ik ~~
Agency Roprasentatlve (Name)
Title:
JAV1U
C .. .r( .' fI-\. q ..-<"' <.<.-k..
Signature:
~ ~ c-b.t>r!-,~~
~ ~~
,
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Community Partner Support
Use this form to document community organization/agency support
and partnership for the innovation dropout pIan/project.
Use a separate form for each community partner.
Dropout grants must include meaningful documented partnerships.
School/Schools/District:
District:
Greenbrier East High School. Greenbrier County Schools
Greenbrier County Schools
Date(s) of School/District/Community Partner Dialogues: May 7.2013. Sept. 27. 2013
Name of Community Organization/Agency:
Greenbrier Valley Theatre (State Prof Theatre of WV)
Contact Person:
Courtney Susman. Director of Education
Contact Person email address:
courtney@gvtheatre.org
Contact Person phone number: _--=3:.:::;0...:.,4-...::6:,..:4.:;.5--=3:.=;8.:;.38:::::.....::o:e=xto.:.,...:;.8_ _ _ _ _ _ _ _ _ _ _ __
Contact Person address:
113 East Washington Street. Lewisburg. WV 24901
Explain the community organization/agency's commitment to the Plan/Project:
Greenbrier Valley Theatre will provide support and materials to the drama teacher of the Spartan
Collective (SPARe) at Greenbrier East High School as s/he works to develop an after school program
and put on a student production. GVT will also work with GEHS to bring a professional production to
the student body during the school day in order to impact all students.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
GVT will provide supplemental props and costume pieces/set pieces GEHS cannot provide for their
student production. GVT will also support the teacher by providing professional guidance in obtaining
theatrical rights. collaborating with community resources. accessing scripts and teaching materials.
Agency Representative (NameCOll (.\nW
Title:
:kdrt k
I
S\2 >VV\ Ct., h
o fJ;'c.a ~YM
~
wi
s~natu,.:~
\
-~
Community Partner Support
Use l/)is form to (Iocument community organization/agency support an(1 partnership for the innovation dropout plan/project. Use a separate form for aaell community partner. Dropout grants IJl!I.§1lnclude meaningful (Joeumente(1 pattnersl,ips, School/Schools/District: Greenbrier East High Scl1ool _ _ _ _ _ _ __
District:
Greenbrier County
Date(s) of School/DlstricVCommunlly Partner Dialogues: _August 7, 2013 & September
27,2013_ __
Name of Community Organization/Agency: Communities In Schools of Greenbrier County
Contact Person:
Kim Groover
Contact Person email address: kg-ro-o-ve-r""::@:-c'":'"is-g-c.-o-rg----­
Contact Person phone number: 304-520-4938,_ _ _ _ _-'--_ _ __
Contact Person address: PO Box 1166, Lewisburg, WV 24901 _ _ _ __
Explain the community organization/agency's commltmont to the PJan/Pt'oject:
CISGC is a non-profit, drop-out prevention organization serving Greenbrier County
students. Our mission is to surround students with a community of support, empowering
them to stay in school and achieve in life. The aims of Greenbrier East High School's IZ
application align with our goal to engage the community's local talents and resources as an
Integl'al component of our schools' strategy to support students at·risk of dropping-out of
school. CISGC will partner with GEliS to ensure students have the academic, social, and
behavioral tools necessary to graduate and become responsible. contributing members in
their community.
List tho resources and contributions (not monetary) that the organization/agency Is
making to tit is Plan/Project:
CISGC's site coordinator will act as a community school coordinator through Greenbrier
East High School's Innovation Zone program. currently. CISGC staff provide individual
case-management selVices to at·risk students and coordinate educational programming in
five schools in Greenbrier County. CISGC will expand our program to include services at
GEl-IS targeting identified need areas for GEHS students, such as transition to high school.
college and career preparation; mentoring and tutoring; parental engagement; conffict
resolution; and safe and healthy behaviors. In adherence with the Truancy Reduction
Model, the community school coordinator/CISGC site coordinator will coordinate not leS8
than 3 existing qualified services and provide not less than 2 additional qualified services at
GEHS. Programs will be coordinated and monitored throughout Ule year in collaboration
with the Community School Advisory board and GEJ-IS's counselors and administration to
ensure effective Implementation and meaningful student outcomes.
Agency /lopresolJtatlve (NilltW) ._ J<hnber1v. Groover'
Slg"at"ro,
ijSJImWa §1A.~
Title: ___Exec. Dlrector_ _ _ _ _ __
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Community Partner Support
Use this form to document community organization/agency supporl
and parlnership for the innovation dropout plan/project.
Use a separate form for each community parlnet:
Dropout grants must include meaningful documented parlnerships.
District: ---==~'-.l.....~~---'::~~~_ _ _ _ _ _ _ _ _ _ _ _ __
Dale(s) of SchooliDistricllcommunity<e.a !ner Dialogues: _ _ _ _ _-
Contact Person address:
p" <f L{
s"''';~e,r Sf n
YJ.>
_ _ _ _ __
1141{ t;'
List the t sources and contributions (not moneta ) that the orga Ization/agency is making to this
PI~roJect:
,!It:iill~~r~
'iJfJ
iii II
~D'l frm de d.~ M 1!v
,JI.4d-kc4t
~(jwen/~8ad/.1fj~/jJt:Iwd
0/
;1'&,.m~ the- /1/u7/1t£l.Jld/ (f)ile- fl}a,r/rlll' !l~III4.'­
}l'eflJi4~1f4ffj 1)/e4t ''1ltrfli#lh'« 1U.90·' /~",t> /'1()I)) 61)/j -2698 /'101)) 6-97 -61)6'1)
~fI;f))/;v1. l¥Jt!lrlll~ ,'1l,IlIci/mt
.ilmN<.YfetIIOllj ,J"'/6.J{..jk",t Y'tlll~ljtat
$nlll~·Jt. .Por.kha/l~ ,A.ui<J/mlt $\/NUpr,t
!l'~/e-t; /!1. 9hn/ljtj .A6.J/.J.la."t fAim·ljtat
September 30, 2013
Innovation Zone/Dropout Prevention Grant Committee:
As principal of Greenbrier East High School I am respectfully conveying my complete support of the
submitted "Innovation Zone/Dropout Prevention Grant" for the students of Greenbrier East High School.
Without a doubt a grant of this significance will impact in a positive fashion the diverse population of
students who attend Greenbrier East High School.
The implementation of an After-School Program designed around the parameters of the Innovation
Zone/Dropout Prevention Grant would promote and encourage academic success for all students at
Greenbrier East High School including the "At Risk/Dropout prone students" through the offerings of
tutoring, credit recovery and individualize Instruction. These programs will not only positively impact
and encourage the success of this important group of students, but will inspire all students at Greenbrier
East during their career as secondary school students. Additionally, the value of the Innovation
Zone/Dropout Grant will continue to positively influence and motivate student's pursuit of a post
secondary education, a successful career and appreCiation for the value of life-long learning.
Greenbrier East High School is fortunate to have students who have a passion for fine arts through both
study and performance which represent students of all academic achievement, socioeconomic status,
race and gender. The Innovation Zone Grant would provide this vital avenue through which these
students would have a conduit for expression whether it is through visual art, theatre performance art
or musical art performance. The desired result is that involved and vested students will succeed in all
aspects of life at Greenbrier East High School. Providing students with an identity and desire to attend
school will eliminate the idea of dropping out of school for students who may feel disenfranchised.
Therefore, I am respectfully requesting that the Innovation Zone Grant Committee extend every possible
consideration for the benefit of the students who attend Greenbrier East High School. Without a doubt
the implementation of the Innovation Zone Grant at Greenbrier East High School will positively influence
the lives of "All" students at Greenbrier East High School in a rich and meaningful manner.
,./ ~lr.1 'h~'1ill'tl .'7flu)(,lof' tf.r'l'dlt:Il"'· ((IU/ 'PI".I 'fl'fjill(O'iilltl(: W((/./.Oll 9:.11<;00/
,.f .'))/r.1 'f'i~9i"llI' '7Imn,·",,,1 :1Ji·,./",,.,.,,1 ~iltt,."I;I,,,'//~/u..,I(I,"11r ';"1'1"1'/''',,/ /1""It.·
-
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
Community Partner Support
Use this form to document community organization/agency support
and partnership for the Innovallon dropout pian/project.
Use a separate form for each community partner.
Dropout grants must include meaningful documented partnersbips.
School/Schools/District:
District:
Greenbrier East High School, Greenbrier County Schools
Greenbrier County Schools
Date(s) of SchooliDlstrlcVCommunity Partner Dialogues: Mav 7.2013. Sept. 27.2013
Name of Community Organization/Agency:
Greenbrier Yalley Theatre (State Prof Theatre of WYl
Contact Person:
Courtney Susman. Director of Education
Contact Person email addr~ss:
courtney@gvtheatre.org
Contact Person phone number: _~3~04..!..-...::::6..,!;45~-~38~3~8=-:e~x~t....!:8:..-_ _ _ _ _ _ _ _ _ _ __
Contact Person address:
113 East Washington Street. Lewisburg. WV 24901
Explain the community organization/agency's commitment to the Pian/PrOject:
Greenbrier Valley Theatre will provide support and materials to the drama teacher of the Spartan
Collective (SPARC) at Greenbrier East High School as slhe works to develop an after school program
and put on a student production. GVT will also work with GEHS to bring a professional production to
Jhe student body during the school day in ord=er~t=o-"lm~pa""c....t-",a=lI-",s.>.::tu:.::::d"",e.....
nt"",s......_ _ _ _ _ _ _ _ __
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
GVT will provide supplemental props and costume pieces/set pieces GEHS cannot provide for their
student production. GVT wUl also support the teacher by providing professional guidance in' obtaining
theatrical rights. collaborating with community.resources. accessing scripts and teaching materials.
(lj~n~p/v 8f."kj,t/1tirr'v f~"'-OOt
d'foml?r o/lhOl filuM 1(1.11d'
I!hlb 9/UMItIll'
!lhm." fRemId61l')f/; 1JINt '14~f/11l1n' !M.9()./ f'l()~J fin -6-9"'"
!~",. (.'1(1//J 6,,/; -~G.1J8 $R/lte.y,.F/. ,QJW(l}I4 .t1AIIlf!l)nt
.,lln'fh-.Ykn/()lIj .J'I.J.J/.lIm,tf/Aillel)nt
#1IJ1*-'J'u/~ fAU'AIt(,M 4,Y/Jd/dltlllt gp,Illei/ull,
!I'~/(}~ IX 9lunfi, .A""/dltmt gp,'m.'I)('~t
September 30, 2013
Innovation Zone/Dropout Prevention Grant Committee:
As principal of Greenbrier East High School I am respectfully conveying my complete support of the
submitted "Innovation Zone/Dropout Prevention Grant" for the students of Greenbrier East High School.
Without a doubt a grant of this significance will Impact in a positive fashion the diverse population of
students who attend Greenbrier East High School.
The Implementation of an After-School Program designed around the parameters of the Innovation
Zone/Dropout Prevention Grant would promote and encourage academic success for all students at
Greenbrier East High School Including the "At Risk/Dropout prone students" through the offerings of
tutorl!18. credit recovery and individualize instmction. These programs will not only positively impact
and encourage the success of this important group of students, but will inspire all students at Greenbrier
East during their career as secondary school students. Additionally, the value of the Innovation
Zone/Dropout Grant will continue to positively Influence and motivate student's pursuit of a post
secondary education. a successful career and appreciation for the value of life-long learning.
Greenbrier East High School is fortunate to have students who have a passion for fine arts through both
study and performance which represent students of all academic achievement. socioeconomic status,
race and gender. The Innovation lone Grant would provide this vital avenue through which these
students would have a conduit for expression whether it is through visual art, theatre performance art
or musical art performance. The desired result is that involved and vested students will succeed in all
aspects of life at Greenbrier East High School. Providing students with an identity and desire to attend
school will eliminate the Idea of dropping out of school for students who may feel disenfranchised.
Therefore, I am respectfully requesting that the Innovation Zone Grant Committee extend every possible
consideration for the benefit of the students who attend Greenbrier East High School. Without a doubt
the implementation of the Innovation Zone Grant at Greenbrier East High School will positively influence
the lives of "All u students at Greenbrier East High School in a rich and meaningful manner,
,<·I:~,... I '1~~'1ll1i" 9U"",I,y' tf,,''('(1/, "('('''IIfI 'fJ/r.I'It.9''';fI'flJllfc, #l/~1-t>11 mlt",,1
,</·'PI",/. t~'!/i"I'" f{/m~"",... r1 :ffr,.ltlllrnl tf;llImll",,'/IHII~(.II'I(/' I.'.r""'jr"".y .ri/lllu~<
/
rJ~~ad~/}Jchoot
:1{DlII6'
0/I/,e- fIJIaJa#1<Y
(f},,6- 9}n,.ku" flhl,6­
fRut,I6~flrfl1
(304) (14'1- (11(11
<J)I'e6t "fII,,?inln, !lIDO-l
6l1* (301) (11$ -2(1.98
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.J(ell66t1/ :1'0 rI~tj .yj66l4lnnt ll\l#.dpnt
September 26, 2013
To: Dropout Prevention Grant Committee
I am writing this letter in support of the Greenbrier East High School Innovation Zone/Dropout
Prevention grant proposal. Serving in the capacity of an assistant principal at Greenbrier East, I
feel there is a strong need to engage students and provide opportunities that will not only
support them in their academic endeavors, but also create avenues for them to feel they are
part of a select group ...to feel like they fit in somewhere. As not all of our students are
members of academic and athletic teams that are already in place at Greenbrier East, I believe
that we must provide opportunities above and beyond the extra-curricular teams that currently
exist. Therefore, I firmly believe that the above grant would assist us financially in providing the
extra academic assistance that our students need as well as provide opportunities for them to
be engaged in other activities that would provide for a positive school culture that these
students would otherwise not have.
Additionally, I believe this grant will help our students and parents feel that we are addressing
the needs of all of our students and, thus, will ensure that we are doing everything we can to
promote a positive school culture for every individual student who walks through the doors of
Greenbrier East High School.
Please feel free to contact me at 304-647-6464, Ext. 17 if you have any questions.
Sincerely,
1±:!~
Assistant Principal
Greenbrier East High School
.q, 'NNl1~'fI,,.;~9M-to!~QtHt IHNI "I~'fI'''kr aolll.. lYI,Ikn·IJ''''-I "'" lH...t '1'I.,'ltiw ~ ..... ..""J ,"hnl",'rnt £/IIMIu-,/IM-t#l>lIIt, &-/tbn¥"IJr",I..., /
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$e/lte/l"_4, l:kJt/ltm4 :!A111e,/1tif,
!Jit>r.hlltn~ ,r/""/ulallt [j\im:i)at
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</lIa"h,.YfetlltJlI, •.4.uIMant :!Alllc¢at
September 25, 2013
Dear Dropout Prevention Grant Committee:
I am writing in support of the Greenbrier East High School Innovation Zone/Dropout Prevention grant proposal. As a current assistant principal and a former career/technical education teacher, I know the value of engaging students and the effect it has on both their attitudes and their grades. Even more important is the lasting effect a positive school culture has on all those who come through our doors. I believe this grant will help our students as well as help our teachers and parents build a more positive culture in which all students can succeed. I will do whatever I can to support the program and the students. Please feel free to contact me if you should have any questions.
Sincerely,
Mark Keaton
Assistant Principal
Greenbrier East High School
,</"ifNI 'f'''9'"I(( /hltt~1
0/ 1.....-1/,,·11('<'111/(1 'PII"JI n.,'IIII((l.;AI"f'1!Il,·""oll 91-/,(><,1
.40)1",/ 1~'!/ill'''' "(7" ""NIIIIII :i'lVlm,n,f (ll/uMli,m /fft"",{ ".,11t tf;u,mjo ""!! //,,.1,,0>
West Virginia Department of Education School Innovation Zone and Dropout Prevention Innovation Zone 2013-14 GRANT APPLICATION
Local Educational Agency Report of Support or Concerns
Use this form to report the county board or boards and superintendent's supporl or concerns, or both.
about the innovation to the principal and faculty senate. A copy must be forwarded to the Innovation Zone
Committee.
School: Greenbrier East High School Department (if applicable): _ _ _ _ _ _ _ _ _ _ _ _ _---,..---_ _ _ _ _ _ __ Date of School/Department/Subdivision Receipt of Application:
_-+'~f-Z_',J¥S;'...I./-=Y~______ Date of Regularly Scheduled County Board of Education Meeting: _-",O=c=to=b=er~8:ou.......
2=O.:..::13~_ _ __
County Board of Education Elected Officers:
Koihy KitYj
President: (Name)
Vice-President: (Name)
\1(,4t1'e.
~4tt
Signature:
_--"t\Y.......::.Al:th~~~~~='~___
CJ,uu;"U~
Signature: ~ ~
Members
Name:
Name:
Name:
&fJcPT 'ro~~A-nI
K". '/ S
no "
tb
Shft"\ ~(J vA",
Signature:
Signature:
Signature:
~4~ ..
">
~;/rA-=;) < xh~s.;;t;v
~L ,fwU
Support:
Concerns:
(Report of the Local Education Agency must be forwarded to schooVdepartment/subdivision for
submission to West Virginia Board of Education with the application/plan).
(This Report Certification is not required of institutions of higher education in their application or plan).