1
Section 2- Abstract and Waiver Requests
In 2011, Greenbrier West High School’s graduation rate was 73.6%, which is a matter of great concern to the
educators and community members who work with these students. The poverty level on the western end of
Greenbrier County is high. Greenbrier West High School’s four feeder elementary schools have poverty levels
of 78% (Rupert), 77% (Rainelle), 72% (Crichton), and 63% (Smoot). Western Greenbrier Middle School’s
free and reduced lunch reports show 69% of students living in poverty, and GWHS’s shows 62%. Educators at
GWHS work hard to provide the best opportunities they can offer to students in the core subject areas that are
measured by WESTEST 2. For many students, this is not enough.
The High School Graduation Improvement Act (2011) addresses issues such as providing vibrant, engaging
programs that appeal to students, intervening earlier to address potential dropouts, and focusing on career and
technical education (CTE) programs to provide students with credentials and prepare them for post-secondary
education. If we are to change our students’ perceptions and help them realize and obtain personal goals to
improve their lives—starting with a high school diploma and job skills--we must seek to capture our students’
imaginations, engage them in their school and local community, and help them impact their own learning
process.
To do this, we propose to create the Greenbrier West High School Cavalier Arts Collective (GWHS CAC),
combining the arts and career-technical skills to enable students to create real work for real audiences through
collaboration among themselves, educators, and the community. An integral part of the program will seek to
foster educational growth, as well, with tutoring/mentoring sessions and ongoing tracking included in every arts
opportunity students receive. The program will serve up to 120 of GWHS’s 415 students through this
innovative after-school program, and will seek to engage all students through school-wide and community arts
performances, advertisement and marketing of artistic work, recordings, and other activities.
West Virginians have a proud history of storytelling and music, and GWHS’s recent renovation has spurred
interest in providing more cultural opportunities for GWHS students and their community. Many of our young
people participate in musical groups outside the school environment, and acting out stories along with dynamic
monologue is a part of students’ daily lives. We will seek to celebrate and capture that creative spirit for these
students. By serving as creators, performers, and organizers of community events, Greenbrier West students
will be empowered to take ownership of nearly every aspect of the Cavalier Arts Collective (CAC) and extend
the leadership skills they acquire beyond the school day. Studies show that both the arts and career technical
classes are pivotal in keeping at-risk students in school, and we propose to creatively combine these two areas
to address both at-risk students and the general population while effecting a positive cultural change at GWHS.
Goals include weekly remediation/enrichment classes for up to 120 students; at-risk students will be specifically
recruited to take part. Participation in arts classes-- including dance, music, theatre, and visual arts—will
culminate in a Cavalier Arts Collective Festival, which will include a theatre, dance and musical performance
and visual arts and culinary displays both for the student body and the community. All students will be
evaluated for risk factors, including WESTEST 2 assessment, absenteeism, one-parent households, disciplinary
referrals, and teacher input. Once students are evaluated, recruitment for the program will take place via large
group demonstrations and individual recruitment. Because the arts programs include welding, building trades,
and culinary arts components, mentoring by career and technical teachers will be key to involving students who
may not ordinarily participate in the arts.
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Students will attend one or more sessions each week, kicking off the afternoon with a healthy snack, provided
by the culinary arts students. They will then have 45 minutes of individualized tutoring/remediation/
enrichment, offered by two teachers in a lab environment. Online resources and classes, including
OdysseyWare, Odyssey High School, and onTargetWV will be some options for online classes, along with
myriad digital and print resources. Students will then move into a 1.5 hour arts session, after which an activity
bus will take them home. Teachers who provide the tutoring for remediation will also act as mentors for
students, working with guidance counselors and teachers to help develop individualized student programs
encouraging academic growth and responsibility. These teachers will track student progress and provide
progress reports to teachers every two weeks and will work with students to set short-term and long-term goals.
Community partners will provide all GWHS students with the opportunity to view professional arts
performances and provide modeling for the arts classes. Greenbrier Valley Theatre will provide an educator to
work with the theatre teacher to provide weekly theatre classes and bring a professional performance to GWHS,
to include a performance for the larger community and a workshop for theatre students. Trillium School for
Performing Arts will provide a visiting instructor for six of the 20 modern dance sessions for students, offer a
Trillium Performing Youth performance to the entire student body, and provide advice and guidance in
developing the dance program. West Virginia Dance Company will also bring a professional performance to
GWHS and will work in conjunction with choreographer Carli Mareneck, who choreographs for both Trillium
and West Virginia Dance Company and who will be the visiting dance teacher for GWHS.
Career technical participation will be key to involving many at-risk students, and these students will be
engaging in their own interests as well as supporting the arts initiatives. Welding students will collaborate with
the welding teacher and an art teacher to create a site-based art project to be placed at the newly renovated high
school in a central area that currently sits empty. The building trades teacher will work with students on woodbased projects as well as create a set for the theatre group and displays for the art presentations. The culinary
students in the culinary arts program will provide food for both the daily snacks as well as an exhibition of
student work for the culminating event. These practical applications of career-technical skills will provide
students valuable experience that may lead to job opportunities. These programs, along with performance and
visual arts components, will be student-driven and defined by the students who take part.
Ultimately, our goal is a dynamic, invigorated group of students who have many reasons to come to school, to
participate, to express themselves, and to succeed. We believe this program will empower students by feeding
their spirits as well as building job-related and collaborative skills that will serve not only to improve their
graduation rate but also to change the very culture in which they live.
High School Graduation Improvement Act. WV Leg. Code ch. 18, §18-8-6. (2011).
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
WVBOE Policy Waiver Request
Impact of the waiver – What will the
requested of WV code/statute
(specify section and article)
waiver enable the school to do
WV Code Waiver Request
differently?
(Specify section and article)
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Section 3- Vision and Needs Assessment
Creative Vision for the Project
1. What is the purpose and expected outcome of this project?
The purpose of the CAC project is to successfully reduce the student dropout rate at Greenbrier West by
creating a cultural and performing arts collective that will engage, support, and enrich at-risk students and the
general student population.
One of the great strengths of communities in West Virginia has traditionally been the willingness of community
members to band together to help one another in times of need, and the partnerships we formed in writing this
grant will contribute to the success of the program. Addressing dropout rates in the context of poverty requires
the ability to empower all stakeholders, including students, parents, educators, and community members, in
developing plans and meeting student needs. In the United States, in 2009, 16.6 percent of children in the
Northeast lived in poverty,19.1 and 19.2 percent in the Midwest and West lived in poverty, and 22.8 percent in
the South, which includes West Virginia, lived in poverty (Djamba, Davidson & Aga, 2012). Poverty in West
Virginia presents many challenges relating to the state’s children. Poverty coexists, for example, with lower
educational achievement for women and higher teen pregnancy (Djamba et al., 2012), along with higher
dropout rates. Addressing high dropout rates must begin with an understanding of the problems, attitudes and
cultural issues poverty creates.
Unique needs require unique solutions. Educators attempting to reduce dropout rates must also address
utilization of staff, buildings, and other resources in a fiscally responsible way, maximizing the resources
available and operating within legal parameters while thinking outside the box to address students’ needs. The
High School Graduation Act (2011) notes that job placement rates for students graduating from careertechnical programs statewide is greater than 95 percent, and students are more likely to graduate from high
school if they complete four units of technical education training (High, 2011). We believe that collaboration
among arts and career-technical teachers will serve to uniquely address the population of rural Greenbrier West
High School, where interest in CTE classes has traditionally been strong and offerings in the arts have
traditionally been weaker.
The expected outcomes are increased engagement among students, pride in achievements, a greater sense of
community, and ultimately, improved graduation rates. Addressing an issue such as high dropout rates requires
a clear vision, involvement of all stakeholders, careful utilization of resources, long-term planning, and an
ethical approach to accomplishing goals. There is no quick fix for problems caused by poverty, and educators
alone cannot effect the change needed to turn around West Virginia’s economy. However, educators, with
strong, sure leadership, can move the GWHS community toward positive cultural change, one student at a time.
Djamba, Y.K., Davidson, T.C., & Aga, M.G. (2012). Health of Young People in the U.S. South:
Challenges and Opportunities. Montgomery, AL: Center for Demographic Research.
High School Graduation Improvement Act. WV Leg. Code ch. 18, §18-8-6. (2011).
2. How is this project linked to the school or consortium’s five-year strategic plan?
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Greenbrier West High School’s strategic plan addresses deficits in student achievement and the high number of
dropouts in the goals section. Greenbrier West is ranked 105 out of 115 high schools across the state in math;
92nd out of 115 in reading; 65th out of 115 in science, and 71st out of 115 in social studies. This project will
provide tutoring and mentoring to assist students in remediation and goal setting. The strategic plan also
addresses at-risk students, and reducing Greenbrier West’s high dropout rate, which was 73.6% for the 2010-11
cohort group, is a priority. Improving student engagement is an important part of achieving this goal.
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 school’s vision is connected to best practices and current research in student nutrition, tutoring/mentoring
programs, and performing arts classes in reference to raising student achievement and preventing dropouts. The
after-school program has a three-prong approach:
First, the program focuses on nutrition by providing a healthy snack, which will be prepared by the culinary arts
program. This will promote healthy eating and ensure that students receive the energy they need to excel in the
program.
Next, the program will provide tutoring and mentoring to the students. Studies show that kids in mentor
programs are less likely to use drugs or alcohol. They tend to stay out of fights. These kids generally get better
grades, make more friends, and get along better at home (Donahue, 2001). The program’s tutoring component
will ensure that students have the support they need to further the development of much needed critical skills, as
well as a place to help them with homework. The mentorship aspect of the program will provide students with
guidance and support.
Finally, the program will provide classes pertaining to performance arts. It will be divided into music, dance,
theatre and visual arts. In a national study, three cities--Portland, Atlanta, and San Antonio--rigorously
evaluated their arts programs for at-risk youth and found that these programs decrease involvement in
delinquent behavior, increase academic achievement and improve students’ attitudes about themselves and their
future (Israel, 2009). The performing arts classes will be collaborating with career technical classes. For
example, welding will collaborate with visual arts, carpentry will be creating set design, and culinary students
will provide healthy food choices. This involvement with career technical education helps provide another role
in dropout prevention. “Students who entered high school at a normal or younger age had a decreased risk of
dropping out of high school as they added CTE courses to their curriculum. The Association for Career and
Technical Education’s 2007 report suggests that a mix of CTE and academic courses lowers the dropout rate for
students because the course balance offers them a broader array of experiences that can identify and encourage
pathways to success.” Arts and CTE collaboration helps target at-risk students in many areas and serves as yet
another way to address dropout prevention.
Donahue, M. (2001). A Mentor Can Make a Difference. Current Health.
Israel, D. (2009). Staying In School: Arts Education and New York City High School Graduation Rates.
The Center For Arts Education.
Anonymous. (2007). Career and Technical Education’s Role in Dropout Prevention and Recovery.
Association for Career and Technical Education. Retrieved from
http://www.indiana.edu/~ceep/hssse/pdfs/Dropouts%20acteonline.org.pdf
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4. Explain how the school or consortium’s current data influenced the need for the project
described in question one?
Greenbrier West High School has many areas of concern driving the need for intervention, including graduation
rates and at-risk student factors. Greenbrier County identifies at-risk students using 10 criteria: WESTEST 2
scores below mastery in core areas; poor attendance; special needs; discipline referrals; retention over-age; high
family mobility/homelessness; low achievement overall; no extracurricular involvement; high number of work
hours, and one-parent households.
Some information illustrating the need for this project includes the following:
1. Graduation Rates: In 2011 Greenbrier West High had a graduation rate of only 73.6%.
2. WESTEST 2: 249 of West’s 415 students have one or more below mastery deficits on WESTEST 2.
3. Poverty: 62% of Greenbrier West students live in poverty, according to free and reduced lunch rates.
This is probably underreported, considering that GWHS's elementary feeder schools'
average free and reduced 2011-12 lunch rates show 74% of students living in poverty.
4. One-Parent Households: 120 out of 415 GWHS students live in one-parent households.
5. Homeless: Ten students at GWHS are currently classified as homeless, having self-reported. There is
evidence that many do not report.
6. Disciplinary Reports: For 2011-12, GWHS reported a total of 434 disciplinary incidents involving
disrespectful/inappropriate conduct, aggressive conduct, failure to obey rules/authority, legal concerns,
illegal drugs/tobacco/alcohol, and tardiness/truancy.
7. Risk Factors Summary: One-fourth of GWHS students were identified for 2012-13 as being at risk
for at least two of the risk factors the school uses to address at-risk students.
8. Lack of Cultural Activities/Outlets for Students and Community Members: While the eastern end
of Greenbrier County has traditionally offered many opportunities for creative arts student engagement,
the western end offers very little, and the more rural environment has fewer venues. This grant not
only would impact students but also would serve the needs of a community rich in
cultural history but lacking in opportunities for individual expression and collaboration.
Affecting the community at large will have a positive impact on student engagement. GWHS’s
recently completed renovation included a professional size stage, which generated interest in
sponsoring more arts-oriented activities for students. In discussing how student engagement in
extracurricular and hands-on activities often makes school more meaningful for students,
various teachers and groups began discussing how after school activities might positively impact
graduation rates. Combining departments to achieve a common goal allows for opportunities in
increasing student interest, student achievement, and community participation while encouraging at-risk
students to stay in school.
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Section 4- Goals, Objectives, Evaluation, Timeline
GOALS:
•
To positively affect the dropout rate at Greenbrier West through the creation of an Arts Collective designed to engage and enrich the lives of its
students and their community.
Objectives
Activities
Personnel
Timeline
Budget
Identify the measureable
objectives that will be used to
determine success in achieving
these goals
Develop activities for each objective that are: Creative
and innovative; Impact student success; Allow for
greater flexibility; change the way the
school(s)/district 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
Establish a collaboration with Greenbrier Valley
Theater, Trillium Dance, and WV Dance
Company that serves Greenbrier West students
in grades 9-12.
GVT Visiting Instructor
(Must be specific, measurable,
attainable, relevant, and timely goals
(SMART )
Establish community
partnerships targeted at
decreasing dropout rates.
Increase student
engagement and
enrichment in the arts.
Create the Cavalier Arts Collective and hire
program coordinator to work with partners,
educators, and students.
Trillium Dance Visiting
Instructor
Pair career and technical objectives with art
objectives to create outlets for students.
Welding/art teacher
Seek to involve community members in arts
activities through performance opportunities.
Offer real-life opportunities to perform and
present finished products through theater,
dance, art, music and culinary arts.
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WV Dance Company
Building Trades
(include formulas used
to derive totals in budget
sections e.g. 3 subs
@$143/day=total)
September/2012- $130 per student
November/2012 for 20 students
over 20 weeks =
$2600
6 sessions @$200
over 20 weeks =
$1200
November/2012
Professional
performance and
workshop $2500
$75 a day one day
a week for 20
weeks=$1500
$75 a day one day
a week for 20
weeks=$1500
Seek other avenues for student involvement,
such as a marketing group in business classes
that promotes Cavalier Arts Collective by giving
students the opportunity to utilize business
skills.
Culinary arts teacher-
1 teacher 4 days
per week@ $25
per day for 20
weeks = $2,000
Dance Instructor- TBD
$75 a day, one day
a week for 20
weeks=$1500 x 4
teachers = $6,000
Drama Instructor- TBD
Music Instructor-TBD
Increase student
achievement for student
participants.
Offer after school tutoring for targeted and nontargeted students.
Mentor students through those in charge of
Theater
Art
Music
Dance
Building Trades
Welding
Culinary Arts
who will utilize specific techniques designed to
encourage students to improve academic
achievement as well as take part in artistic
endeavors.
Track student progress and mentor students.
8
Art Instructor - TBD
Math/Science TeacherTBD
English/Social Studies
Teacher- TBD
Program Coordinator
November/ 2012
4 times per week
at $50 per day=
$200 per week for
20 weeks = $4,000
4 times per week
at $50 per day=
$200 per week for
20 weeks = $4,000
10 hours per week
@ $25 per hour=
$250 per week for
20 weeks = $5,000
Section 5- Project Evaluation and Sustainability
1. How will you evaluate and report the impact this innovation project has on increasing student success and/or other stated goals
and objectives?
We will evaluate and report the impact of this program on increasing student success and improving graduation rate by:
1) Setting and Tracking Academic Goals for At-Risk/Other Students
Students in tutoring/mentoring programs will be tracked on OdysseyWare and Odyssey High School. Folders will be maintained by
tutor/mentors for all students, including at-risk students and others who may take part in the program. Impact will be evaluated by
student progress via the following:
• Individualized student program reports using online programs, students’ semester grades, and student feedback
• Retention rates from 2012-2015
• Graduation Rate 2012-15
• Ongoing participation of students targeted as at-risk
2) Student Attitude Survey (using web survey tool SurveyMonkey)
We will survey students regarding attitudes toward school, self-efficacy, and future plans at the beginning and end of the program to
measure impact of the program on attitudes.
2. How will this innovation be sustained beyond the initial funding period?
The three-year funding period of the grant will allow the Cavalier Arts Collective to fundraise over the next three years by accepting donations
and charging admission to events in order to ensure sustainability. All funds will go back into the program to promote sustainability.
Partnerships with local agencies such as the Greenbrier Valley Theatre, Trillium School for Performing Arts, and the West Virginia Dance
Company will help ensure sustainability, as well. Building community support through CAC community performances and involving parents
and community members on the western end will also help build an arts program that will flourish and continue to engage students for years to
come.
Section 6- Budget Justification
The Dropout Prevention Innovation Zone allocation is $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).
9
FY 2013
Expenditure
Amount Requested
In-Kind
(Optional)
Total
Professional Salaries
2 Teacher/Mentors
Responsibilities include 45-minute/day tutoring
Monday through Thursday and mentoring
activities (identifying students at risk; recruiting
students into the program; monitoring student
progress and working with counselors and
teachers to assist students in class)
Math/ScienceTutor
4 x week at $50/day = $200/week for 20 weeks
English/SS Tutor
4 x week at $50/day = $200/week for 20 weeks
$4,000
3 CTE Teachers
Teachers for Welding and Building Trades Arts
Projects
2 teachers 1 day/week for 20 weeks @$75
$3,000
CTE Prostart (snacks) 1 teacher 4 days/week for 20
weeks @ $25/day = $100/wk
$2,000
Responsibilities include designing and building
stage sets, arts display boxes, and art projects
(building trades); onsite welding 3-D art project
(welding), and snacks/culinary presentations
(culinary arts)
$4,000
4 Classroom Teachers (Arts Focus)
Responsibilities include teaching up to 20 students
once a week for 20 weeks and preparing students
for a culminating, year-end performance/
presentation.
Program Coordinator
--Identify and enroll at-risk students in program
--Set up lab for tutoring/mentoring
--Ensure that teachers and/or subs are available
Monday through Thursday
$6,000
Music, theatre/language arts /dance/visual arts
teachers
4 teachers 1 day/week for 20 weeks @$75
Coordinator
Monday-Friday 10 hrs/week @ $25/hr = $250/week for
20 weeks
10
Coordinator may
include optional
arts activities at
his/her
discretion,
should time
allow
$5,000
--Move student between activities
--Coordinate tracking of student progress and
collaboration among educators/counselors/others
--Coordinate all activities and snacks
--Plan and coordinate CAC May Festival in
conjunction with teachers
Fringe Benefits
Math/ScienceTutor
4 x week at $10/day = $40/week for 20 weeks
English/SS Tutor
4 x week at $10/day = $40/week for 20 weeks
CTE Teachers for Welding and
Building Trades
2 teachers 1 day/week for 20 weeks @$15 for 20 weeks
CTE Prostart (culinary arts/snacks) -Teacher 4 days/
week for 20 weeks @ $5/day
Music, theatre/language arts /dance/visual arts teachers
4 teachers 1 day/week for 20 weeks @$15
Coordinator
2 hours/day/5 days a week (10 hours/week) @ $5/hr
$800
$800
$600
$400
$1,200
$1,000
Equipment
Stage Lighting Equipment
Sound System
(Suspended) Stage Microphones
Potter’s Wheel
$10,500
$9,500
5@$125/each
$750
County will
upgrade power
and work with
company
Building Trades (Set construction/Art
Displays/Art Wood Projects/Paint)
Building Trades - 30 sheets-Lu on ($330); 50-2x4x8
($125); 50-1x4x8 ($200); 1x3x8 ($80) 20 lb. 1 ¼”
drywall screws ($65); 20 lb. torque head screws ($100);
paint/brushes ($300); arts project wood and paint ($400)
Students will use
GWHS
equipment and
on-hand
materials, as
well.
Culinary Arts (Healthy Snacks, Culinary Arts
Culinary - Fruits/vegetables ($3/day for 25 students
Some parts of
Supplies
11
$10,500
$9,500
$625
$750
$1,600
Display for Festival)
Theatre Supplies (Props, costumes)
Welding Supplies (metals, metal working
supplies)
=$75/day for 4 days/wk for 20 weeks)
*5 additional students calc. per day to include the CTE
participants, who will be a 5th student group
Festival Food Displays (5 trays – intermission for
play/dance - $150)
Catered Dinner to feature student culinary work
($12/head for supplies= $1200)
Travel
After school activity bus
Contracts/Consultants
Greenbrier Valley Theatre
Trillium School for Performing Arts
Visual Arts - Clay/glaze, materials - $250
Wood panels, paints for “quilts - $200; stained glass
pieces - $500; acrylics/oils/canvas/ brushes - $350;
paints/brushes - $150
$1,350
Students will use
GWHS
equipment and
on-hand
materials, as
well.
$25/day, 4 days/week for 20 weeks
GVT Visiting Instructor
$130/student for 20 students for 20 weeks
Professional Performance
($2,500 + $500 royalties)
Includes student workshop
Trillium Visiting Instructor
6 sessions@$200 over 20 weeks.
West Virginia Dance Company
$6,000
Theatre - $35/student with 20 students
Welding - Cold roll; flat bar; solder; flux, slab and rod
(will vary with project)
Visual Arts Supplies (ceramics, quilt wood blocks
stained glass, acrylic/oils, mural paints)
snack
preparation will
be part of class
CSOs.
Professional Performance and workshop- dance students
Total
$700
$1,500
$1,450
$2,000
Always Patsy
$2,600
Cline provided at
no cost to the
school (2nd
$3,000
professional
performance)
May provide
additional
assistance in
choreography
$1,200
$2,500
$74,075
12
FY 2014
Expenditure
Amount Requested
In-Kind
(Optional)
Total
Professional Salaries
2 Teacher/Mentors
Responsibilities include 45 minute/day tutoring
Monday through Thursday and mentoring
activities (identifying students at risk; recruiting
students into the program; monitoring student
progress and working with counselors and
teachers to assist students in class)
3 CTE Teachers
Responsibilities include designing and building
stage sets, arts display boxes, and art projects
(building trades); onsite welding 3-D art project
(welding), and snacks/culinary presentations
(ProStart)
4 Classroom Teachers (Arts
Focus)Responsibilities include teaching up to 20
students once a week for 20 weeks and preparing
students for a culminating, year-end
performance/presentation.
Program Coordinator
--Identify and enroll at-risk students in program
--Set up lab for tutoring/mentoring
--Ensure that teachers and/or subs are available
$7,000
Math/ScienceTutor
4 x week at $50/day = $200/week for 35 weeks
English/SS Tutor
4 x week at $50/day = $200/week for 35 weeks
$7,000
$5,250
Teachers for Welding and Building Trades Arts
Projects
2 teachers 1 day/week for 35 weeks @$75= $150
CTE Prostart (culinary arts/snacks) 1 teacher 4
days/week for 35 weeks @ $25/day = $100/wk
Music, theatre/language arts /dance/visual arts
teachers
4 teachers 1 day/week for 35 weeks @$75 Community
Partner
Coordinator
Monday-Friday 10 hrs/week @ $25/hr = $250/week for
13
$3,500
$10,500
Coordinator may
include optional
arts activities at
his/her discretion,
should time allow
$8,750
Monday through Thursday
--Move student between activities
--Coordinate tracking of student progress and
collaboration among educators/counselors/others
--Coordinating all activities and snacks
--Plan and coordinate CAC May Festival in
conjunction with teachers
35 weeks
Fringe Benefits
Math/ScienceTutor
4 x week at $10/day = $40/week for 35 weeks
English/SS Tutor
4 x week at $10/day = $40/week for 35 weeks
CTE Teachers for Welding and
Building Trades
2 teachers 1 day/week @$15 for 35 weeks
CTE Prostart (culinary arts/snacks) -Teacher 4 days/
week for 35 weeks @ $5/day
Music, theatre/language arts /dance/visual arts teachers
4 teachers 1 day/week for 35 weeks @$15/day
Coordinator
2 hours/day for 5 days (10 hours/week) @ $5/hr
$1,400
$750
$750
30 sheets-Lu on ($330); 50-2x4x8 ($125); 50-1x4x8
($200); 1x3x8 ($80) 20 lb. 1 ¼” drywall screws ($65);
20 lb. torque head screws ($100); paint/brushes ($300);
arts project wood and paint ($400)
$1,600
Culinary - Fruits/vegetables ($3/day for 25 students
=$75/day for 4 days/wk for 435weeks)
*5 additional students calc. per day to include the CTE
participants, who will be a 5th student group
Festival Food Displays (5 trays – intermission for
$10,500
Equipment
Potter’s Wheel
Supplies
Building Trades (Set construction/Art
Displays/Art Wood Projects/Paint)
Culinary Arts (Healthy Snacks, Culinary Arts
Display for Festival)
14
$1,400
$1,050
$700
$2,100
$1,575
play/dance - $150)
Catered Dinner to feature student culinary work
($12/head for supplies= $1200)
Theatre Supplies (Props, costumes)
Theatre - $35/student with 20 students
Welding Supplies (metals, metal working
supplies)
Welding - Cold roll; flat bar; solder; flux, slab and rod
(will vary with project)
Visual Arts Supplies (ceramics, quilt wood blocks
stained glass, acrylic/oils, mural paints)
Visual Arts - Clay/glaze, materials - $250
Wood panels, paints for “quilts - $200; stained glass
pieces - $500; acrylics/oils/canvas/ brushes - $350;
paints/brushes - $150
Travel
After school activity bus
Contracts/Consultants
Greenbrier Valley Theatre
Trillium School for Performing Arts
West Virginia Dance Company
$1,350
$700
$1,500
$1,450
$25/day, 4 days/week for 35 weeks
$3,500
GVT Visiting Instructor
$180/student for 20 students (for 35 weeks)
$3,600
Professional Performance
($2,500 + $500 royalties)
Includes student workshop
$3,000
Trillium Visiting Instructor
35 sessions@$100/session over 35 weeks.
Professional Performance and workshop for dance
students
Total
May provide
additional
assistance in
choreography
$3,500
$2,500
$84,175
15
FY 2015
Expenditure
Amount Requested
In-Kind
(Optional)
Total
Professional Salaries
2 Teacher/Mentors
Responsibilities include 45 minute/day tutoring
Monday through Thursday and mentoring
activities (identifying students at risk; recruiting
students into the program; monitoring student
progress and working with counselors and
teachers to assist students in class)
3 CTE Teachers
Responsibilities include designing and building
stage sets, arts display boxes, and art projects
(building trades); onsite welding 3-D art project
(welding), and snacks/culinary presentations
(ProStart)
4 Classroom Teachers (Arts
Focus)Responsibilities include teaching up to 20
students once a week for 20 weeks and preparing
students for a culminating, year-end
performance/presentation.
Program Coordinator
--Identify and enroll at-risk students in program
--Set up lab for tutoring/mentoring
--Ensure that teachers and/or subs are available
Monday through Thursday
--Move student between activities
$7,000
Math/ScienceTutor
4 x week at $50/day = $200/week for 35 weeks
English/SS Tutor
4 x week at $50/day = $200/week for 35 weeks
$7,000
$5,250
Teachers for Welding and Building Trades Arts
Projects
2 teachers 1 day/week for 35 weeks @$75= $150
CTE Prostart (culinary arts/snacks) 1 teacher 4
days/week for 35 weeks @ $25/day = $100/wk
Music, theatre/language arts /dance/visual arts
teachers
4 teachers 1 day/week for 35 weeks @$75 Community
Partner
Coordinator
Monday-Friday 10 hrs/week @ $25/hr = $250/week for
35 weeks
16
$3,500
$10,500
Coordinator may
include optional
arts activities at
his/her discretion,
should time allow
$8,750
--Coordinate tracking of student progress and
collaboration among educators/counselors/others
--Coordinating all activities and snacks
--Plan and coordinate CAC May Festival in
conjunction with teachers
Fringe Benefits
Equipment
Potter’s Wheel
Supplies
Building Trades (Set construction/Art
Displays/Art Wood Projects/Paint)
Culinary Arts (Healthy Snacks, Culinary Arts
Display for Festival)
Math/ScienceTutor
4 x week at $10/day = $40/week for 35 weeks
English/SS Tutor
4 x week at $10/day = $40/week for 35 weeks
CTE Teachers for Welding and
Building Trades
2 teachers 1 day/week @$15 for 35 weeks
CTE Prostart (culinary arts/snacks) -Teacher 4 days/
week for 35 weeks @ $5/day
Music, theatre/language arts /dance/visual arts teachers
4 teachers 1 day/week for 35 weeks @$15/day
Coordinator
2 hours/day for 5 days (10 hours/week) @ $5/hr
$1,400
$750
$750
30 sheets-Lu on ($330); 50-2x4x8 ($125); 50-1x4x8
($200); 1x3x8 ($80) 20 lb. 1 ¼” drywall screws ($65);
20 lb. torque head screws ($100); paint/brushes ($300);
arts project wood and paint ($400)
$1,600
Culinary - Fruits/vegetables ($3/day for 25 students
=$75/day for 4 days/wk for 435weeks)
*5 additional students calc. per day to include the CTE
participants, who will be a 5th student group
Festival Food Displays (5 trays – intermission for
play/dance - $150)
Catered Dinner to feature student culinary work
$10,500
17
$1,400
$1,050
$700
$2,100
$1,575
$1,350
($12/head for supplies= $1200)
Theatre Supplies (Props, costumes)
Theatre - $35/student with 20 students
$700
Welding Supplies (metals, metal working
supplies)
Welding - Cold roll; flat bar; solder; flux, slab and rod
(will vary with project)
$1,500
Visual Arts Supplies (ceramics, quilt wood blocks
stained glass, acrylic/oils, mural paints)
Visual Arts - Clay/glaze, materials - $250
Wood panels, paints for “quilts - $200; stained glass
pieces - $500; acrylics/oils/canvas/ brushes - $350;
paints/brushes - $150
Travel
After school activity bus
Contracts/Consultants
Greenbrier Valley Theatre
Trillium School for Performing Arts
West Virginia Dance Company
$1,450
$25/day, 4 days/week for 35 weeks
$3,500
GVT Visiting Instructor
$180/student for 20 students (for 35 weeks)
$3,600
Professional Performance
($2,500 + $500 royalties)
Includes student workshop
$3,000
Trillium Visiting Instructor
35 sessions@$100/session over 35 weeks.
Professional Performance and workshop for dance
students
Total
May provide
additional
assistance in
choreography
$3,500
$2,500
$84,175
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