Section 1 - Applicant lnfonnation
Name of Entity Applying
Cabell County Schools in Collaboration with the June Harless Center for
Rural Educational Research and Develooment
County
Cabell
Superintendent
William A. Smith
Principal (s)
Grant Contact Name &
Title
N/A
Entity
Cabell County Schools:
Name of Contact
Jeff Smith
June Harless Center
Barbara Maynard
Email:
hsmith@access.k12.wv.us
bmaynard@marshall.edu
Phone:
304-528-5203
304-696-2145
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)
see below
Higher Education Institution (*must check another entity)
___ Feeder System of Schools
X
District Application in collaboration with the June Harless Center for Rural
Educational Research and Development at Marshall University
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
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
Stan Maynard
Barbara Maynard
Title
Executive Director, June Harless
Center for Rural Educational
Research and Development at
Marshall Universi
Chief of Staff, June Harless Center for
Rural Educational Research and
Develo ment at Marshall Universi
William Smith
Superintendent, Cabell County
Schools
Laura Gilliam
Executive Director, United Way of the
River Cities
jn _ n, u ,
~~ r, J\J~
Executive Director Huntington
Museum of Art
Cla ton Burch
Teresa Eagle
Joan Adkins
Tarabeth Brumfield
Brea Wiles
Holly Moore
Executive Director, Office of Early
Leamin , WVDE
Dean, College of Education and
Professional Development, Marshall
Universi
Pre-K Manager, Cabell County
Schools
Chief Program Development Officer,
June Harless Center for Rural
Educational Research and
Develo ment at Marshall Universi
Studio Educator, June Harless Center
for Rural Educational Research and
Devero ment at Marsharf Universi
Chief Professional Development
Officer, June Harless Center for Rural
Educational Research and
Develo ment at Marshall Universi
Please ensure you have all of the supporting documents required completed and attached to
the end of this application
_ _ 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
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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 VW 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.
Comprehensive Literacy Development (elementary focus)
Career Development (middle school focus)
-x· -
Redesign of Instructional Time
Personalize Learning though Technology (Project 24)
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 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.
Over the past four years Marshall University's June Harless Center for Rural Educational Research and
Development, WVDE's Office of Early Learning and Cabell County Schools have collaborated to establish a
high quality early childhood program at the Marshall University Early Education STEM Center on Marshall
University's campus. This Center serves as a model site for West Virginia in-service teachers and pre-service
teachers enrolled in the College of Education at Marshall University. To capitalize on the momentum of the
existing collaboration, this project seeks to provide early interventions for children and families who may be at
risk. According to OunceotPrevention.Org, the data proves the greatest challenges that we face as a nation from school dropout, to crime, to raising health-care costs, to the critical need to compete in the global
marketplace - can only be met by targeting the development of our children beginning at an early age.
Research shows that the achievement gap appears long before children reach kindergarten. At-risk children who
do not receive a high-quality early childhood education are 25% more likely to drop out of school, 40% more
likely to become a teen parent, 60% more likely to never attend college, and 70% more likely to be arrested for a
violent crime. Therefore, early childhood programs are the most cost-effective way to ensure the healthy
development of children in poverty and offer the greatest returns to society. Currently, West Virginia ranks in
many top 10 lists that measure accessibility to pre-kindergarten programs. While our state is lauded nationally
for the implementation of its prek programs, the Perry High Scope project emphasizes that the quality of the
program matters. The question remains, while the programs are accessible in West Virginia, are they of high
quality?
In spring of 2012, five representatives from Cabell County schools were selected through a grant process to
travel to the world-renown programs of Reggio Emilia, Italy, sponsored by the WVDE. These five teachers and
administrators represented two prek sites in Cabell County, Milton Prek and the MUEE STEM Center. Touted
as one of the top 10 school systems in the world by Time, the early childhood programs of this region were aweinspiring. Children were observed engaged in "real" meaningful project work. In the Reggio learning
environment, as with many other child-led environments, the materials are carefully selected for their potential
to enhance learning and discovery. The techniques modeled by the Reggio teachers were so impressive that a
need to build capacity for other West Virginia educators was distinctly evident. This project will utilize the three
model classrooms impacted by the Reggio experience and expand to the proposed Cabell County Incubator
School opening in the fall of 2015. In tandem with the development of the innovative Reggio practices at the
model prek sites, 4 additional schools will continue their work specific to transition from prek to kindergarten.
These schools have completed one year of training focused on research-based transition activities based on
community and family engagement which included transition camps for children and training for educators and
families. This two-fold approach is unique, as it will utilize resources already in place to model best practices
and inspire other educators to make the paradigm shift necessary to affect the lives of children. Quality is
critical. Children cannot wait.
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
WV Code Waiver Request
Impact of the waiver.
(Specify section and article)
What will the waiver enable the school to do differently?
WVBOE Policy Waiver Request
Impact of the waiver.
(specify section and article)
What will the waiver enable the school to do differently?
County Policy Waiver Request
Impact of the waiver.
(specify section and article)
What will the waiver enable the school to do differently?
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.
l. What is the purpose and exnected outcome of this nroiect?
The purpose and focus of this project is to two fold: 1) to make available to West Virginia school educator a
model Pre-K program based on the principles of Reggio Emilia to encourage others across the state to
replicate this high quality approach to early childhood learning and 2) to utilize the already existing
''transition" schools in Cabell County as an initial expansion of the Reggio inspired learning environments
from prek - kindergarten, providing both prek and kindergarten teachers with the opportunity to develop an
environment in which student inquiry leads to in-depth learning through project work. These techniques
will be utilized throughout the summer transition camps and eventually in teacher classroom practice.
Focus 1 - Background Information regarding the Reggio Approach
The view we have of children is evident in all that we do in education. It can be seen, heard, and felt in the
way we present material, the way we maintain our learning spaces, and even in the foods that we serve to
children. To be most effective, what we say and do should show children that we see them as competent and
valuable. These underlying philosophies are at the heart of the Reggio Emilia Approach and what this
project intends to replicate from the approach.
Currently one of the three proposed model classrooms is on a journey of implementing new techniques and
philosophies that are Reggio inspired. The vision of the staff has led to a complete transformation of the
learning environment in the classroom. The physical space looks completely refreshed by natural tones and
son lighting, but the approach with children is tangibly different. Focusing on the Reggio Inspired
principles is changing the way learning occurs and is assessed. These principles include the belief that:
• children are capable of constructing their own learning.
• children fonn an understanding of themselves and their place in the world through their interactions
with others.
• children are communicators,
• the environment is the third teacher,
• the adult is a mentor and guide, and
• an emphasis on the documentation of childrens' thoughts.
These principles and beliefs are somewhat dynamically opposed to our traditional way of teaching and
learning. Loris Malaguzzi. the father of the Reggio-Emilia Approach, stated, "Our task, regarding
creativity, is to help children climb their own mountains, as high as possible. No one can do more."
Although no two Reggio-inspired communities should look the same as the needs and interests of the
children within each community will be different, the Marshall University Early Education STEM Center is
on an educational journey inspired by the schools of Reggio Emilia, Italy. The staffs greatest purpose is to
supp011 children as they climb their own mountain and set a learning atmosphere that also inspires
creativity. Expected outcomes for this project are to continue the development of a Reggio-inspired model
at the MU Early Education STEM Center, generate the creation of two other classroom models at Milton
Prek that are Reggio-inspired and utilize both sites as a place of teacher residency for learning. Sabbaticals
will be provided to educators to come and experience Reggio-inspired teaching and learning.
Focus 2 - Background Information regarding the Effectiveness of Transition from Prek- KG
The universal Pre-Kindergarten program in West Virginia is in its infancy stage and demonstrates a need to
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
connect to already existing K-12 systems in philosophy, curriculum, standards, and expectations.
Specifically, transitioning from preschool to the K-12 system currently is not a seamless process for
children, parents, and teachers. However. the partnership that has been established by the June Harless
Center and Cabell County Schools to create a cutting-edge preschool experience has positioned the Center
to develop a seamless model of transition from preschool to kindergarten.
Why is transition so important?
One of the most important educational events in the life of a child is the transition to school. Parents,
children, and teachers anticipate the first day of school with excitement and some anxiety. As children enter
the doors of a school. their journey begins as they develop the critical skills necessary to succeed in life.
During transitions, periods of change can be extremely stressful especially for families that have limited
experience outside of the home. Therefore it is vital to create and implement an innovative seamless process
tailored for children and families of West Virginia as they move as young children move from preschool to
kindergarten.
According to the National Early Childhood Transition Center (NECTC), "High quality child care and
developmentally appropriate preschool and kindergarten classrooms are associated with better academic and
social outcomes (cognition. work habits, initiative, self-direction; literacy, problem solving. social
adjustment) in the next environments for children." The foundation of a student's success is built as he or
she experiences a high quality and developmentally appropriate preschool and kindergarten classroom.
Thus, success will be determined by how well these two entities communicate, collaborate, and create
continuity in curriculum and philosophy.
Four transition schools from Cabell County were identified in the fall of 2012 to participate in a project that
would better define how transitions would be organized for families and children. These schools are
perfectly positioned to enhance the focused collaborative work in supporting transitions while also
expanding their knowledge base on the Reggio-inspired learning environments.
The outcome of both foci of the pr~ject is to improve the quality of instruction in Pre-Kand kindergarten
classes, promoting 21st century skills among our youngest learners. Teacher sabbaticals in a model
classroom and hands-on learning opportunities make this an effective model for improving the overall
quality of early childhood education across West Virginia.
2. Explain how the school or consortium's current data influenced the need for the project
described in question one?
Research has shown that the early years in a child's life-when the human brain is forming-represent a
critically important window of oppo11unity to develop a child's full potential and shape key academic,
social. and cognitive skills that determine a child's success in school and in life. In Cabell County, only
46.43% of students in grades 3-12 are measuring proficient in mathematics while 50.03% are proficient in
reading. We should expect greater achievement rates for our students. Although many programs have been
implemented to raise achievement and close the gap, however the results are still the same. We must heed
to what the research says and focus on preventative interventions that are more effective. The earlier we can
intervene for children who are "at-risk'' or who live in poverty, the greater impact we can have.
The dropout rate for Cabell County students in 2012 was a staggering 17.8%. This means that almost I in 5
students who enter the doors of a prek classroom are likely to fall short of receiving a high school diploma.
Addressing this dropout issue should not occur in the 9•h grade or even in middle school. If we are trying to
"begin with the end in mind". interventions should be in place to connect early learners to an education
svstem thnt will nurture, engage, motivate and retain them as they move up the grade levels.
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
53.5% of children living in Cabell County (according to the 2011 data) qualify for free and reduced lunch.
As it has been stated before children who are of poverty and do not receive a high-quality early childhood
education are 25% more likely to drop out of school, 40% more likely to become a teen parent, 50% more
likely to be placed in special education, 60% more likely to never attend college and 70% more likely to be
arrested for a violent crime. Ruby Payne states that only two things help a person move out of poverty.
which are education and relationships. Our role as a community of educators is to provide both to not only
children but also their families. This was an essential component to the 01iginal transition project.
Cabell County has a comprehensive dropout initiative that emphasizes prevention. The research is showing
that the best preventative program is a high quality prek program. Dr. James Comer stated, "No significant
learning occurs without a significant relationship.'' By utilizing the Reggio approach to learning and
expanding the basic concepts of high quality transitions for children, we can begin to highlight the
community based learning environments that provide stability to these children at risk.
According to the West Virginia Readiness Profile published by the West Virginia Department of Education.
Cabell County schools have 766 of the 15,268 children enrolled in the West Virginia universal prek system.
All of the positive outcomes attributed to early education come about only when children experience high
quality programs. Thus. quality is the single most impo11ant factor in determining whether or not children
benefit from participating in early learning settings. Therefore. we are focused in this project to provide
every family in Cabell County with the oppmtunity to engage in a high quality prek program by supporting
teachers in creating a rich learning environment where children thrive.
3. How is the school or consortium's project connected to best practice and current research in
reference to raisin2 student achievement and/or dropout prevention?
To be effective, teachers cannot leave important aspects of children's development and learning to chance.
Everything early childhood teachers do-from organizing the environment to planning the curriculum to
choosing specific teaching strategies or adapting plans for individual children--effective teachers must be
intentional. Best practices inspired by the Reggio Emilia principles are very purposeful and intentional
which yield positive results for children. High-quality early childhood education has the greatest positive
effect on children from lower socioeconomic status, children who are at risk because of other
circumstances, and children with disabilities and special needs.
Best practices in early childhood education are identified as Developmentally Appropriate Practice, which
is always age, individually, and culturally appropriate. The effects of high quality early childhood
education or intervention include lower rates of retention, higher levels of academic achievement, fewer
special education services, and a stronger commitment to graduating from high school. 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.
As stated in the abstract, West Virginia ranks in many top 10 lists that measure accessibility to prekindergarten programs. While our state is recognized nationally for the implementation of its prek
programs, is quantity enough? The Perry High Scope project emphasizes that the quality of the program is
what matters. This project will focus on connecting best practices and current research to ensure that
quality is the focus of the education provided.
As a component of the Reggio Emilia approach, teachers utilize project-based learning. For this to be
successful, teachers must see children as competent, resourceful, curious, imaginative, inventive and
possess a desire to interact and communicate with others. Lillian Katz, early childhood expert, explains that
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West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
the Project Approach provides a context for children to develop desirable dispositions-or habits of mindtoward learning, toward themselves, and toward others. Based on her reflection on the projects that
transpire in the preschools of Reggio Emilia, Italy, Katz asserts that we can see in children's work clear
evidence that all young children have active arid lively minds from the start, which can flourish and
strengthen under the right conditions.
Children have a strong disposition to explore and discover. The Project Approach builds on natural
curiosity, enabling children to interact, question, connect, problem-solve, communicate, and reflect. This
kind of authentic learning extends beyond the classroom to each student's home, community, nation, and the
world. It essentially makes learning the stuff of real life and children active participants in and shapers of
their worlds." (Project Approach.org) Whenever constructivist concepts, inquiry-based learning, problem
solving, and design are discussed in education, the "project" is considered to be one of the best and most
appropriate methods of teaching. If orchestrated correctly, the Project Approach has the potential to provide
children with the right conditions under which to develop these dispositions. We can conclude from
research that these dispositions may be damaged at an early age if children are overly drilled in skills with
academic instruction and not given many opportunities to develop their investigative dispositions.
The Reba Early Learning Center states, "when the children are highly interested in the topic they become
emotionally invested in the learning process. They develop investigative, observational, and problemsolving skills as they explore varied primary and secondary sources of information. Through this process
children not only experience satisfaction and pleasure as they learn about the topic and acquire new skills,
but also learn more about how to learn." When teachers implement the approach successfully, students feel
highly motivated and actively involved in their own learning, leading them to produce high-quality work
and to grow as individuals and collaborators." (Project Approach.org)
4.
What will other schools in WV learn from your project and how will other schools in WV
benefit from your pro.iect?
West Virginia teachers will have the opportunity to apply for two-week sabbaticals in order to provide an
embedded professional development experience. During this experience, they will be entrenched in our
model classrooms developed throughout this project.
Leaming goals for educators include developing:
• an understanding of positive learning environment set up, a critical component for positive learning
outcomes
• an understanding of the project approach and the essential components of effective implementation
• an understanding of assessment best practices.
After participants observe and participate in the classroom for the first week of the sabbatical, they return to
their classrooms to begin the process of reflection and implementation. This process will begin by reflecting
on what was experienced at the model site followed by questioning his or her current practice. After this
initial reflection, a book study will begin to support the foundation of the learning goals. This book study
will be offered at the school site or online, depending on location and participant numbers. The resource.
Working in the Reggio Way by Julianna Wurm, will be utilized as a practical guide to assist teachers as
they reshape their thinking towards working with young children. It helps the reader understand his or her
ways of learning and teaching while at the same time supports an understanding of how children and
teachers employ Reggio principles~
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
Upon completion of the book study, the participants will then return to a model classroom for the second
week of the sabbatical. During this time, participants and the Harless staff will collaboratively develop a
plan for implementation to take back to the participant's classroom. As follow up, observations will be
conducted in the classrooms of those teachers and feedback will be provided. These participants will also be
asked to complete a survey to provide information that will be used to improve the sabbatical experience for
future paiticipants. The videos created the first year of this grant that document classroom changes as well
as showcase Reggio principles will also be made available to the participants through the June Harless
Center webpage.
Children go through many transitions throughout their lives, but one of the most important transitions is
from preschool to kindergaiten. "During this period behavior is shaped and attitudes are formed that will
influence children throughout their education" (PTA and Head Start, 1999). To be truly successful.
kindergarten transition should involve more than a child learning routines and procedures. It is imperative
for teachers to utilize the best instructional strategies for any child entering school. Rather than the
philosophy that a child should be ready to meet the expectations of the school system, educators must be
prepared to meet the needs of the child to facilitate growth. This will occur when teachers are prepared to
use the most developmentally appropriate strategies. This grant builds on the concepts of the original
transition project. By maintaining a focus on best practices, such as the project-based approach, students
will be engaged and motivated, having a positive impact on their transition.
According to WVDE's Ready, Set, Go Framework for school readiness, "Since each child's degree of
readiness differs and is highly individualized. kindergarten readiness also entails the capacity of schools to
be prepared to serve all children effectively regardless of a child's individual developmental level.
The activities of this grant proposal will support teachers as they transition to use instrnctional strategies
that support project-based learning. The training will focus on the impo11ance project based approaches to
learning and why those practices should be the center of instruction for young children. Each school team
will develop a five-day transition camp for all students transitioning into pre-k and kindergarten. During
these camps, teachers will be expected to implement strategies learned for the model sites to include
project-based approaches. This model can be duplicated throughout the state. Videos taken during these
camps will also be made available on the June Harless website. All survey results will be shared as well and
information about how the projects link to the Common Core Standards.
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 chatt for each of your goals.
Goal: Expand use of Emilio Reggio principles in Pre-K classrooms throughout West Virginia by creating model classrooms and building capacity for
imolementation across the state.
Timeline
Budget
Objectives
Activities
Personnel
ldenJify 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
ldenJify the
Indicate the
name and title timeline for the
activities
ofpersonnel
(include
that will be
month/year)
responsible
for the
activities.
Administrators and teachers who traveled to Italy at the
invitation of the WVDE and their classroom assistants
(10 participants) will form a professional learning
community to expand their knowledge and
implementation of Reggio principles, environments and
instructional strategies within their own classrooms.
• Conduct initial book study of Working in the Reggio
Tarabeth
Brumfield,
Program
Development
Officer
Brea Wiles,
Studio
Educator
Annette
Brumfield,
Studio
Coordinator
Holly Moore,
Professional
Development
Officer
Joan Adkins,
Cabell County
PreK
Manager
(Must be specific,
measurable, attainable,
relevant, and timely goals
Indicate budget
requirements (include
formulas used to derive
totals in budget sections
e.g. 3 subs
@$143/day=total)
(SMART
Objective 1.1
Three Pre-K classrooms in
Cabell County will
consistently implement the
Emilio Reggio approach to
Pre-K instruction with high
quality as measured by the
Rating Scale for
Implementing Inspiring
Environments (ROSIE).
Way: A Beginner's Guide/or American Educators
.
.
.
through face-to-face and on-line discussions.
Review of CD Landscapes: Open Window to review
dozens of Reggio environments, identifying elements
to incorporate into the model classrooms
Review and study the Rating Scale for Implementing
Inspiring Environments (ROSIE) to use during
classroom observations.
Visitation to one another's classrooms followed by
feedback and reflection
Jan. -Mar.
2014
Feb.2014
$ 1,961.40
Books: 10 copies # $
15.16= $151.60
Stipends: $ 150 for 10
participants plus fringes
= $1,809.80
$ 148.50 - 3 CDs@
$ 49.50
Feb.2014
March2014
$ 299.50 - 10 copies@
29.95
$ 3,244.60 $ 150 per
substitute (+fringes) X
l 0 participants X 2 days
l
l
West Virginia Department of Education
Dropout Prevention Innovation Zone
School Innovation Zone and
2013-14 GRANT APPLICATION
Goal: Expand use of Emilio Reggio principles in Pre-K classrooms throughout West Virginia by creating model classrooms and building capacity for
im lementation across the state.
Activities
Objectives
Personnel
Time line
Budget
Develop activities for each objective that are: Creative Indicate the name
Identify the
Identify the measureahle
Indicate budget
and innovative; Impact student success; A/law for
objectives that will be used to
and title of
timeline for the
requirements (include
determine success in
personnel that
greater flexibility; change the way the
activities
formulas used to derive
achieving these goals
school(s)ldistrict currently operate
will be
totals in budget sections
(include
responsible for
month/year)
(Must be specific,
e.g. 3 subs
@$143/day=total)
the activities.
measurable, attainable,
relevant, and timely goals
SMART
Objective 1.1 continued
$ 16,781.00
Feb/Mar. 2014 Registration $ 625 per
• Participate in the North American Emilio Reggio
person X 10 people =
Conference, The Wonder ofLearning as well as
$ 6,250.00
the exhibit The Hundred Languages ofChildren
Hotel: ( $ 159/night X 4
on display in Greenville, SC. and reflect upon
nights X 10 people)+
"lessons learned" from these experiences.
10% tax=$ 7,029.00
Transportation: $ 400
per rental van + $ 101.
gasoline X 2 vans
=$1,002.00;Meals: $50
per day X 5 days X 10
• Make alterations to the physical classroom
Late May 2014 people= $ 2,500.00
environment of the 3 model classrooms to make it
after the end of $ 29,429.25
compatible with Reggio principles- furniture,
the school year Carpet, lighting,
lighting, carpet, and materials as studied and
furnishings, or 3
observed.
classrooms$ 21,000.00
Materials: $ 3,000.00
Stipends for 5 days after
• Continue Professional Learning Community
school to use newly
activities through book studies and observations in
October 2014 - purchased items to
year 2 - 1 book study per semester - and mutual
refurbish the classroom April 2015
observations each semester utilizing ROSIE with
$ 150 per day X 5 days
feedback & reflection time.
X 6 people plus fringes
=$ 5,429.25
West Virginia Department of Education
Dropout Prevention Innovation Zone
School Innovation Zone and
2013-14 GRANT APPLICATION
$ 4,308.50
2 books @ 78.90 X 10
participants= $789.00
$ 150 stipend per
semester(+ fringes) X
10 people X 2 semesters
= $ 3.519.50
Goal: Expand use of Emilio Reggio principles in Pre-K classrooms throughout West Virginia by creating model classrooms and building capacity for
implementation across the state.
Timeline
Objectives
Activities
Personnel
Budget
Identify the
Identify the measureable
Develop activities for each objective that are:
Indicate the name
Indicate budget
Creative and innovative; Impact student success;
and title of
timeline for the
requirements (include
objectives that will be used to
determine success in
Allow for greater flexibility; change the way the
personnel that
activities
formulas used to derive
achieving these goals
sclwol(s)ldistrict currently operate
will be
(include
totals in budget sections
(Must be specific,
responsible for
month/year)
e.g. 3 subs
measurable, attainable,
the activities.
@$14_3/day=total)
relevant, and timely goals
(SMART
1.2 Using Cabell County's
Tarabeth
January 2014 $ 27,058.50 • Document changes in the classroom by filming
Brumfield,
-May2016
high quality Reggio programs
videographer @ 20 hrs. in
children's activities and interactions as the model
as models for
each classroom
classrooms refine their protocols and create short Program
Development
implementation, the
annually(3)@$ 90.00
video segments that showcase Reggio principles
utilization of Reggio inspired
Officer
per hr. X 3 years=
in practice.
principles and practices will
Beginning
$16,200.00 + $1,500
• Develop and maintain a website to house the
increase in Pre-K classrooms
Brea Wiles,
October 2014- (plus fringes) for
video segments so they can be shared on-line.
across the state of West
Studio Educator
June 2016 and supplemental salary each
Work with the WVDE Office of Early Learning
beyond
Virginia.
for project director and
on other on-line locations to house the video
Annette
studio educator to edit
segments for easy access by educators.
Brumfield, Studio In process
and narrate video
• Continue to provide guidance to the Incubator
Coordinator
segments for 3 semesters
School's planning committee on the needs of the
= $ 10,858.50
Pre-K rooms, including the observation room,
Holly Moore,
$ 64,175.00
which will allow for other educators to observe
Professional
Observation Room without disruption.
Development
$ 34,675
Order furniture, materials, etc. for the new
Specialized equipment
Incubator School Pre-K classrooms compatible w/ Officer
and furniture for 2 new
.
West Virginia Department of Education
Dropout Prevention Innovation Zone
.
Emilio Reggio approach.
Replenish consumables over time
As needed, work with the Incubator School's
teacher of the 2nd Pre-K room
to assure Reggio principles are consistently used.
Develop a detailed syllabus for the sabbatical and
the expectations of sabbatical participants.
Develop an application that must be completed
and a process for reviewing applications and
selecting participants.
School Innovation Zone and
2013-14 GRANT APPLICATION
classrooms at the
Incubator $16,000
Materials: Year 2
•
$ 10,000 in start up costs
for the 2 new classrooms
at the Incubator and $
500.00 each for each of 3
existing Reggio
classrooms to replenish in
$
year 2; Year 3 500.00 each for 2
incubator and 2 Milton
Prek Reggio classes
. $ 13,500
Goal: Expand use of Emilio Reggio principles in Pre-Kclassrooms throughout West Virginia by creating model classrooms and building capacity for
implementation across the state.
Objectives
Activities
Personnel
Timeline
Budget
Develop activities for each objective that are:
Indicate the name
Identify the
Identify the meOSW'eable
Indicate budget
Creative and innovative; Impact student success;
and title of
timeline for the
requirements (include
objectives that will be used to
Allaw for greater flexibility; change the way the
personnel that
activities
formulas used to derive
determine success in
school(s)ldistrict currently operate
will be
(include
totals in budget sections
achieving these goals
responsible for
month/year)
e.g. 3subs
(Must be specific,
the activities.
@$143/day=total)
measurable, attainable,
relevant. and timely goals
(SMART
$ 45,237.00
Spring 2015
• Work with the WVDE to publicize the availability Tarabeth
Brumfield,
1.2 continued
Housing for sabbaticals:
of sabbaticals to Pre-K teachers and district
10 days@$ 110. per day
Program
superintendents across the state.
Early Summer X 10 participants =
Chose sabbatical participants in collaboration with Development
Officer
2015
$ 11,000.00
the WVDE Office of Early Learning and
Food Allowance: $ 50
according to the established criteria. Notify
Brea Wiles,
per day X 10 participants
successful applicants and establish a waiting list.
Studio Educator
Sept-Dec.
X 12 days = $ 6,000.00
• Conduct the first week of the sabbatical .
2015
Travel: $ 9,740.60
• After the first week, sabbatical participants will
Annette
(estimated using longest
implement activities mutually determined at the
Brumfield, Studio
trip likelv) 380 mi. one
.
.
I
i
II
I
I
I
I'
II
i
West Virginia Department of Education
Dropout Prevention Innovation Zone
way X .565 per mile X 4
trips each X 10
Holly Moore,
participants =$8,610.60
Professional
Jan-May
and travel to and from
Development
2016
school - 10 mi. 1 way @
.565 per mile X 2 trips
Officer
•
daily X 10 days X 10
participants=$ 1,130.00
Books/Materials:$651.60
Books@$ 15.16 each X
•
10 participants =
$ 151.60 and misc.
materials @ $ 50 per
person X 10 people = $
500.00
Substitutes: $16,222.50
10 days @ 150 per day +
fringes X 10 participants;
Stipends$ 1,622.30 for book study
and reflection: $ 150 plus
frin2es X 10 people
Goal 2: Expand use of Emilio Reggio inspired instructional strategies in Pre-K and ~n classrooms to pro~ote project-based learning and
develoomentallv anoronriate practices in both settin25.
Activities
Budget
Objectives
Perst>nnel
Timeline
IdentifY the measureable
Develop activities for each objective that are: Creative
Indicate the
IdentifY the
Indicate budget
objectives that will be used to and innovative; Impact student success; Allow for greater name and title of timeline for the
requirements
determine success in
flexibility; change the way the school(s)ldistrict cu"ently
personnel that
(include formulas
activities
operate
will be
(include
used to derive totals
achieving these goals
(Must be specific,
responsible for
month/year)
in budget sections
measurable, attainable,
the activities.
e.g. 3 subs
relevant, and timely goals
@$143/day=total)
(SMART
.
end of week one. Participants will be required to
participate in a book study and reflection between
week one and two of the sabbatical.
Provide week two of the sabbatical. Participants
will leave with a plan for implementation.
Follow-up in the fall of2017 with visits to
classrooms of teachers who have participated in
the initial round of sabbaticals, providing
feedback and support.
Design and implement an end of sabbatical survey
to provide feedback and improve the sabbatical
experience for future participants.
School Innovation Zone and
2013-14 GRANT APPLICATION
Coordinator
~
l
'
'
'
West Virginia Department of Education
Dropout Prevention Innovation Zone
2.1 Kindergarten teachers
will begin transitioning to the
use of Reggio inspired
project-based approaches to
support the success ofall
students by incorporating
PBL into transition camps
prior to the beginning of the
20 I 4-20 I 5 school year.
School Innovation Zone and
2013-14 GRANT APPLICATION
Teams ofPre-K, kindergarten and school administrators
from schools that participated in last year's transition
project will be invited to participate in an extension ofthot
program to not only transition children, but to transition
teachers as well to use instructional strategies that
support project-based learning. The following is a list of
activities that will occur before, during and after
scheduled transition camps. In all, there will be 32
participants from 7 Cabell County Elementary Schools
Tarabeth
Brumfield,
Program
Development
Officer
• During meetings scheduled 3 times during the second
semester of the 2013-2014 school year, invited school
teams will meet with STEM Center staff to learn why
project-based learning should play a central role in the
instruction of young children, the best practices
associated with project-based learning and the elements
of a successful project design. Video clips from the
model Reggio programs (the STEM Center and Milton
Pre-K) will be used as examples.
• Each teacher will observe 1 day at the STEM Ctr.
• School teams will develop a plan for a 5 ·day transition
camp featuring project-based learning open to students
at each of the 7 schools transitioning from Pre-K to
kindergarten.
Annette
Brumfield,
Studio
Coordinator
Brea Wiles,
Studio Educator
As soon as
funding is
approved notify
school teams of
meeting dates
in:
January 2014
March2014
May2014
$ 4,055.75
25 substitutes @
#150 per day+
fringes
Holly Moore,
Professional
Development
Officer
Jan- May 2014
Joan Adkins,
Cabell County
PreK Manager
$ 8696.80
32@$75 per
meeting(plus fringes,
X 3 meetings per
semesterX 3
semesters
No later than
June 2014
$ 28,956.80
5 days@$150 +
fringes per day X 32
participants
Goal 2: ,Expand use ofEmilio Reggio iilspited instructional Sttate,gie$. i~ Pfe.,K and ldndergar:ten classrooms to Pt<>roQte4~elopmentally appropriate
nracti.ces in both setti.n2s.
·
Objectives
Activities
Personnel
Time line
Budget
Identify the measureab/e
objectives that will be used to
determine success in
achieving these goals
(Must be specific,
measurable, attainable,
relevant, and tiuiely goals
(SMART
Develop activities for each objective that are: Creative and
Indicate the
Identify the
innovative; Impact student success; Allow for greater
name and title of time/ine for the
flexibility; change the way the school(s)ldistrict currently
personnel that
activities
operate
will be
(include
respansible for
month/year)
the activities.
Indicate budget
requirements
(include formulas
used to derive
totals in budget
sections e.g. 3
subs
({j'J.$143/dav=tota/)
I
West Virginia Department of Education
Dropout Prevention Innovation Zone
Ohjecti1·e 2. J continued
le
•
~
le
.
School Innovation Zone and
2013-14 GRANT APPLICATION
Each school will hold a 5 day transition camp within
three weeks of the beginning of the school year. The
camp will feature project-based instruction throughout
the week and will be staffed by the school's kindergarten
and Pre-K teachers.
Videos of project-based learning taking place within
each camp will be taken to document exemplars for
other kindergarten teachers in the district. The videos
will be posted on the website created for the Reggio
project and will also be made available to the WVDE for
use in professional development sessions.
Transition camp teachers and their principals will
complete a survey on the impact of the camp on student
transition and on the utilization of project-based learning
in the classroom.
Parents will complete a separate survey at the conclusion
of the camp and again 3 weeks later to gather the impact
of the camp and its activities on their child's transition to
kindergarten.
Participants will meet in the early fall to review their
camp's outcomes as well as share with one another the
design of their projects, how they link to the CCSS and
the response of the students to the project. Survey
results will be shared and analyzed at this meeting and
groups will identify needed areas of improvement for the
next vear of camps.
Brea Wiles,
Studio Educator
During the
transition
camps
$ -17.706.80
5 days@$150 +
fringes per day X
32 participants=
$28,956.80
Materials: $750
X 25 classrooms =
$ 18,750.00
Annette
Brumfield,
Studio
Coordinator
Distributed at
the conclusion
ofthecamp.
3.150.00
Videographer: 35
hours @ $90 per
hour
Tarabeth
Brumfield,
Program
Development
Officer
Holly Moore,
Professional
Development
Officer
Within 3
weeks prior to
the opening of
school year
s
Atthe
conclusion of
the camp and
again 3 weeks
after school
begins.
September
2014
West Virginia Department of Education
Dropout Prevention Innovation Zone
School Innovation Zone and
2013-14 GRANT APPLICATION
Goal 2: Expand use of Emilio Reggio inspired instructional strategies in Pre-Kand kindergarten classrooms to promote developmentally appropriate
oractices in both settings.
Objectives
Timeline
Personnel
Budget
Activities
Identify the measureable
Develop activities for each objective that are: Creative and
Indicate the
Identify the
Indicate budget
innovative; Impact student success; Allow for greater
name and title of timeline for the
objectives that will be used to
requirements
determine success in
flexibility; change the way the school(s)ldistrict currently
personnel that
activities
(include formulas
(include
achieving these goals
used to derive
operate
will be
(Must be specific,
responsible for
month/year)
totals in budget
measurable, attainable,
the activities.
sections e.g. 3
relevant, and timely goals
subs
<SMART
{@.$ J43/dav=total)
Objective 2.1 continued
September
Tarabeth
• Project participants will meet together 3 times per
2014
Brumfield,
semester during the 2014-2015 school year to continue
October 2014
Program
the professional learning community they have
Development
November
developed for project-based learning. Teachers will be
2014
Officer
asked to implement at least 1 project-based learning
January 2015
activity per semester and keep a log and portfolio related
March2015
Holly Moore,
to those activities to share at meetings.
May 2015
Professional
Development
Officer
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
Section 5- Project Evaluation and Sustainability
It is important to explain how you will measure the success of your project and how you plan to continue the
project after the grant funds are exhausted.
1. How will you evaluate and report the impact this innovation project has on increasing student
success and/or other stated 2oals and ob.iectives?
The twofold purpose of this project is to provide a Pre-K program that demonstrates the research based
developmentally appropriate principles of Reggio Emilia, which will serve as a model for educators from
around the state. The project also aspires to expand the Reggio inspired project-based learning into
kindergarten. The two pronged project will be evaluated with both formative and summative evaluation
methods and will include the following:
Dissemination of Reggio Emilia Principles:
o ROSIE surveys will be completed by educators in the initial model sites on the Marshall University
campus and at the Milton Pre-school and participants in the in the sabbatical program
o Sabbatical portfolios completed by the Sabbatical program participants will be assessed to determine
the effectiveness and impact of the professional development on the classrooms of the participating
educators and to document the evolution of their practice
o Follow up visits to classrooms will be include the completion of an observation instrument and
ROSIE's to determine the degree of integration of components from the model sites into the classrooms
of the participant
o Book study journal entries and reflections will be analyzed to determine depth of understanding and
"passion" for the project
o The number of "hits" on the online videos will be collected and assessed to determine the effect of the
use of this type of technological outreach and professional development
o The June Harless Center staff who will lead the professional development and the classroom visits will
complete a Perception Survey at the end of each year to determine the most effective and efficient way
to refine, modify if necessary and expand the project
Transitioning Kindergarten Teachers to Project-based Leaming:
o Surveys will be collected following the Transition camps from teachers, administrators and families
o Qualitative data will be collected by the Transition camp leaders which will include anecdotal data
from students and families
o Video clips will be made to capture activity and dialogue between teachers and students and between
students in order to assess the deep learning and interpersonal skills that are demonstrated on a daily
basis.
All data collected will be analyzed and results will be shared with stakeholders and will include presentations
of outcomes to the Marshall University College of Education and Professional Development faculty and the
members of the Cabell County Board of Education.
J
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?
The June Harless Center is dedicated to expanding the Reggio inspired pre-k program, initiated by the one
Early Education STEM (Science, Technology, Engineering, and Mathematics) Center located on the Marshall
University campus by sharing the model with as many West Virginia educators as possible. The Center staff is
committed to the model as the most effective way to facilitate the learning of young children. The June
Harless staff of 10 experienced educators led by Dr. Stan Maynard will continue the mission by seeking
funding from a number of sources including individual/corporate contributions, legislative allocations, and
grant writing to appropriate foundations and entities that share our passion for quality education for children.
The online video library will be maintained on the Harless Center website and additions will be made to keep
the library current. The Sabbatical program and one-day observations will continue with counties/schools
bearing the travel costs of participants. The Cabell County School District and Marshall University's College
of Education and Professional Development will continue to provide sufficient funds to maintain the quality
and standard of the model classrooms.
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
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 comp/de a 3-yev budget plan for FY 2014 - FY 2016
FY 2014
Expenditure
Professional Salaries
Fringe Benefits
Amount Reguested
substitutes $ 3,000.00
$ 16,200.00
stipends
$ 3,599.95
Equipment /Furniture
$ 21,000.00
Supplies
$ 3,599.60
Professional
Development
All stipend and substitute money is
for professional development as is
$ 599.60 of supply money
Travel
$ 16, 781.00 -conference
Contracts/Consultants
$ 5,400.00 -videographer
Other
Total
$ 69,580.55
In-Kind
{Optional}
Total
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
FY 2015
Ex~enditure
Amount Reguested
Professional Salaries
Substitutes $9,750,00
Stipends $ 56,400.00
Fringe Benefits
$ 12,343,03
Equipment /Furniture
$16,000.00
Supplies
$ 23,539.00
Professional
Development
In-Kind {O~tional}
Total
All substitute and
stipend funds are for
PD as is $ 789 of
materials budget
Travel
Contracts/Consultants
Other -observation
room for incubator
school
Total
Ex~enditure
$12,150.00
$34,675.00
$ 164,857.03
FY 2016
Amount Reguested
Professional Salaries
Substitutes-$ 15,000.00
Stipends - $ 4,500.00
Fringe Benefits
$1,964.30
Equipment
$ 0.00
Supplies
$ 2,651.60
Professional
Development
Travel
Contracts/Consultants
All substitute and stipend
funds are for PD as is $
651.60 of the materials
$ 26,740.60 - expenses
for sabbatical participants
$ 7,200.00
Other
Total
$ 58,056.50
In-Kind
{O~tional}
Total
' c.
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:
{;--eAeuv- /?et/\+-
Department (if applicable): - - - - - - - - - - - - - - - - - - r - - - . - - - - Notice of Meeting (Date provided to faculty or department/subdivision): _J_o__.J._2_...s_...,,,-'-J1_3.____
Meeting Date:
J
0
J
ZL-f f I L/
Faculty Senate Elef!~ Offi~rs:
011 I c:Jt) el e.,, Gq:x:JQJ()
Vice-President: (Name)
{Y1 of (/?./ c i e-.. -f-
President: (Name)
J
~W \.:>. C-:i:\berlTtVaSu..,.:(~~' Tfb.ynar=J
sec.-etaty: (Name)
Other: (Name) _ _ _ _ _ _ _ _ _ _ _ _ _ __
Poaition:Cusfodia o
Siflnaruto:
~@I 'ti__~
M&1-c:
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 applicaflon and plan. A
copy must be forwarded to the Innovation Zone C?ommlttee with the application and the plan.
·7...i..._:Q..=-'-~l--1.b..::::::...o~_,L_r;:_\1..::.Q::..!.\'..L.Y£~£-.;._·\$"-=-'f.:...::·l"'=-!'1r-----------­
School: _ _
Department (if applicable): - - - - - - - - - - - - - - - - - - - - - - Notice of Meeting (Date provided to faculty or department/subdivision): _ __.l...::C"-'-::>_--_....~""-"-"B'--_.l_,,_n..___ _
I a -d-Y- ,,3
Meeting Date:
Faculty Senate Elected Officers:
President: (Name)
j ~.0n·, £~.\
~·re, ~I~
Vice-President: (Name)
Secretary: (Name)
Treasu111r: (Name)
tv\.cCofY\.CLS
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l Ie
(\Q m QOJS
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\
Othet: (Name) _ _ _ _ _ _ _ _ _ _ _ _ _ __
Service Personnel Representative:
Name:
"Bec\<.'i JS ~o.cr\:
Parent Representatives:
Name;
&iA.-\ ~
N""'"' ~ardt
/-fh .
?r::glrd
Name:~
..
..,,~ Obb?'R, 1ifd7e
LSIC Re~resentatives:
01epA an i' £, Co. d ~
Name; Lf"i (' r Dy
111C1/' 0 ) '
Name:
Name:
R,loo. t\c\<ei)'s_,;e .
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).
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 !l11:l.!1 Include meaningful documented partnerships.
School/Schools/District: .:=C:ea!:!.lbe~llwC~o~uwn11.11YwS~c~h1¥ooli!..ll~s-----------------­
Distrlct: Cabell
Date(s) of School/DlstricVCommunity Partner Dialogues: 2011-115. 6/13. 711. 717. 7/21. 8/1.8.
8126, 9/14, 10/6, 11/18, 12116; 2012: 7/9, 7123, 10/18, 11/6; 2013: 112, 117, 1/22, 3/13, 4/14, 6/19,
6126 8/1.
Name of Community Organization/Agency: _c~ab:uei:.:.:ll~Cao:..:u...,.ntv~S..:c:.l.'hoo=ls""-----------Contaci Peraon: iVV~il~lia~m..!.l..:...A~·~s~m~ituh_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _~
Contaci Peraon email address: .:.:ws~m=ithu.i@~a=cc:.::eas::::.s:.:.:.k~12:.:·.:..::w..:.v=.u:=.s_ _ _ _ _ _ _ _ _ _ _ __
Contact Person phone number: -~3~0~4~-5=2x.8-..:.:5:.z.0~30:...-_ _ _ _ _ _ _ _ _ _ _ __
Contact Person address: 2850 Fifth Avenue. Huntington, WV 25702
Explain the community organization/agency's commitment to the Plan/Project:
Cabell County Schools has been in dialog with the June Harless Center for Rural Educational
Research and Development about establishing an Incubator School since January of 2011. A
partnership is now in place to establish the school using Expeditionary Learning as its framework. It
has always been our plan to house two Pre-K classrooms in the Incubator School. The Reggio Emilia
approach is based on children's interests and utilizes a project-based approach, a perfect fit with the
approach of Expeditionary Learning. Both these programs provide a platform to highly engage
students In learning and emphasize 21st century skills like problem solving. creativity, collaboration
and communication within meaningful learning activities. The Marshall University STEM Center is
known for its high quality Pre-K program. We are pleasecl it will be a part of the Incubator School.
Cabell County is also committed to supporting kindergarten teachers as they address the Common
Core State Standards through developmentally appropriate practices. Reggjo-lnspired project-based
!earning not only can be of benefit to preschoolers. but to kindergarten students as well.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
We are committed to not only housing the program but also Inviting teachers on short-term
sabbaticals into the classrooms to learn about Reggio principles and strategies. In tum, they can take
what they have learned back to their own classrooms to implement Reggio Inspired instructional
strategies. The Marshall STEM Center was invited on an Initial walk-through of the building with the
architect to assure the Pre-K rooms would be built to support a program based on Reagio principles.
The MU staff continues to provide feedback to the architect during this planning phase.
Agency Representative (Name) WH\iam A. Smith
Title: Superintendent
~-UI&, w~ 4-k_
Community Partner Support
Use this form to document community organization/agency supporl
and partnership for the innovation dropout plan/project.
Use a separate form for each community partner.
Dropout grants !1!JlB include meaningful documented partnetships.
SchooUSchools/Oistrict: Marshall University - June Harless Center for Rural Educational Research
and Development
District: Cabell Countv
Date(s) of SchooVDistrict/Community Partner Dialogues: 8/29/2013, 9/5/2013, 9/24/2013, and 9/27/2013
Name of Community Organization/Agency: Office of Early Leaming. West Virginia Department of
Education
Contact Person: Clavton Burch
Contact Person email address: wclaytonburch@gmail.com
Contact Person phone number: 304.558.9994
Contact Person address:
Building 6, Room 603
1900 Kanawha Boulevard East
Charleston, VN 25305-0330
Explain the community organization/agency's commitment to the Plan/Project:
The Office of Early Learning at the West Virginia Department of Education manages curriculum,
instruction and assessment for grades pre-k through five. This branch of the West Virginia
Department of Education has several ongoing initiatives that support this project to Include Universal
Pre-K, the "Ready, Set, Go" Framework for school reediness, and resources for Pre-k and
Kindergarten teachers and administrators. The office of early learning commits to provide technical
assistance for this project in the form of strategic planning, resource sharing, and possible
professional development targeted to the needs of the grant.
The Office of Early Learning is pleased to support the efforts led by the June Harless Center in the
areas of early childhood transitions and Reggio inspired learning environments.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
Training Materials I Publications already developed by the OEL at WOE
Videography support
Agency ReprNenratfve (Name) Clayton Burch
Title: Executive Director
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: Marshall University- June H~rle.s~ Center.for R_ur.aLEdu~~tio11al Re_s~arch and
'
Q~~~lQp_ment
District: Cabell .County
Date(s) of School/District/Community Partner Dialogues: 9/14/2013 and 9/26/2013
Name of Community Organization/Agency: United Way of the River Cities
Contact Person: Laura Gilliam
Contact Person ~mail address: lauryilliam@unitedw~_yrivercrnes..!.Q[g
Contact e_er~orJphone number: 304.523.8929 ext. 104
Contact Person address;
820 Madison Avenue
Huntington, VW 25704
Explain the community organization/agency's commitment to the Plan/Project:
United Way of the River Cities, located in Huntington West Virginia is charged with three goals :
education, income and health. United Way understands the need for exemplary early education,
readiness to achieve in school, and children entering school developmentally on track. We believe the
transition program and Reggio-inspired learning environments will motivate educators to adopt the
tenants of developmentally appropriate, Reggio influenced environments of the classrooms and
inclusion of inquiry-based projects.
United Way is pleased to support the efforts led by the June Harless Center in the areas of early
childhood transitions and Reggio inspired learning environments in order to strengthen families and
improve schooling for early learners.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
United Way will utilize it's current resources to assist in the early learning activities of the transition
programming and provide a venue for networking families in specific events like Success by Six, in
which the June Harless Center has recently participated.
Agency Representative (Name) laura Gilliam
Title: Executive Director
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: Marshall University-June Harless Center for Rural Educational Research and
DeveloQrnent
District: Cabell County
Date(s) of School/District/Community Partner Dialogues: 5/31/2013, 6/6/2013, and 9/2612013
Name of Community Orga!lization/Agency: Huntington Museum of Art
CQritact Person: Margaret Mary Layne
Contact Person email address: rnmlayne@hmoa.org
Contact P~rson phone number: 304.529.2701
Contact Person address:
2033 McCoy Road
Huntington, VN 25701
Explain the community organization/agency's commitment to the Plan/Project:
The Huntington Museum of Art, located in Huntington, West Virginia, has been an active partner in
the work of the June Harless Center in the area of an integrated STEAM (Science, Technology,
Engineering, the Arts, and Mathematics) curriculum. The Huntington Museum of Art understands the
need for creative, self-expressive and open-ended educational opportunities for young children. The
goals of the Museum align with the focus of this project to connect families and educators through the
transition process as well as the artistic foundation of the Reggio-inspired philosophy.
The Huntington Museum of Art is pleased to support this project in the areas of early childhood
transitions and Reggio inspired learning environments and is committed to working with the June
Harless Center for Rural Educational Research and Development in order to maximize early learning
opportunities in the Huntington region.
List the resources and contributions (not monetary) that the organization/agency is making to this
Plan/Project:
The Huntington Museum of Art will partner with the June Harless Center to support summer programs
for children as well as provide creative support to educators in the design of learning environments
where art is highly integrated.
Agency Representative (Name) Margaret Mary Layne
Title: Executive Director
P.O. Box 446 • Huntington, WV 25709 • (304) Fi2B-5000 • Fax (304) 528-5080
CABELL COUNTY SCHOOLS
DEDICATED TO Tl·IF. SUCCESS OF MRY STUDENT
October 28, 2013
Dear Innovation Zone Selection Committee Members:
The intent of this letter is to affirm the support of the Innovation Zone grant submitted
by the June Harless Center for Rural Educational Research and Development in collaboration
with Cabell County Schools. The grant seeks to establish a model Pre-k program based on the
principles of Reggio Emilia for the purpose of expanding the use of Reggio-inspired classroom
design and instructional strategies across Cabell County's many Pre-k programs. Additionally,
the grant will expand the work already begun by the June Harless Center to implement
seamless transition programs for Pre-k children into kindergarten by equipping both Pre-k and
kindergarten teachers to use Reggio-inspired project-based learning in the classroom.
As the Coordinator of Pre-school Programs for Cabell County Schools, this grant and its
activities have my full support. The June Harless Center Pre-k team has included me in the
planning of this grant and will continue to collaborate with me and others in the district to
complete the grant's activities and fulfill its purpose. At the next meeting of the county's Pre-k
Collaborative Team, the grant and rts activities will be reviewed. Regular updates about the
grant's activities and outcomes will be provided at each meeting ofthe Cabell County
Collaborative Team.
I am pleased the grant was looked upon favorably by the Innovation Zone grant
committee and look forward to working with the June Harless Center on the grant's activities
pending final approval of it by the West Virginia Department of Education. If you have any
further questions for me about our support for the grant's activities, please feel free to contact
me directly.
Sincerely,
Joan Adkins,
Pre-K Manager
jladkins@access.k12.wv.us
SUPERINTENDENT OF SCHOOLS • William A. Smitb
ASSISTAJ\'1' SUPERTNTENDENTS • Todd A. Ale:itander ·Michael W. O'Dell • H. Jeffrey Smith, Ed. D.
BOARD MEMBERS: Suzanne M. Oxley, President• Mary L. Neely, Vice-PrP.1:1i.dent •Mary Al.ice Freeman• Skip PllnloTl.11 • Bimcie Tbomu
P.O. Box 446 • Huntington, WV 25709 • (304) 528-5000 • Fax (304) 528-5080
CABELL COUNTY SCHOOLS
DEDICATED TO lliE SUCCESS OF EVERY STUDENT
October 28, 2013
Dear Innovation Zone Selection Committee Members:
The intent of this letter is to clarify the roles of both Cabell County Schools and the June Harless
Center for Rural Educational Research and Development as they relate to the activities of the Innovation
Zone grant submitted on October 1, 2013 for your consideration. The grant seeks to establish Reggioinspired Pre-K model classrooms within the district and provide staff development to Pre-k teachers across
the district on Reggio-inspired learning environments and teaching strategies. The second goal of the grant
is to expand the work begun by the June Harless Center last school year related to transition.
The grant was initiated by the June Harless Center and soon became a collaborative project with
Cabell County Schools. The grant's goals, objectives, activities and evaluation were jointly developed with
Joan Adkins, the district's Pre-K coordinator, along with others from the Cabell County Central Office.
Cabell County Schools will manage these grant funds through standard procedures established in
state and local policy, establishing a budget and monitoring the utilization of all funds. After establishing a
contractual agreement with the June Harless Center, funds from the grant will be made available through a
district purchase order to the June Harless Center upon which they can draw. Periodically, the two entities
will meet to review expenditures, the status of remaining funds and plan for future expenditures.
1t is the understanding of Cabell County Schools that while grant funds will flow through and be
managed by the school system; both Cabell County Schools and the June Harless Center for Rural
Educational Research and Development will be named by the West Virginia Department of Education as the
recipients of the grant award.
We are grateful for your favorable response to the grant. It is my hope this letter has served to
answer any of your questions related to oversight of the grant activities and funds. If questions remain,
please feel free to contact me for further clarification.
William A. Smith,
Superintendent
SuPER.lNTENDENT OP SCHOOLS • William A. Smich
ASSISTANT SUPERINTI'.NDENTS - Judy E. Forbush • Michael w. O'Dell • Geraldine J. Sawrey
BOARD MEMBERS: Suzanne M. Oxley, President• Mary L. Neely, Vice-President • Mary Alice Freeman • Skip Parsons • Bennie Thomas
JUNE HARLESS CENTF.R ro1~ RlJRAL
EDl_IC/11'10NAI.. RESP.ARCH E'i IJCVELOPMBff
October 28, 2013
Dear Innovation Zone Selection Committee Members:
The intent of this letter is to clarify the role of the June Harless Center for Rural Educational
Research and Development in the carrying out the activities of the Innovation Zone grant submitted
October 1, 2013
The grant was initiated by the June Harless Center and soon became a collaborative project with
Cabell County Schools The grant's goals, objectives, activities and evaluation was jointly developed with
Joan Adkins, the district's Pre-K coordinator, along with others from the Cabell County Central Office and
with the full support of the Superintendent of Schools, William A- Smith. Staff from the June Harless
Center and its Pre-k program
will jointly organi~e, carry-out and direct the grant's activities, including its
evaluation, in collaboration with the district. The Harless Center team will provide an overview of the
grant's activities to the Cabell County Pre-K Collaborative team at its next meeting and will provide regular
updates to the Collaborative Team on the grant's activities and outcomes.
It is the understanding of the June Harless Center that funds from this grant will flow from the West
Virginia Department of Education to Cabell County Schools to manage. In turn, Cabell County Schools will
flow these grant funds to the June Harless Center to carry-out the grant's activities. The June Harless
Center and Cabell County Schools will jointly monitor the utilization of funds to make sure the funds are
directed to the appropriate activities as designated in the grant. We also understand while the grant
funding will flow through Cabell County Schools, both Cabell County Schools and the June Harless Center
for Rural Educational Research and Development will be named by the West Virginia Department of
Education as the recipients of the grant award.
We are grateful to the Innovation Zone grant committee for looking favorably upon the grant_ It is
our hope this letter has served to answer any of your questions related to oversight of the grant activities.
If questions remain, please feel free to contact one of us for further clarification.
Sincerely,
~~od, ~~~:ef~
Chief of Staff
Chief Program Development Officer
·,,.,Jnm 1-ldl 201i •One j,,hn M:-ir~h"ll Drive•
Huntinl![,11),
Brea Wiles,
Studio Educator
Wc.<r Vir1?i11i'1 2~7~S-2400 • Td l04/696-2890
/\ s·~rc Umvl:Ulry lit We.~1· Vir~m1:1 • Ari l\ffirr'\;1tivr· l'\cmin{l:qu:d ()l'fltlf'THnlry 1:m1 1 lnyt·/
West Virginia Department of Education
School Innovation Zone and Dropout Prevention Innovation Zone
2013-14 GRANT APPLICATION
Innovation Zone Requirements
1.
2.
3.
4.
5.
6.
7.
Proposals must be typed in 12 point font and received no later than 4:00 p.m. on October 1, 2014.
Complete the application for Innovation Zone designation
*Approval by 80 percent of faculty (those affected by Innovation Proposal)
**Record of Support from Parents, LSIC, Business Partners, Students
Record of LEA/County Board Report (Support and Concerns) on application
Record of Support from Community Partners for Dropout Grants.
Submit your application/plan in a PDF document via email to Rebecca Derenge at
rderenge@access.k12.wv.us
IMPORTANT NOTES:
*To determine staff support, the innovation application and plan must be submitted to all employees
affected by the design of the plan for a secret ballot vote at special meetings called to determine the level
of commitment.
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•
•
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•
The meeting is called with two weeks prior special notice, and the vote is conducted and certified to the
principal, superintendent, and county board president by a panel.
The panel must provide an absentee ballot to each employee eligible to vote who cannot attend the
meeting.
The panel consists of the elected officers of the faculty senate of the school or schools; one
representative of the service personnel of the school; and three parent members appointed by
the Local School Improvement Council (LSIC).
At least 80 percent of the employees who are eligible to vote must approve the school's Innovation
Zone plan.
Any regular employee at a school applying for or designated as an Innovation Zone whose job duties
may be affected by implementation of the Innovation Zone plan or proposed plan may request a
transfer to another school in the school district. The county board shall make every reasonable effort to
accommodate the transfer.
**Please make sure your application is submitted to your local board in time to receive their signature and
supports/concern before the application due date.
Completed grant application must be RECEIVED via email by 4:00 p.m. on October 1, 2013.