West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation 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
Name of Entity Applying
Cabell County Schools and the June Harless Center for Rural
Educational Research and Development at Marshall University
County
Cabell
Superintendent
William A Smith
Principal (s)
Grant Contact Name &
Title
NIA
H. Jeffrey Smith, Assistant Superintendent of School Improvement
Email: hsmith@access.k12.wv.us
Phone: 304-528-5203
Please place a check beside the appropriate entity(ies) applying for innovation zone
designation
- - -School
___ Department or Subdivision of School
___ Coalition of Schools (fill out multiple listings below)
Higher Education Institution (*must check another entity)
X
___ Feeder System of Schools
X
District Application
Please place a check beside the appropriate grant for which you are applying
- - - Innovation Zone Grant
X
Drop-Out Prevention Grant (must include community partners and three year
budget proposal)
I
I
I
LEADERSHIP TEAM MEMBERS
Identify the school or consortium's leadership team.
For dropout prevention grants, the leadership team should include community partners
add additional lines as necessa .
Name
Title
William Smith
Stan Ma nard
Barbara Ma nard
H. Jeffre Smith
Lenora Richardson
Tim Hardes
All son Schoenlein
Sherri Woods
Laura Gilliam
Michael Perry
Aud Pe
Su erintendent, Cabell Coun Schools
Exec. Director, June Harless Center for
Rural Educational Development and
Research at Marshall Universi
Program Development Director,
June Harless Center for Rural Education
and Develo ment at Marshall Universi
Cabell County Schools, Asst. Supt. for r
School Im rovement
Cabell County Schools,
Director of Curriculum and Assessment
Cabell County Schools,
Admin. Asst. for Elementa Education
Cabell County Schools,
Director of Title Services
Cabell County Schools
Director of Student Su ort Services
Executive Director,
United Wa of the River Cities
Herita e Fann Villa e & Museum
Dean of the College of Education and
Teresa Ea le
Professional Develo ment
Executive Director and CEO, Rahall
Robert Pl male
A alachian Trans ortation Institute
President, Mountwest Community and
Dr. Keith J. Cotroneo Technical Colle e
Executive Director, Huntington Museum
ne of Art
Judge, 6th Circuit Court of the West
Paul T. Farrell
Vir inia Su reme Court of A
als
Chairperson, West Virginia Woman's
Tamela White
Education Forum IM
CEO and Executive Director, Valley
Steven L. Shattls
Health
Karen Yost
Executive Director, Prestera Center
Please ensure you have all of the supporting documents required completed and attached to the
end of this ap/!lication
I A Record of Commitment from Staff, Parent, and LSIC Council See explanation under
X
X
Local Educational Agency Report of Support or Concerns
"Attachment A"
Multiple Community Partner Records of Commitment for Dropout Grants
West Virginia Department 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 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.
X
Comprehensive Literacy Development (elementary focus)
Career Development (middle school focus)
X
Redesign of Instructional Time
Personalize Learning though Technology (Project 24)
X
Community School Partnership
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
ABSTRACT: Provide a one page QD.)y_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
paqe only.
Cabell County Schools and the June Harless Center for Rural Educational Research and Development have formed a partnership
to provide a model school for our county, our region and state to showcase the positive influence a school can have on the lives
of children when it has a school culture with an "Ethic of Excellence" at its foundation and where best practices can "incubate"
and hatch, creating the right conditions for all children to be successful academically and personally.
Our vision is for an Ethic of Excellence to permeate the culture of Cabell County's new Incubator School, inspiring students to
create beautiful and high quality work. Through the artistry of mindful and masterful teaching students will transcend the barriers
of class, race, income and geography and demonstrate they are capable of great work, creating in them a new notion of
possibility and inspiring others to replication.
Many district and Harless Center resources have been committed to this endeavor. The redesign of the old Beverly Hills Middle
School is underway to make it suitable for the elementary age children who will be enrolled there once their current schools,
Peyton and Geneva Kent, close. Research has been conducted and visits to high performing schools made. Conversations have
been held with community members and lawmakers to determine interest in our project. Early this past summer, the district
signed a contractual agreement to officially become a member of the Expeditionary Learning network.
Independent research verifies students who attend mature EL schools significantly outperform their peers from non-EL schools in
both reading and math. Most importantly, students in Expeditionary Leaning schools are engaged and become self-motivated
learners. Teachers in EL schools learn to ignite each student's motivation, persistence, and compassion so that they become
active contributors to building a better world and succeed in school, college, career, and life. As US Secretary of Education Arne
Duncan explained after visiting an EL school, "This is how kids want to learn!".
Students who see a purpose to school work and learn to love learning are those likely to graduate and pursue further education.
Of the five priorities identified by the WV legislature for Dropout Prevention Innovation Zones, 3 are linked to Expeditionary
Learning. The redesign of instructional time in an EL school begins by doing away with the compartmentalization of the
curriculum into separate blocks of time. Instruction is approached in a cross curricular manner. The looping of students is
encouraged so teachers get to know each student well. A significant amount of time is spent outside of the classroom conducting
real-world research through project-based learning and expeditions. Flexible scheduling in non-traditional environments allow for
"deep dives" into the curriculum.
Comprehensive Literacy Development is a key feature of Expeditionary Learning Schools. EL schools teach reading across
the curriculum, using the enthusiasm a student brings for a particular activity, subject matter or interest to motivate the student to
read and increase comprehension. Expeditionary Leaming credits their high achievement scores in reading to this method.
Another priority addressed by EL is the importance of community schools. Expeditionary Learning schools actively engage the
community to support the curriculum. Community resources are not used to augment the curriculum - they are the curriculum!
We have deliberately pursued partnerships with health care and mental health providers to bring services directly to campus for
students and their families. Other entities such as the Huntington Museum of Art and Heritage Farm are interested in providing
"Craftsmen in Residence" on site at the Incubator. Other key features of EL and the Incubator School include:
• Ownership for learning based on the idea we are all crew, not passengers!
• Rigorous academic projects connected to real world issues that meet the Common Core state standards.
• The mindful teaching of The Habits of a Learner across all grade levels to build positive character traits within each student.
• Students learn to accept thoughtful criticism and practice the habit of revision in order to produce their best work.
·Teachers get to know their students well through daily crew activities and through looping of grades K/1, 2/3 and 4/5.
·21st century skills such as cooperation, collaboration, communication, critical thinking and problem solving are cultivated.
·Job embedded professional development and the cultivation of leadership skills among staff.
• Active instructional and student-engaged assessment practices to build academic skills and students' ownership of learning.
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
Waiver Requests
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
*Please see statement below.
(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?
WV Code Waiver Request
*
Positions for the new Incubator School will be posted this fall, Once staff has been
selected, the school staff will determine if they will seek a waiver of WVBOE Policy 251 O
section 7.2.d.3. If so, the standard procedures for asking the WVBOE for a waiver will be
followed.
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
Section 3- Project Design
Complete each section. Use as much space necessary. The application and plan must be in 12
pt. font and is limited to 20 pages.
1. What is the purpose and expected outcome of this project?
The purpose of this grant proposal is to provide resources that will be used to engage students, teachers, community
members and parents in the Expeditionary Learning model prior to the time the two schools merge into one as an
"Incubator School" for the state of West Virginia. This preparation will accelerate the full implementation of Expeditionary
Learning practices once the consolidated Incubator School opens in the fall of 2015. By laying a strong foundation for its
success prior to its opening, the Incubator School can begin serving as a model of excellence in teaching and learning for
the state of West Virginia soon after it opens. As the project is implemented, you will see:
~ Crew members (students) engaged in active learning and taking ownership of their own learning. Crew members
will become familiar with the type of curriculum, instructional strategies and organizational structures they will
encounter in the Incubator School with its Expeditionary Learning model. Crew members will consistently
demonstrate positive character traits that not only will serve them well in school and at home but throughout their
lives. Crew will develop the "habit of revision" so they improve upon their work until it is work of high quality. Crew
members will experience the joy of doing great work and that their work, the work of school, is relevant and
important.
~ Crew leaders (teachers who have been selected for the Incubator School) will demonstrate competence in the EL
model of teaching by engaging learners through curriculum, instructional strategies, active and relevant multidisciplinary lessons and other features of Expeditionary Learning. They will know each crew member well and will
use strategies that promote learner engagement, develop the habits of a learner as well as positive character
traits. Crew leaders will skillfully teach reading, writing and mathematics across the curriculum throughout the day.
They will promote high quality, beautiful student work by setting high expectations and facilitating crew as they
learn to utilize the habit of revision. Crew leaders will work collaboratively and professionally with one another, with
parents as well as community members. They will develop leadership skills that support their involvement in this
unique learning community.
~ Community Partnerships will be built and sustained by school leaders with community organizations, businesses,
and cultural institutions. These relationships help in many ways to support students and teachers, while helping to
promote a positive, "win- win" for both sides of the partnership. Although students are considered the ultimate
beneficiaries of such partnerships, these collaborations can have a powerful effect on the larger community, as well
as the individuals and groups who participate. A Community Support Coordinator will be hired to seek out
partnerships, establish clear lines of communication, promote a spirit of shared work and jointly develop focused
plans with roles, responsibilities, and ongoing accountability clearly outlined. Some potential community roles
include developing projects and expeditions for students that connect with the curriculum, providing "craftsmen in
residence" serving on Passages panels to critique student work and volunteering at the school.
~ Parents will work in partnership with the school, consistently supporting the Expeditionary Model as well as their
own child's learning. Through a series of meetings that utilize hands-on activities, parents will learn to "think in a
new direction" about what school should look like. Commonly used terminology as well as the basic core practices
of EL will be reviewed and questions answered. Parents will understand the Habit of Revision and how it is utilized
to encourage students to do great work. Though interactive dialog, parents will then develop an understanding of
the assessment processes that will be utilized within the school rather than traditional grading.
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
2.
Explain how the school or consortium's current data influenced the need for the project
described in auestion one.
The two schools that will consolidate to become the model Incubator School, Geneva Kent and
Peyton, are both small schools. Both schools were scheduled for closure and consolidation in the
district's ten year facilities plan due to the age of the building, the lack of accessibility and lack of
space for various programs.
Peyton Elementary School serving students in grades Pre-k through 5 has a total student population
of 187 students. No bus service is provided at the school as the entire attendance area is within
walking distance. The school has been designated for as long as anyone can remember as a Title I
school with the majority of students qualifying for free and reduced meals. 82% of the students
qualify for free and reduced meals. Peyton is part of the CEO (Community Eligibility Option)
program. Utilizing the program's formula, 100% of the students are disadvantaged. The population
in the Peyton district is transient with large numbers of students moving in and out of the district
frequently. This school year, Peyton was designated a "priority" school by the WVDE due to its
chronically low and declining achievement scores across all grade and subject areas. Parental
participation is highly encouraged by an active parent partner funded by Title I. During the last few
years as it has struggled with student achievement, a number of innovative strategies have been tried
at the school. The WVDE's Division of School Improvement has worked with the school to close the
achievement gaps and raise student achievement overall over the course of many years. Poor
attendance and tardiness are believed to be one factor negatively impacting student achievement.
Geneva Kent Elementary School houses 293 students in its building and serves students in grades
K - 5. The school does not house a Pre-k program on site due to lack of space for the program.
However, next door to the school a child care facility hosts a district Pre-k program that serves 40
students. Most Geneva Kent students are transported by school bus or by car. There are very few
students who walk to school. Approximately 56% of students at Geneva Kent qualify for free and
reduced lunch and the school is not part of the CEO program. The Geneva Kent catchment area
includes public housing, developments, high-end homes as well as typical "middle class" housing in
established neighborhoods. Geneva Kent has a history of solid academic performance in both
reading and math and has been designated by the WVDE as a "transition" school. Parental
participation at the school is high. Geneva Kent could be described as a traditional elementary
school.
When consolidated, the student population will be composed of a high percentage of students with
two or more of the risk factors cited by the National Dropout Prevention Center at Clemson University
as predictors of dropping out of school before graduating. These include: low achievement, retention
or being over-age for their grade level, poor attendance/tardiness, misbehavior, early aggression, low
socioeconomic status, low education levels of parents, large number of siblings, not living with both
natural parents and family disruption.
Many if not most of our schools around the state have students at risk of dropping out of school that
can be identified as early as elementary school. Poor overall achievement, high poverty levels
across the state and a large percentage of the state's workforce employed in low-skill, low-wage jobs
or unemployed paints a grim future for today's students. The Incubator School and its
implementation of the Expeditionary Learning model can play a key role in changing that picture.
Those who come to observe or experience a sabbatical at the school will clearly see that the model
can be successful reQardless of the barriers faced by the students enrolled.
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 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?
The National Center for Dropout Prevention identified 15 research-based effective strategies that
have the most positive impact on school dropout rate. Of the 15 effective strategies, Expeditionary
Learning directly utilizes ten (10) of them. A very good case can be made for linkages to the other
five (5) as well. The 1O strategies that are a component of the Expeditionary Learning model and the
Incubator School are:
Active Learning
Active learning embraces teaching and learning strategies that engage and involve students in
the learning process. Students find new and creative ways to solve problems, achieve success,
and become lifelong learners when educators show them that there are different ways to learn.
Without question, active learning is at the heart of Expeditionary Learning.
School-Community Collaboration
When all groups in a community provide collective support to the school, a strong infrastructure
sustains a caring supportive environment where youth can thrive and achieve.
Linkages between Expeditionary Learning schools and the community and its resources
is critical to the implementation of Expeditionary Learning.
Systemic Renewal
Students at risk for dropping out of school benefit when their school utilizes a continuous
process of evaluating goals and objectives related to school policies, practices, and
organizational structures as they impact a diverse group of learners.
Annually, the school is assessed for its implementation of Expeditionary Learning core
practices. Strategic planning then takes place to develop goals, objectives and activities
to improve upon areas of weakness.
Family Engagement
Research consistently finds that family engagement has a direct, positive effect on children's
achievement and is the most accurate predictor of a student's success in school.
Family engagement in the school and family support for their child's learning plays an
important role in EL. Schools develop "contracts" detailing family engagement
obligations.
Early Literacy Development
Early interventions to help low-achieving students improve their reading and writing skills
establish the necessary foundation for effective learning in all other subjects. EL 's emphasis
on reading and writing across the curriculum prevents the majority of reading problems
from developing in the primary grades.
Service-Learning
Service-learning connects meaningful community service experiences with academic learning.
This teaching/learning method promotes personal and social growth, career development, and
civic responsibility and can be a powerful vehicle for effective school reform at all grade levels.
In addition to EL expeditions and projects engaging students in the learning process,
they are also developed to provide an end product that provides a relevant service to the
community.
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
Professional Development
Teachers who work with youth at high risk of academic failure need to feel supported and have
an avenue by which they can continue to develop skills, techniques, and learn about innovative
strategies The leadership skills of EL teachers are deliberately nurtured. Professional
development takes place by and large within the parameters of the teachers' work day.
Professional development opportunities are a standard component of the contract
between Expeditionary Learning and its network of schools.
Educational Technology
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Technology offers some of the best opportunities for delivering instruction to engage students in
authentic learning, addressing multiple intelligences, and adapting to students' learning styles.
In addition to providing classrooms of the Incubator School being well equipped with the
latest classroom technology, the June Harless Center will provide technology not found
in even the most digital of classroom environments. Their offerings will include:
The GiqaPan Outreach Project that enables students to take GigaPan panoramic images
of their communities and activities and share them with peers across the world.
http://giqapan.com
Hear Me Appalachia which seeks to amplify kids' voices using media and technology to
create a world where kids are heard, acknowledged and understood, thereby giving them
the power to inspire change in their lives, their communities, and the world.
http://www.hear-me.net
The Children's Innovation Project aims to engage young children in broad
interdisciplinary learning, with a focus on creative exploration, expression and innovation
with technology. Children explore and learn about electricity and simple circuits through
hands-on engagement with a kit of components designed for young hands.
http://cippqh.orqlsitel
Arts & Bots is a customized robot designed to integrate technology, literature, and
history through the use of art supplies, circuit boards, lights, motors, and sensors.
http://birdbraintechnoloqies.com
Individualized Instruction
Each student has unique interests and past learning experiences. An individualized instructional
program for each student allows for flexibility in teaching methods and motivational strategies to
consider these individual differences. Personalized learning that takes into account the
individual interest and preferences of students as well as personalized assessment is a
core practice of Expeditionary Learning.
Early Childhood Education
Birth-to-five interventions demonstrate that providing a child additional enrichment can enhance
brain development. The most effective way to reduce the number of children who will ultimately
drop out is to provide the best possible classroom instruction from the beginning of their school
experience through the primary grades. The model Pre-K classroom currently housed on
the Marshall University campus will be housed instead at the Incubator School when it
opens. Guided by Reggio inspired principles, the classroom will be a "model within a
model" drawing in preschool teachers from across the state to observe Reggio
strategies in action. This classroom is part of Cabell County's West Virginia Pre-K
ro ram.
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
The remaining five strategies can also be linked to EL and the Incubator School:
Mentoring/Tutoring
Mentoring is a one-to-one caring, supportive relationship between a mentor and a mentee that is
based on trust. Tutoring, also a one-to-one activity, focuses on academics and is an effective
practice when addressing specific needs such as reading, writing, or math competencies.
Community agencies such as Big Brothers/Big Sisters and Communities in Schools will
be invited to provide direct mentoring services to students. It is expected that Craftsmen
in Residence will serve as mentors to students as well as community partners providing
expeditionary learning experiences.
Safe Learning Environments
A comprehensive violence prevention plan, including conflict resolution, must deal with potential
violence as well as crisis management. A safe learning environment provides daily experiences,
at all grade levels, that enhance positive social attitudes and effective interpersonal skills in all
students. Expeditionary Learning Schools are considered among the safest learning
environments in the nation due to the level of respect and trust nurtured at these schools.
Alternative Schooling
Alternative schooling provides potential dropouts a variety of options that can lead to graduation,
with programs paying special attention to the student's individual social needs and academic
requirements for a high school diploma. While the Incubator School will serve elementary
age students, it is an example of alternative schooling. There are many Expeditionary
Learning Schools across the country that serve high school age students. The majority
have 100% of their students enter college upon graduation from high school.
After-School Opportunities
Many schools provide after-school and summer enhancement programs that eliminate
information loss and inspire interest in a variety of areas. Such experiences are especially
important for students at risk of school failure because these programs fill the afternoon "gap
time" with constructive and engaging activities. This project will provide a unique after
school opportunity for students who will be consolidated into the Incubator School a full
year and a half before it opens. It is anticipated after school programming will be offered
as well in the Incubator School once it opens.
Career and Technology Education (CTE)
A quality CTE program and a related guidance program are essential for all students. School-towork programs recognize that youth need specific skills to prepare them to measure up to the
larger demands of today's workplace. Expeditions and projects will provide students with
the opportunity to gain career awareness in a variety of areas.
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West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
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What will other schools in WV learn from your project and how will other schools in WV
benefit from your project?
Rather than simply consolidate two elementary schools and merge them into one school facility to do
"business as usual, Cabell County Schools in partnership with the June Harless Center for Rural
Educational Research and Development decided to take advantage of this opportunity to design and
open a model school that would serve to incubate new ideas related to 21st century teaching and
learning. Dubbed the "Incubator School" until it can be properly named, the school will utilize the
Expeditionary Learning model known for its highly engaged learners who produce "beautiful" (high
quality) work and who take responsibility for their own learning while developing the habits of a
learner that will serve them over their lifetime.
4.
A key feature of the Incubator School's operational plan is to encourage replication of its practices
within the county and across the state. While much can be gained by a one day observation of the
Incubator School, the Cabell County Schools-June Harless Center partnership will encourage districts
to provide substitutes for teachers that will allow them to take a longer "sabbatical" from their
classrooms to allow them not just the opportunity to observe, but to study, reflect upon and directly
participate in Expeditionary Learning at the Incubator School. To facilitate this at a low cost, a local
living history museum, Heritage Farm, has indicated the comfortable housing they have on site and in
easy driving distance of the Incubator School can be used to house those not within driving distance
of the school in the evenings. This setting lends itself to reflective thought where sabbatical
participants can reflect on Expeditionary Learning practices and determine how to bring these
instructional practices back to their own classroom in their school district. Guided discussions for
small groups of sabbatical participants can be provided in the evening by the June Harless Center to
encourage this reflection.
It is the hope of the partnership that many visits to the Incubator School will be made by educators
across West Virginia, inspiring them to replicate Expeditionary Learning practices. The school will be
ready to accept observers and sabbatical participants in the spring of FY16.
We believe our schools in West Virginia should provide a curriculum and instructional strategies that
engage students in high level learning like those utilized in the Expeditionary Learning network of
schools. Imagine our state filled with motivated, confident children who daily experience the joy of
learning: students who accomplish meaningful work they never dreamed they would be capable of
producing; students who are blessed with communities that extend their resources to them as
learning environments; children who are skilled in the utilization of 21st century skills such as critical
thinking, problem solving, collaboration and communication; children who struggle little with reading
because it has been taught across the curriculum with meaning. These engaged students will not
only become high school graduates who are college and career ready, but successful citizens with
the skills and motivation to play an active role in moving our state forward.
In short, we want visitors to the Incubator School to take with them a vision of an Ethic of Excellence
for all of West Virginia's children. Our children deserve nothing less.
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West Virginia Department of Education
Dropout Prevention Innovation Zone
School Innovation Zone and
2013-14 GRANT APPLICATION
Section 4- Goals, Objectives, Evaluation, Timeline
Complete this chart for each of your goals.
Qoal 1: When the new incubator school is ready to open its doors to students at the beginning of the 20152016 school year, the foundation for its success will have been laid with students, faculty, staff, students,
oarents and the communitv.
Objectives
Activities
Personnel
Time line
Budget
Identify the measureable
objectlve6 that will be used to
detennlne success In achhwlng
thasagoals
Develop actJvtties for each objective that are:
Creative and Innovative; Impact atudent success;
Allow for greater flexiblllty; change the way the
school(s}ldlstrlct currently operate
(Must be specific, measurable, attainable,
relevant, and timely goals (SMART
Objective 1: To help build the
foundation for an Ethic of
Excellence as well as readiness
for a smooth transition to the
Incubator School, 85% of students
transitioning from Peyton and
Geneva Kent Elementary Schools
to the Incubator School in the fall
of 2015 will demonstrate a
beginning understanding of key
essential student practices of
Expeditionary Leaming as
evidenced by artifacts collected in
student portfolios and scored
according to the standards set
forth in pre-determined rubrics at
the conclusion of Create Lab
activities.
o The June Harless Center in collaboration with
Cabell County Schools personnel and teacher
leaders will implement an after-school program for
students at both Peyton and Geneva Kent
elementary schools. The program will utilize EL
core practices, instructional strategies and
routines and procedures found in EL schools. For
example, project-based learning will be utilized
and students will be taught to use the critique and
revision process. The Habits of a Leamer will be
emphasized and students will participate in Crew
and learning celebrations.
o The principal of the Incubator School will be
relieved of her/his current responsibilities to
participate in a semester of planning for the
opening of the Incubator.
o Students will participate in Expeditions and
projects that will result in authentic products that
can be used at the new school
o Students will tour the new Incubator School by
grade level prior to the end of the 2014-2015
school year and participate in a Celebration of
Leamino based on their expeditions & oroiects.
Indicate the name
and title of
personnel that will
be responsible for
the activities.
Identify the
timellne for the
activities
(Include
month/yealj
---Uffd---*>flllsln
Dr. Barbara
Maynard and the
Harless Center's
Create Lab staff.
The teaching staff
of the Incubator
School will also
help staff the
project while
simultaneously
participating in staff
development.
There will be 3
semesters
provided of
Create Lab after
school activities:
Consultant services
agreement with the June
Harless Center to provide
Create lab after school
programming services:
January -May
2014
Trainer costs·$ 7,704.00
Misc. supplies: $ 1,000.00
August -Dec.
2015
January 2015
January -May
2015
May 2015
Incubator School
budget HCtlona ..g. 3 subs
--
•~o
Only eosfS dlatfled to "'- lllW!f
Trainer costs -$ 7,360.00
Misc. supplies: $ 1,000.00
Trainer costs-$ 7,360.00
Misc.supplies: $1,000.00
William Smith,
Superintendent
Incubator School
Principal
Indicate budget
requirements (Include
Salary and fixed costs for
substitute principal for 1
semester$ 34,000.00
12 bus trips@$ 100.00 per
trip (includes supplemental
salary plus fixed costs) =
$1,200.00
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West Virginia Department of Education
Dropout
Prevention Innovation Zone
-
School Innovation Zone and
2013-14 GRANT APPLICATION
Principal
Objectives
Activities
Personnel
Timeline
Budget
Identify the measureab/e
objectives that will be used to
detennine 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)ldistrict 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)
Indicate budget
requirements (include
o Staff selected for the incubator school will
participate in the after school program (listed
above) to observe & model Create Lab staff to
learn instructional strategies, procedures and
routines, etc. that will be used in the Incubator.
o Prior to participating in the after school program,
staff development will be provided to orient
teachers to the techniques & strategies that will be
used.
o Staff will participate is sessions with Create Lab
staff at the end of each after school session for
reflection on the session's events to improve
practices.
o One day per month during the school year staff
selected for the Incubator School will meet to
participate in staff development related to
understanding the EL power standards and
developing the knowledge, skills and expertise
needed to implement them.
o Incubator school staff will participate in 6 days of
intensive staff development during each summer
provided by the teacher leaders of each grade
loop to continue mastering the EL Core Power
Practices.
Dr. Barbara
Maynard and the
Harless Center's
Create Lab staff.
There will be 3
semesters
provided of
Create Lab after
school activities:
(Must be specific, measurable, attainable,
relevant, and timely goals (SMART
Objective 2: To help build the
foundation for an Ethic of
Excellence, staff assigned to the
Incubator School will develop the
knowledge, skills and strategies to
successfully implement the Core
Practices of Expeditionary
Learning as measured by El's
Implementation Review
Instrument, meeting or exceeding
the established annual
implementation target of 47 after
year 1 of implementation.
Note: The Instructional Review
Inventory is a standardized
measure of the implementation of
26 key Expeditionary Learning
practices called Power Practices.
The rigorous IRI is administered
each spring. Implementation
targets for new EL schools have
been set as follows:
Year 1-47
Year 2-66
Year3-84
Year4-100
January -May
2014
,
1
August -Dec.
2015
January -May
2015
Lenora Richardson,
Director of
Curriculum and
Assessment in
collaboration with
teacher leaders,
Harless Center staff
and Expeditionary
Learning staff
~
.
5 X per year in
FY14
7 X per year in
FY 15
June 2014
June 2015
June 2016
formulas used to derive totals in
budget sections e.g. 3 subs
@$143/ctay=total)
Only costs charged to the grant
are itemized.
Program costs listed under
objective 1 above
Teacher Leader Preg
Stipends to prepare for
summer and monthly S.D.
sessions. 3 teacher leaders
of grade level loops X 178
hours of preparation over
2.5 years X $30.00 per
stipend hour inclusive of
fixed costs = $ 16,020.00
Substitute costs
SD will be held 5 times in
FY14 & 7 times in FY 15 for
a total of 12 sessions
X 28 teachers X $ 146.00
per substitute(inclusive of
sub salary, social security,
worker's compensation) =
$49,056.00
Summer Training Costs
Yr. 1 6 days X 14 teachers
@$180 per day (includes
supplemental salary, ss, wc,
retirement)= $15,120,00
Yrs 2 & 3 - 6 days ea.
( 12 days X 28 teachers @
180.00 per day=$ 60,480
Total·$ 75,600.00
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West Virginia Department of Education
Dropout
Prevention Innovation Zone
-
School Innovation Zone and
2013-14 GRANT APPLICATION
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)ldistrict 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)
Indicate budget
requirements (include
Provide parents with information about the
William Smith,
structure of the Incubator School and
Superintendent
Expeditionary Leaming during school closing
information sessions.
Designate Create Lab after school sessions
Barbara Maynard
when parents can observe and identify Core
and Create Lab
Principles of Expeditionary Leaming.
staff
Facilitated discussion will take place after the
sessions.
Hold parent information meetings to help
Dr. Jeff Smith,
parents gain an understanding of the
Assistant
Expeditionary Learning model. Parents will be Superintendent of
engaged in a series of hands--0n activities
School
rather than lecture style presentations.
Improvement, CCS
A website and various informational materials
will be developed to keep parents and the
Jedd Flowers,
public informed about the opening of the
Director of
Communications,
Incubator School. The website will also be
used to transparently report on student
ccs
progress as well as the progress made
towards full implementation of the EL model.
The beautiful work of students will be
showcased on the website as well.
November 2013
$ 0.00
November 2014
$ 0.00
(Must be specific, measurable, attainable,
relevant. and timely goals (SMART
Objective 3: To help build a
foundation for an Ethic of
Excellence as well as readiness
for a smooth transition to the
Incubator School, parents will
demonstrate an understanding of
the Expeditionary Learning
framework, how it will impact
routines and procedures of the
school and ways they can support
their child's transition and flourish
in the EL school both at home and
through various volunteer
opportunities at the school,
Understanding of EL will be
measured by a parent survey after
each session as well as in the fall
of 2015.
Note:
The design of the survey will be
based on similarly designed
surveys from other Expeditionary
Learning Schools across the
country. These survey samples
are located on EL Commons, an
on-line library of resources
available to those in the
Expeditionary LeaminQ network.
0
0
0
0
formulas used to derive totals In
budget seetjons e.g. 3 subs
@$143/day=total)
Only costs charged to the grant
are itemized.
&
April 2015
10/14 (1 meeting
@ each school)
1/15 (1 meeting
@ each school)
3/15 Ooint mtg)
5/15 Ooint mtg)
$ 200.00 for 6 meetings to
provide snacks, materials
and child care=
$1,200.00
Website to be up
and running by
August 2014
$10,000.00 for website
development and printing of
informational materials
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West Virginia Department of Education
Prevention Innovation Zone
Dropout
-
School Innovation Zone and
2013-14 GRANT APPLICATION
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)ldistrict 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)
Indicate budget
requirements (include
William Smith,
Superintendent
January 2014
$ 87,500,00 ($ 35,000 per
year for 2.5 years) for a half
time coordinator hired
through a contractual
agreement with an entity yet
to be determined.
Jedd Flowers,
Director of
Communications
Ongoing after
August of 2014
$ 0.00
(Must be specific, measurable, attainable,
relevant, and timely goals (SMART
Objective 4: To build a
foundation for an Ethic of
Excellence in the Incubator
School, the community will
demonstrate its support of the
Expeditionary Leaming model by
partnering and collaborating with
the school to provide expedition
experiences, serve as 'craftsmen
in residence' and volunteer to
mentor or provide academic
support as documented in a
detailed log by the Community
Support Coordinator.
o
0
A Community Support Coordinator will be hired to
build and sustain partnerships with community
organizations, businesses and institutions,
including opportunities for providing expeditions or
projects, craftsmen in residence, and individual
mentoring.
The website (noted in activities associated with
objective 3) will also be used to communicate with
our community about the Incubator School and EL
and will explain the opportunities available to
community members who wish to contribute to the
life of the school.
formulas used to derive totals in
budget sections e.g. 3 subs
@$143/day=total)
Only costs charged to the gn1nt
are itemized.
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West Virginia Department of Education
Dropout
Prevention Innovation Zone
-
School Innovation Zone and
2013-14 GRANT APPLICATION
Goal 2: The Incubator School in Cabell County will serve as a model public school for 21st century
teaching and learning that showcases the curriculum and instruction all students deserve and need to
become college and career ready and productive, engaged citizens.
Objectives
Activities
Personnel
Timeline
Budget
Identify the measureable
objectives that will be used to
detennine success in achieving
these goals
Develop activities for each objective that are:
Creative and innovative; Impact student success;
Allow for greater ffexibility; change the way the
school(s)ldistrict cu"ently operate
Indicate the name
and title of
personnel that will
be responsible for
the activities.
Identify the
timeline for the
activities
(include
month/year)
Indicate budget
requirements (include
Dr. Stan Maynard,
Executive Director,
June Harless
Center and
Dr. Jeff Smith,
Assistant
Superintendent of
School
Improvement
Spring 2015
$0.00
Winter and
Spring 2016
Money to provide substitute
teachers for those on
sabbatical will be provided
by Cabell County Schools
Dr. Stan Maynard
And Dr. Barbara
Maynard, June
Harless Center
Summer of 2016
Dr. Stan Maynard
Dr. Barbara
Maynard
Dialog will begin
the summer of
2014
Jedd Flowers and
the June Harless
Center
ongoing
(Must be specific, measurable, attainable,
relevant, and timely goals (SMART
Objective 1: Using the Incubator
School as a model, the
understanding and utilization of
instructional practices that
promote high levels of student
engagement and achievement will
increase within the district and
across the state by providing
opportunities for observation,
sabbaticals for practicing state and
local teachers and administrators
as well as pre-service practicum
and student teaching experiences
as evidenced by visitor logs,
sabbatical reflection logs and
portfolios and pre-service teacher
evaluations.
0
0
0
0
0
A protocol will be developed for Cabell County to
determine how teachers are selected to
participate in sabbaticals and outline expectations
for sabbatical experiences.
The Incubator will host its first sabbatical
participants from Cabell County. Sabbatical
evaluations and feedback from administrators
and teachers will guide further discussions for
program development.
Protocols will be developed for conducting
observations and participating in sabbaticals for
teachers and administrators outside the district. .
Continued dialog with Heritage Farm will take
place to secure housing arrangements for those
not within driving distance. Once all details are
secured, information will be shared with the
WVDE to distribute to district superintendents.
Dialog with Marshall University to house certain
methods classes on the Incubator campus and
the placement of practicum and student teachers
at the school will take place to finalize the role of
Marshall University's College of Education and
Professional Development at the Incubator.
The website referenced previously will be used to
house information related to reolication activities.
fonnu/as used to derive totals in
budget sections e.g. 3 subs
@$143/day=total)
Only costs charged to the grant
are itemized.
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West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
~
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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
roiect has on increasina student success and/or other stated aoals and obiectives?
The main purpose of this project is to accelerate the adoption of the Expeditionary Learning model in the Incubator school by
providing students, teachers, administrators, parents and community members with exposure to the Expeditionary Learning
model prior to the consolidation of the two elementary schools into the new Incubator School. The project will be evaluated by
reviewing data related to three points:
./' Quality of Implementation of the Expeditionary Learning Model: Expeditionary Learning has developed an
Implementation Review Rubric that will be completed annually by the EL school designer and through self-study. This tool
evaluates the implementation of El's core practices. The results will then be utilized to develop annual goals, objectives and
action steps that the school will incorporated into its annual strategic plan .
./' Individual and school student achievement, Data from independent evaluators indicates students enrolled in mature EL
schools when compared to students enrolled in typical schools perform substantially better on standardized testing in both
reading/language arts and mathematics. It will be critical to monitor standardized test results using the growth model.
Increasing performance of students not only will indicate individual student growth, but growth in the implementation of the EL
model. Qualitative data will also be reviewed to determine both student and program progress. Students will collect evidence
of intellectual achievements in subject area portfolios and use this information to present evidence of their learning toward
clear learning targets in student led conferences scheduled throughout the year. Teachers review this information along with
other classroom assessments to determine progress toward learning targets. This information is shared with parents through
progress reports .
./ Learner Engagement and Character Development: Evidence of learner engagement and character development is based
largely on the quality of student work. Two different types of student portfolios are used by students to maintain a record of
progress related to engagement and character development. Portfolios are maintained by each student related to learning
expeditions to demonstrate the level of student engagement in these learning activities. Students also are assessed by a
panel of community members at critical times of passage in their school life. The "Passages Portfolio" is used by students to
collect evidence of the Habits of a Learner. The Habits of a Learner are deliberately taught so students develop patterns of
behavior that are repeated so often that they become typical to their everyday life in and out of school.
Reporting Out: One of the activities of this grant is to develop a website specific to the Incubator School. To promote
transparency, all data listed above will be housed on this website as well as on the June Harless Center web page of the
Marshall University website. Both of these websites will also showcase student work. Evaluative data will also be provided in
anv reoort format adopted bv the West Virainia Department of Education within the timelines specified.
2. How will this innovation project be sustained beyond the initial funding period?
Cabell County Schools and the June Harless Center will continue to work together with the community to build an Incubator
School with a culture of excellence at its core. We understand that reaching the level of excellence we seek is a journey, not an
event. To firmly embed an Ethic of Excellence and develop a school worthy of serving as a model will take time to fully develop.
Additional staff development dollars, funds for continued community engagement in the Expeditionary Learning process and
curriculum will be needed for years to come.
Using district funds, the annual contract to remain part of the Expeditionary Learning network of schools will be maintained. The
contractual agreement includes numerous staff development opportunities as well as the assistance of a "school designer" to
help focus the school toward mastery of implementation of the EL model. The contract also provides access for all staff
members to EL Commons with its on-line library of resources and collaborative work space. Title I will continue to dedicate
funds for staff development as long as the school remains a Title I school. Title II will subsidize sabbaticals for district teachers
to observe at the Incubator. Step 7 funds will be used to continue funding for the Community Support Coordinator. Finally, the
June Harless Center will continue their partnership with the district and will work to solicit private donations to fund the
expeditions and "craftsmen in residence".
The commitments above will be memorialized in a work plan this comina winter after an intensive strateaic plannina process.
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West Virginia Department of Education
Dropout Prevention Innovation Zone
School Innovation Zone and
2013-14 GRANT APPLICATION
Section 6- Budget Justification
The Innovation Zone allocation for FY 2014 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 2014 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 2014- FY 2016
Professional Salaries
• 0.00
• supplemental salaries for teachers for Create Lab after school programs
Fringe Benefits
• for fringe benefits for supplemental salaries listed above
Supplies for the CREATE Lab after school program
• 0.00
See below-contracts
• $ 3,360.00
$ 3,360.00
$ 20,000.00
$ 20,000.00
Professional Development
• Substitutes for teachers to participate in staff development one day per mo.
the 2nd semester of FY14 inclusive of fixed costs
• Stipends for teachers to participate in 6 days of staff development - June
2014 inclusive of fringes & fixed costs
• Preparation for teacher leaders to prepare for monthly & summer staff
development inclusive of fringes & fixed costs
Contracts/Consultants
• for CREATE Lab trainers to June Harless Center
• misc. supplies for the Create Lab to June Harless Center
• for 1 semester for Community Support Coordinator - contract agency TBD
Total
• $ 20,440.00
I
• $
0.00
• $ 15,120.00
• $ 15,120.00
• $ 5,400.00
• $
• $ 7,704.00
• $ 1,000.00
• $ 17,500.00
• $
• $
• $
$ 67,164.00
$49,266.00
$ 56,080.00
0.00
96.00
0.00
0.00
$ 26,300.00
$116,430.00
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West Virginia Department of Education
Dropout Prevention Innovation Zone
Professional Salaries
• supplemental salaries for teachers for Create Lab after school programs
• Sub. principal salary for release of the Incubator principal 2nd semester for planning
Fringe Benefits
• for fringe benefits for supplemental salaries listed above
• for fixed costs for substitute principal for one semester
Equipment
Supplies
• Supplies to replenish CREATE Labs
Professional Development
• Substitutes for teachers to participate in staff development one day per month
throughout the FY15 school year inclusive of fixed costs
• Stipends for teachers to participate in 6 days of staff development - June 2015
inclusive of fringes & fixed costs
• Preparation for teacher leaders to prepare for monthly & summer staff development
inclusive of fringes & fixed costs
Travel
Contracts/Consultants
• for Create Lab trainers to June Harless Center
• misc. supplies for the Create Lab to the June Harless Center
• Annual Community Support Coordinator contract - contracting agency TBD
Other
• Communications such as the web page, informational pamphlets, etc.
• Supplemental salary plus fixed costs for bus driver salaries to transport students to
visit the new school in the spring of 2015.
• Child care, snacks and materials for parent meetings.
Total
School Innovation Zone and
2013-14 GRANT APPLICATION
• 0.00
• 31,526.00
• $ 33,600.00
• $ 32,788.25
$ 97,914.25
• $ 0.00
• $ 2,474.00
0.00
• $
0.00
• $ 6,720.00
• $ 8,628.00
0.00
$17,822.00
$ 8,000.00
$ 8,000.00
• $ 28,616.00
• $
0.00
• $ 30,240.00
• $
0.00
• $ 6,120.00
• $
0.00
0.00
• $ 14,720.00
• $ 2,000.00
• $ 35,000.00
0.00
0.00
• $ 880.00
• $ 0.00
• $ 0.00
• $ 10,000.00
• $ 1,200.00
• $17,548.00
• $ 0.00
• $ 1,200.00
• $
$ 163,096.00
$108,164.25
$ 64,976.00
0.00
$ 52,600.00
$ 28,948.00
0.00
$ 271,260.25
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West Virginia Department of Education
Dropout Prevention Innovation Zone
School Innovation Zone and
2013-14 GRANT APPLICATION
Professional Salaries
I
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0.00
$
0.00
$
0.00
0.00
0.00
Equipment
0.00
0.00
0.00
Supplies
0.00
0.00
0.00
0.00
I
Fringe Benefits
Professional Development
• Substitutes for Sabbaticals for Cabell County teachers
including fringe benefits
• Stipends for teachers to participate in 6 days of staff
development - June 2016 inclusive of fringes & fixed costs
• Preparation for teacher leaders to prepare for monthly &
summer staff development inclusive of fringes & fixed costs
$
I
• $ 30,240.00
I
• $ 22,950.00
I
• $
0.00
• $
0.00
• $ 4,500.00
Travel
Contracts/Consultants
• Annual Community Support Coordinator contract contracting agency TBD
0.00
I
0.00
0.00
0.00
$ 57,690.00
I
• $ 35,000.00
I
• $
0.00
I
$ 35,000.00
I
$69,740.00
I
$ 22,950.00
I
$ 92,690.00
Other
Total
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Appendix A
Record of Commitment
Note: The school faculty has not yet been selected for the "Incubator" school. Therefore, the district turned to its
Board of Education to vote on whether or not to approve submission of the grant. Please see the LEA Report of
Support and Concerns on the next page.
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:
----------------------------~
Department (if applicable): - - - - - - - - - - - - - - - - - - - - - Notice of Meeting (Date provided to faculty or department/subdivision):
Meeting Date:
Faculty Senate Elected Officers:
President: (Name) _ _ _ _ _ _ _ _ _ _ _ _ _ __
Signature:------------
Vice-President: (Name) _ _ _ _ _ _ _ _ _ _ _ _ __
Signature:-------------
Secretary: ( N a m e ) - - - - - - - - - - - - - - - -
Signature:-------------
Treasurer: ( N a m e ) - - - - - - - - - - - - - - - -
Signature:-------------
Other: (Name) _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Signature:------------
Service Personnel Representative:
Name: _ _ _ _ _ _ _ _ _ _ __
Position:
Signature:-----------
Parent Representatives:
Name: ______________
Signature: ______________________
Name: ______________
Signature: ______________________
Name: ______________
Signature: _____________________
LSIC Representatives:
Name: _ _ _ _ _ _ _ _ _ _ _
~
Signature: ______________________
Name: ______________
Signature: ______________________
Name: ______________
Signature: ______________________
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 their application or plan).
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APPENDIXB
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 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: District Submission: Cabell County Schools in collaboration with the June Harless Center for
Rural Education Research and DeveloQ.ment
Department (if applicable): _.N-..;1-...A.....__ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Date of School/Department/Subdivision Receipt of Application: -"'""'N......
/A_.____ _ _ _ _ _ _ _ __
Date of Regularly Scheduled County Board of Education Meeting: Tuesday, September 17, 2013
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County Board of Education Elected Officers:
President: (Name) Suzanne Oxley
Vice-President: (Name} Marv I. Neely
SlgnalU,.:;¥;;:--c;kj-J/4
Signature:
•
Members
"~
Name:
Marv A. Freeman
Signature:"\ Dll1't..
Name:
Garland fSklpl Parsons
Signature: 1'44.d.d«-'~"" J.¥.f~
Name:
Bennie Thomas
·~'*
Slgnature:fb , •
\A.
-,.
*
o .-
Support:
The Cabell Cgppty Bpartj pf Edpcatjgp pp Tpeeday
September 17
2Q13
On jts agenda fpr the eyepjng was
a motion to approve the submission of a dropout prevention Innovation Zone grant to the West Virginia
Department of Education. The Board unanimously voted to approve the superintendent's recommendation to
submit the grant.
The following are some comments made by Board members during the discussion about the
grant and its intent: "This is so exciting! The most exciting thing! I would like to be involved, even
though I wiil not be on the board when the school opens."
Concerns:
No concerns were voiced bl'., Board members.
(Report of the Local Education Agency must be forwarded to school/department/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) .
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APPENDIXC
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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: Cabell County Schools and the June Harless Center for Rural
Educational Research and Development
District: Gabell County Schools
Date(s) of School/District/Community Partner Dialogues: 2011-1/5, 6/13, 7/1, 7/7, 7/21, 8/18,
8/26, 9/14, 10/6, 11/18, 12/16; 2012: 719, 7/23, 10/18, 11/6; 2013: 1/2, 177, 1/22, 3/13, 4/14, 6/19, 6/26, 8/1.
8/14, 9/16, 9/20
Name of Community Organization/Agency:
Research and Development
June Harless Center for Rural Educational
Contact Person: Dr. Stan Maynard
Contact Person email address: maynard@marshall.edu
Contact Person phone number: ..,_304~-6-==38-.-..;:;;50-=--90---------------
Contact Person address: 1 John Marshall Drive. Huntington. WV 25755
Explain the community organization/agency's commitment to the Plan/Project:
The mission of the June Harless Center for Rural Educational Research and
Development in the College of Education and Professional Develooment at Marshall
University has been from its inceotion in 2000 to provide leadershio in education
initiatives. The Center has worked in 24 counties to supoort and advance student
outcome: however this partnership with Cabell County in planning and developing the
educational research "Incubator School" is our primary focus. We believe the Incubator
will be a model site for WV educators and teacher candidates to utilize as an exemplary
professional development resource.
List the resources and contributions (not monetary) that the organization/agency is making
to this Plan/Project:
The Harless Center has dedicated 1Oexperienced staff/educators to ensure the
successful planning. implementation and sustainability of tl]g, Incubator Sch..QQh /
Agency Representative (Name) Stan Maynard
Slgnature:"E>)'~
~rn.0.----
Title: Executive Director. June Harless Center for Rural Educational Research and Development
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Community Partner Support
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Use this form to document community organization/agency support
and pattnershlp for the Innovation dropout plan/project.
Use a separate form for each community partner.
Dropout grants 1!!V1f include meaningful documented partnerships.
SchoollSchoolslDistrlct: Cabell Countv Schools and the Jll18 Harless Centar for Rural Edycation
[)eyelopment
District: Cabelt Cowt'f Schools
Date(s) of SchoollOfstrict/Communlty Partner Dialogues: Septemb@r 14. 2013
Name of Community Organization/Agency: United way or Vle Blyer Cities _________
Contact Person:
Laura Giiiam. Executlye ptrector
Contact Person email add1'888: laura.gllliaaJ@ynltedwayriyercltles.om
Contact Person phone number: .....304:515&.1..-23-8;m;..-;9:s11129--.iE=xt.-...1~04...___ _ _ _ _ _ _ _ __
Contact Person address: 820 Madison Avenye. Huntington.WV 25704
Explain the community organization/agency's commitment to the PlanlProject:
United Way of the River Cities Is committed to drop-out preyentioo In C8bell County. We currently
serve as the lead agency for the raglon's Educal!on Matters lnltiatlye. The purpose of this lnltlatlye Is
to focus the community on lmQIPvlna the drop-out rate and Increasing graduation rates In ama
schools by encouraging every mmmuoly member to make education a too priority. The EducstJoo
Matters Initiative was born from a previously approved lnnoyation Zone grant. The mJsaion of
EducatjqJ Matter8 meshes with this newly proposed lmoyatloo Zone CIWlt a It seeks to maximize
student engagement through the Expeditionary Leaming model in an elemenlary school that wfll
serve as a model school not only in Cabell Countv. but fQc the WJtira eta!@. Increasing &tudent
engagement iJ the leamiog orpcess. motivating Sludenll to do great worts and inspiring to them to
tlke OWD8l'lbip of their own leaminq are important Qf8\'8rJlative •le!TB!ls at a succnsful dropout
prevention !nltlatlye.
Ust the reaources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
A sjgrjficant oeroentage of the children auplled at the incubaPr school w1 haw risk factors
associated with the llkellbood of droppina out of school. United Way of the Rrl8r Cities and Its
Educstjon Matters lnitiatiye are prepared to share the knowledge gajoed and the
deyetoped to 888Ut'8 8Y8CV student enmled in the OM Incubator school featuring ExpedHionary
Learning has the skills and resiljence need8d to araduatl from high school co11ege 80d career ready.
resowces
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Community Partner Support
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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.
SchooVSchools/District: Cabell County Scbools and the June Harless Center for Rural Educational
Resurch and Develooment
District: Cabell County Schools
Date(s) of School/District/Community Partner Dialogues: June 4. 2013 and September 17. 2013
Name of Community Organization/Agency:
Herjtage Farm Museum and village
_________________
ContactPerson:___.A~u~d~Y~P.._e~rry
Contact Person email address: _;..;.hfm--.v:.a@~co
...m-=ca""'s..,t.....n=et...___________
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Contact Person phone number: _3......04
Contact Person address: 3300 Harvey Road, Huntington, WV 25704
Explain the community organization/agency's commitment to the Plan/Project:
The Heritage Farm Museum and Village specializes in programs that support learning and are
designed to meet the needs of school-aged children. While we are pleased and proud to play an
important role in showcasing our Apoalachlan Heritage through our award-winning museums,
displavs, live demonstrations and activities, it is the lessons learned while critically examining our past
and the characteristics of those who forged it that encourages students to dream big dreams and
understand that it takes commitment. creativitV and effort to make those dreams a reality. In this
sense. Heritage Farm Museum and Village serves not only to help understand and preserve our past.
but also serves as a tool to help guide students toward building their own future as well as that of our
community and our country.
We are encouraged that the Expeditionary Learning framework to be used by the incubator school is
committed to these same ideals. In June. we hosted personnel from the Expeditionary Learning
network at the farm. showcasing the vast resources HFMV has to offer EL learners at the incubator
school. We are in full support of the Incubator school planned by Cabell County Schools and the
June Harless Center for Rural Educational Research and Development and believe Exoeditionarv
Leaming will support students as they take ownership of their own learning and futures.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
Heritage Farm Village and Museum ho~ to play an important role in the Expeditionary Leaming
incubator school. We will work in pprtnership with Cabell Counw Schools and the June Harless
Center to design. implement and evaluate student expeditions that link the farm's resources to the
curriculum. Heritage Farm also has the capacity to engage in expeditions with others schools and
county districts as they begin to ~ the incubator school and Glg>editionaey Leaming.
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Use this form to document community organization/agency support
and partnership for the innovation dropout plan/project.
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Dropout grants !!JH!! include meaningful documented partnerships.
School/Schools/District: Cabell Countv Schools and the June Harless Center for Rural Educational
Research and Development
District: Cabell County Schools
Oate(s) of SchooVDistrict/Community Partner Dialogues: _9'"""/=2~3/~2...
0~1~3_ _ _ _ __
Name of Community Organization/Agency: Marshan UniVersttv Col!eae of Education and Professional
Develoornent
Contact Person:
Dr. Teresa Eagle. Dean
Contact Person email address: _...,t.:.:;e..,ag..,le,._@ma.,....=rs:::h_,.a.,,11,...ed=u--------Contact Person phone number: _304:.:..:....-6:.:96-:.=.3=-1.:.:3""'1'-------------Contact Person address: 1 John Marsball bane. Huntinaton. WV 25755
Explain the community organization/agency's commitment to the Plan/Project:
The Dean's Office of tbe College of Education and Professional Development at Marshall University
has been an active partner as discussions have oroare&Sed In the design of an jncub8tor scbool for
Cabell County Schools jn partn8fShio with the June Hadess Center for Rural Educational Research
and Development. Of special interest to the Colleae of Education and Professional Development
were discussions about the role the incubator school will plav in tbe education of Pre.service
professionals. We believe the ina.ibator setting will provjde students with the oooortunitv to learn
about and engaae in 21st century teaching strateaies and how to apply them successfully in the
classroom. Marshall Unjversity COE graduates wiH have the skills they need to lead 21st century
learners in the classroom as the result of their experiences at the incubator school.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
The College of Education in collaboration with the June Ha~ Center for Rural Educational
Research and Develooment and COE faculty will beQin to plan for select pre-service classes to take
Place on the camous of the incubator scbool rather than on the Marshall University main campus as
well as desian relevant practicum experiences for those students.
Agency R.,,,...,,tlltive (Name)
Te.re;w f.o..°:JI p
Signature:
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and partnership for the innovation dropout plan/project.
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Use a separate form for each community partner.
Dropout grants must include meaningful documented partnerships.
School/Schools/District: Cabell County Schools and the June Harless Center for Rural Educational
Develooment and ReS@arch
District: Cabell Countv Schools
Date(s) of School/District/Community Partner Dialogues: 9/20/2013 and 9/23/2013
Name of Community Organization/Agency: The Huntington Museum of Art
Contact Person: Margaret Mary Layne. Executive Director
Contact Person email address: mmlayne@hmoa.org
Contact Person phone number: _.C....3.....
04
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Contact Person address: 2033 McCoy Road. Huntington. WV 25701
Explain the community organization/agency's commitment to the Plan/Project:
In an effort to provide educational aod cultural experiences to students in the Tri-State reaion. the
HuntingtQn My§eum of Art has developed a vibrant outreach proararo. Outreach into the coromunitv
has been part of HMA's commitment since the early 1950s when museum volunteers visited schools
in the area. contributing to students' education in the arts. Now we have an eight-pronged outreach
program. wbich serves more than 28.000 children a year. from pre-school aged throuah high school
students. Gabell County is one of five counties served in West Virginia in addition to Lawrence
County In Ohio and Boyd County in Kentucky. The benefit to students is far reaching. They learn
about the museum and its varied collection that represents cultures throughout time and from around
the world. And. not only do thev participate in art-makjng opportµnlties for self-expression. but they
also gain valuable exoerience practicing 21st Century Leaming Skills SUch as critical thinking.
communication. problem solving. team work and collaboration.
Art is blended and embedded throughout the curriculum in the EL model and is not just a seoarate
class or event during the day. As part of their expeditions. students learn to express concepts and
ideas thev are exploring within the curriculum through art. HMA applauds adopting a curriculum that
so thoroughly embeds the arts jnto the general curriculum and is committed to the success of the
model proposed.
List the resources and contributions {not monetary) that the organization/agency Is making to this Project
The Huntington Museum of Art is interested in expanding our partQership with Gabell County Scbools
by playing an active and significant role in arts education at the new incubator school. In addition to
committing the resources of the museum as we do with other schools. HMA is exploring the
possibility of Providing an artist in residence for the school through funding from Cabell County
School§. HMA is also committed to develm>ing in concert with the county expeditions using the
museum's resources.
A~cy lleptesentallve (fliamo) Margaret Mary Layne
Title:...
Executive Director
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Community Partner Support
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Use this form to document community organization/agency support
and partnership for the innovation dropout plan/project.
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Use a separate form for each community partner.
Dropout grants must include meaningful documented partnerships.
School/Schools/District: Cabell County Schools and the June Harless Center for Rural Educational
Research and Oevelooment
District: Cabell County Schools
Date(s) of School/District/Community Partner Dialogues: _9_1_23_1_20_1_3_ _ _ _ _ _ __
Name of Community Organization/Agency: WE. the West Virainia Women's Education Forum
Contact Person:
Ms. Tamela White. Esq .. Chair
Contact Person email address: tjw@farrell3.com
....04----..-522=---.9....
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Contact Person phone number: _3
Contact Person address: _P.O. Box 5425. Huntington, VW 25703-0425
Explain the community organization/agency's commitment to the Plan/Project:
WE. the West Virginia Women's Education Forum. is a group of women from southern West Virainia
who were called uoon by First Lady Joanne Tomblin in the Soring 2012. to focus our collective
interests and energy on improving educational opportunities for the children of our state. Our founding
members include women from fields as diverse as education. law. healthcare. and business.
WE represents a crucial part of the future of education in West Virginia. WE is an organization of
people who care about the education of our children. We are mission-oriented. we are doers not
watchers, participants not bystanders. WE has made a commitment to student achievement and WE
is prepared to translate dollars into action. As a project fund of the Foundation for the Tri-State
Community. a 501 CclC3l non-profit organization. all donations to WE are tax-exempt to the fullest
extent of the law.
WE is impressed with the Expeditionary Leaming model that will be used in the incubator school in
Cabell County and is suooortive of Its plan to instill an "ethic of excellence" in each child as thev
develop critical thinking skills. learn to collaboratively solve problems and develop authentic and
useful products as the result of their expeditions.
list the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
WE members have been Provided with an overview of the incubator school's plan and vision. Each
fall WE reauests proposals for WE projects to fund for the coming vear. WE will review the reauest of
funding from the incubator school. It is our understanding projects presented for WE's consideration
will be those that enhance the basic leamina environment by shaping the natural world that
surrounds the school into one appropriate for Expeditionary Leaming. WE will also harness the
collective energy of its membership to support the Exoeditionary Leaming model within the
community.
Agency Representative (N•m•)
Title:
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West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
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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 !11Jl§.t. include meaningful documented parlnerships.
School/Schools/District:
District:
Cabell Countv Schools
Cabell
Date(s) of School/District/Community Partner Dialogues: -...l912:.:.m;4.u.l..:.:13~--------
Name of Community Organization/Agency: Circuit Court of the WV Supreme Court
Contact Person: The Honorable Judge Paul T. Farrell
Contact Person email address:
paul.farrell@courtswv.gov
Contact Person phone number: ~3:.:04::..:...::5~2==6-=86=..:.1=5----------------­
Contact Person address: 750 Fifth Avenue, Huntington. WV 25701
Explain the community organization/agency's commitment to the Plan/Project:
The Cabell County Court System worlss closely with the Cabell County Scbool Svstem to promote
attendance and proVidjng the supoorts needed for students to be successful in school. The Court
Svstem looks forward to bejng a oart of this innovative proaram and wjl! assist in making it a
realization for the stuclents and staff.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
Participation in dropout activities and initiatives: continuing to make truancy a primarv focus but to
also trv to sift throuah and find the root causes of the oroblems that the students are facina.
Agency Representative (Name)
Title: Judae,
Judge Paul T. Farrell
tf' Circuit Court of WV, Supreme Court of Aoeeals
Signature:__,...._~-~-~~--~
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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: Cabell County Schools and the June Harless Center for Rural Educational
Development and Research
District: Cabell County Schools
Date(s) of School/District/Community Partner Dialogues: ~9...,/2=-5.....
12-.0.-.13..___ _ _ _ _ _ _ _ _ __
Name of Community Organization/Agency: Mountwest Community and Technical College
Contact Person: Dr. Keith J. Cotroneo
Contact Person email address: cotroneo@mctc.edu
Contact Person phone number: _.(=3.;;...04~)....:..7....:..1..-.0--=3..-.35=5"---------­
Contact Person address: One Mountwest Way, Huntington. WV 25701
Explain the community organization/agency's commitment to the Plan/Project:
Mountwest is one of only 10 public community and technical colleaes in West Virginia. Mountwest is
fully accredited by The North Central Association of Colleges and Schools and was named Military
Times' best two-year college for veterans in 2012. Mountwest offers nearly 60 associate degree
programs. the majority of which are Associate in Applied Science dearees. There are also 15
certificate programs in a variety of career fields. Mountwest has been helping students succeed in
high-demand career fields through a high-quality academic exoerience. a friendly and helpful student
services department and a multitude of career pathways from which to choose
Mountwest is pleased to support the plan of Cabell County Schools and the June Harless Center in
their guest to provide a model elementary school that will use Exoeclitionary Leaming as its
framework. While students at Mountwest are pursuing various pathways that reauire different skills.
we know all learners have in common certain skills and characteristics to be successful. All students
must learn to think critically, to work cooperatively with others and to communicate effectively. They
must also be resilient throughout life's ups and downs and grounded in an "ethic of excellence".
making sure they perform at their best and tum out products that are not just "good enough" but
rather to perfection. Students in a school that features Expeditionary Leaming will learn these
important characteristics early and will be able to apply them throughout their school career and life.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
Mountwest is currently collaborating with Cabell County Schools to bring relevant work to district high
school classrooms by offering dual enrollment credits that can provide Students with a substantial
number of credits towards an associate's degree. We will expand our collaboration with the county
school system to provide career awareness for its students in the incubator §Choot as well as explore
potential expeditions students can participate in that utilize Mountwest resources.
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SchooVSchools/District: Cabell County Schools and the June Harless Center for Rural Educational
Research and Development
District: Cabell County Schools
Date(s) of SchooVDistrict/Community Partner Dialogues: _.-.;z.,91......2...,2......
12....
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Name of Community Organization/Agency: Rahall Appalachian Transportation Institute
Contact Person:
Robert H. Plymale. Director and CEO
Contact Person email address:
bob.plymale@njrati.org
Contact Person phone number: -=304-=-=-....;::6=96-..;:;.....:7""'0=9=8______________
Contact Person address:
P.O. Box 5425. Huntington. WV 25703-0425
Explain the community organization/agency's commitment to the Plan/Project:
The Rahall Appalachian Transportation Institute located in Huntington, West Virginia. is charged with
improving Appalachia's economic develooment and comoetitiveness by connecting the reaion's
resources to national and global transoortation systems. RTI understands the need for today's
learners to become critical and creative thinkers and develop the habits of mind needed to become
tomorrow's productive workforce. We believe the incubator school utilizing the framework of
Expeditionary Leaming will motivate and mentor other schools throughout the region and state to
orovide curriculum and instruction designed to build within each student an ethic of excellence that
will guide them throughout their lifetime
RTI is pleased to support the Expeditionary Leaming incubator school and is committed to working
with Cabell County Schools and the June Harless Center for Rural Educational Research and
Development to harness. direct and maximize the Exoeditionary Leaming framework it will utilize.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
The Rahall Appalachian Transportation Institute will utilize its vast access to the region's resources to
help develop meaningful expeditions for students. These exoeditions will link to the dassroom
curriculum and will orovide hands on learning opportunities for students to allow them to explore
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subject matter In depth,
Agency Representative (Name)
Titte: Director and CEO
Robert H. Plymale
SlsJnature:
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West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
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2013-14 GRANT APPLICATION
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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:
Cabell Countv Scbools
District: Cabell
Date(s) of School/District/Community Partner Dialogues: ___,;;9/2~4io-/1_,.3..___ _ _ _ _ _ __
Name of Community Organization/Agency: .:...P....
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Contact Person: Ms. Karen Yost
Contact Person email address: ....l<a=-ren-=-·Y...ost@~
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Contact Person phone number: ---304~'""'5=2=5=.7-85~1_ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Contact Person address: 5600 U.S. Rt 60 East Huntington. WV 25705
Explain the community organization/agency's commitment to the Plan/Project Prestera is an in)oortant
component in tbe C8bell County School Svstem. Services are being proyjded to students during the
school day. keepina tbe students at school and mentally healthy. Prestera will continue to work in close
collaboration with the school system to meet the neecis of students and becom• sug;essfut and
productive citizens of Cabell Countv. We are committed to remain as part of the solution with drop oyt
prevention.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
Participation in dropout initiatives: continue to provide school-based mental health services to the
students and to be an informational asset to the staff.
Agency Representative (Name) Mrs. Karan Yost
Title: CEQ!Executive Director
Signature:
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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 111H§1 include meaningful documented partnerships.
School/Schools/District:
Cabell Countv Schools
District: C8bell
Date(s) of School/District/Community Partner Dialogues: _..9....."2.,.41.._1....3_ _ _ _ _ _ _ __
Name of Community Organization/Agency: Valley Health Systems
Contact Person: Mr. Steven Shattls
Contact Person email address:
sshattls@valleyhealth.org
Contact Person phone number: ___:304~:...:3:=;::99=.3~3r.:3¥.3_ _ _ _ _ _ _ _ _ _ _ _ __
Contact Person address: 3377 Rt. 60 East Huntington. WV 25705
Explain the community organization/agency's commitment to the Plan/Project:
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Valley Health Svstem believes staying connected to the people and cornmunities we serve is a
commitment we've taken seriously. bec8use we belieVe that the best way to live better and beallhier.
is by doing it toaether. Valley Health System works collaboratively with the Cabell Countv School
System oromoting and improving students' health and oeecJS. Hopjog to provide onsite health
services at the Expeditionarv Scbool. we will continue to assist the school svstem in making sure the
students have access to the medical attention that is
needed.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
Particioation in dropout initiatives: continuing to provide and onsite clinic to proVide medical services
to the students and being an informational asset to the staff.
Agency ReprNentative (Name) Mr. Steven Shattl!
Title: CEO/Executive Director
Signature:
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West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
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Community Partner Support
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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.
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School/Schools/District: Stonewall Jackson Middle and Capital High
District: Kanawha County
Date(s) of School/District/Community Partner Dialogues: July 2013
Name of Community Organization/Agency: Arts in Action
Contact Person: Joni Cantrell, Founding Director
Contact Person email address: joni@artsinaction.info
Contact Person phone number: 304.419.4446
Contact Person address: 2658 Main Street; Hurricane, WV 25526
Explain the community organization/agency's commitment to the Plan/Project:
Arts in Action is a 501(c)(3) non-profit organization with a dedicated and highlytrained staff and a much-acclaimed faculty ready to serve youth in six different
arts education programs. Our faculty teaches with dedication, purpose and loving
hearts with a focus on developing excellence in technique and artistic expression
with Christian influence. The arts bolster self-esteem, improve cognitive
development, enable students to creatively express themselves and prepare
students for the workplace.
List the resources and contributions (not monetary) that the organization/agency is
making to this Plan/Project:
Arts in Action commits the cost of one staff person to participate in monthly
Advisory Council meetings and serve on the Academic Workgroup at an in-kind
cost of $300.00 (hourly salary/benefits of $12.50/hour x 2 hours x 12 months).
Agency Representative: Joni Cantrell
Title: Founding Director
Signature:
[O"Yl.V Cevvt:tvelL