Section 2- Abstract and Waiver Requests
Provide a 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.
The Lincoln County Counseling Collaborative program officially began in July 1 of 2008 when the U.S.
Department of Education announced that the Lincoln County Board of Education was the recipient of two of the
54 Elementary and Secondary School Counseling grants that were awarded nationwide. The county was one of
the only recipients in the nation that was awarded a counseling grant for both the elementary and secondary
schools. As such, Lincoln County was in a unique position to strategize counseling services county wide so that
students beginning in Kindergarten could have the consistent counseling and support that they needed all of the
way through high school graduation.
The Collaborative consisted of existing counselors in Lincoln County schools in addition to counselors
funded by the U.S. Department of Education grant. As a result, each of Lincoln County's schools had a full
time school counselor; schools such as Duval and Hamlin, with both elementary and middle school students,
each had two full time counselors, so that student counseling was focused on age appropriate services. This
configuration also allowed the county to be at or below the American School Counselors Association (ASCA)
recommended 300:1 student to counselor ratio. The funding also supported a social worker at the High School.
During the 4 years of the U.S. Department of Education grant, counselors focused on providing direct
counseling services to students. This was in line with the ASCA model which recommends that 75% of a
school counselor’s time be spent in direct counseling services to students. The remaining 25% of their time
should be spent planning, developing, and managing a comprehensive school counseling program. This was
also supported by the WV Department of Education - Comprehensive Developmental Guidance and Counseling
Policy 2315, which suggests specific school counselor time distribution based on student grade level.
By focusing on direct services to students, the Lincoln County Counseling Collaborative was able to
significantly impact student attendance county-wide, by reducing the number of students with 5 or more days of
absence from 1154 students in 2010 to 572 students in 2011. Likewise, the number of days of school missed
was also reduced from 15,685 in 2010 to 8254 in 2011. Additionally, prior to the establishment of the
counseling collaborative, there were 62 dropouts during the 2007-08 school year. During the 2010-2011 school
year, the 3rd year of the Counseling Collaborative program, there were 32 students who dropped out of school.
The Lincoln County Counseling Collaborative is a best practice initiative. Fundamentally, it is based on
the ASCA National model, which is a framework for a comprehensive, data-driven school counseling program.
With the ending of the U.S. Department of Education funding, Lincoln County is striving to continue this
innovative counseling collaborative approach to continue to increase student attendance and reduce dropouts.
To maintain counseling presence at each of the schools, the smaller schools (Midway, West Hamlin Elementary
and Ranger) will have a part time counselor, during the coming year, while the schools with elementary and
middle school students (Duval, Hamlin, and Harts) will have a full time plus a half time counselor. Guyan
Valley Middle will have two half-time counselors. The Collaborative also maintains 2 school counselors at the
high school along with the social worker, which places the high school below the number of counselors needed
to achieve the recommended 300:1 student to counselor ratio. This Drop Out Prevention request will fund a
third high school counselor to bring the high school in line with the recommended student to counselor ratio, to
serve as a drop-out specialist and to lead the county-wide collaboration effort. With this cadre of counselors
working together county-wide, focusing on attendance, parental involvement, and working with the community
(court system, juvenile probation services, judges), Lincoln County Schools' students can achieve high school
graduation and be fully prepared for their next step, whether it be continued education or entering the
workforce.
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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: NO WAIVER REQUESTS ARE BEING MADE
____ Specific waiver requested of county policy
____ Specific waiver requested of WVBOE policy
____ Specific waiver requested of WV code/statute
WV Code Waiver Request
(Specify section and
article)
WVBOE Policy Waiver Request
(specify section and article)
Impact of the waiver – What will the
waiver enable the school to do
differently?
Section 3- Vision and Needs Assessment
Creative Vision for the Project
1. What is the purpose and expected outcome of this project?
The Lincoln County Counseling Collaborative is a coordinated, county-wide student support
system, which provides early intervention and sustained intercession with Lincoln County
students so that they attain high school graduation.
Expected outcomes include improved attendance, increased parental involvement and fewer high
school dropouts than in the baseline school year of 2011-2012.
2. How is this project linked to the school or consortium’s five-year strategic plan?
Attendance to school is a fundamental component for student achievement. The Lincoln County
Counseling Collaborative is linked to improving achievement in the core areas of math, English,
Reading and Language Arts, which is a critical element to Lincoln County School's 5-Year
Strategic Plan.
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 Lincoln County Counseling Collaborative is a best practice initiative. Fundamentally, it is
based on the American School Counselor's Association (ASCA) National model, which is a
framework for a comprehensive, data-driven school counseling program. The model focuses on
three domains - academic, career and personal/social development. The model brings unity and
focus toward improving student achievement. The Counseling Collaborative also encompasses the
Search Institute's Framework of 40 Developmental Assets, research on linking students with a
supportive and caring adult (Developmental Studies Center) in addition to parental involvement
(National Educational Longitudinal Study).
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4. Explain how the school or consortium’s current data influenced the need for the project
described in question one?
The Lincoln County Counseling Collaborative was established 4 years ago with the support of the
U.S. Department of Education. The Collaborative consisted of existing counselors in Lincoln
County schools in addition to counselors funded by the U.S. Department of Education grant. As a
result, each of Lincoln County's schools had a school counselor; schools such as Duval and
Hamlin, with both elementary and middle school students, each had two counselors, so that
student counseling was focused on age appropriate services. This configuration also allowed the
county to be at or below the ASCA recommended 300:1 student to counselor ratio. The funding
also supported a social worker at the High School. The recommended ratio for students to social
worker is 800:1; Lincoln County High School has over 800 students. Once the counseling
program was in place, all counselors and the social worker worked together to serve the students
in their schools. Regular county-wide themes emerged. It became apparent early on that there
were severe attendance issues on which the program began to focus. Data demonstrated that the
focus on attendance reduced absenteeism, and in many cases holding students back a grade for
low achievement. Now that the U.S. Department of Education funding has ended, Lincoln County
Schools is seeking ways to continue with this collaborative model of counseling services, and
maintaining a county-wide emphasis on student attendance and achievement.
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Section 4- Goals, Objectives, Evaluation, Timeline
GOALS:
● A coordinated, county-wide student support system, which provides early intervention and sustained intercession with Lincoln County
students so that they attain high school graduation.
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)
1.1-1.3 Dana Snyder,
Director of Special
Projects
1.1 Monthly
beginning
September
2012
1.2 Weekly
beginning
August 20,
2012
1.3 Ongoing from 1st day
of school
(Must be specific, measurable, attainable,
relevant, and timely goals (SMART )
1. Improve student
attendance to school.
1.1. All counselors meet monthly to coordinate
school themes, discuss attendance strategies being
used in their schools and report on counseling
activities.
1.2. WVEIS attendance data is collected weekly for
students missing 5 or more days at each school and
distributed to the school counselor for follow-up.
1.3. Hire a counselor to be designated as a drop-out
specialist to lead the collaboration effort.
1.4. Engage a Drop out Preventionist to assist in
developing proactive strategies to provide early
intervention and prevention for students dropping
out of school
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1.4 Dana Snyder
Director of Special
Projects
1.4
Assistance
during
September /
October 2012
Indicate budget
requirements
(include formulas used
to derive totals in
budget sections e.g. 3
subs @$143/day=total)
1.1-1.3 In-kind
contribution to
program @ 10%
of annual salary
▪ Travel @ 12
counselors X 10
mo. meetings X
total 208 mi X
.55/mile = $1144
total mileage cost
▪ Supplies for 12
counselors @
$225 = $2700;
new counselor
laptop $889.26.
1.4 $5,000
stipend; 2 trips to
each school 416
miles X .55 =
$229
2. Increase parental
involvement
2.1. Conduct home visits with students having
excessive absences from school.
2.2. Hold monthly parental workshops or
informational family nights at each school.
3. Increase community
involvement
2.1 School Counselor,
Dana Snyder, Director
of Special Projects (or
designee)
2.3. Arrange transportation if needed
2.2 - 2.3 School
Counselor and
Dropout Specialist, to
be named
3.1. Establish regular meetings with the Lincoln
County court, DHHR, probation and circuit judge to
address attendance issues and families with high
needs
3.1 Ric MacDowell,
Lincoln County Youth
Prevention Coalition
3.2. Identify other community organizations that
meet needs of the identified families and connect
families with those agencies.
3.3. Provide program outcome information to
Board of Education, individual schools, community
organizations
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3.2 School
Counselors; High
School Social Worker
3.3 Evaluation team
2.1 As
indicated
throughout
school year
2.1 100 home
visits @ average
24 miles round
trip = 2400
miles x .55/mile
2.2 Monthly
= $1320.
beginning
2.2 Supplies Sept 2012
10 work-shops
per school x 8
2.3 as needed schools = 80 x
(Tri-River
$50 for info
Transit is $2
handouts etc.
per trip)
$4000
2.3
transportation
for 4 individuals
per workshop =
80 workshops x
4 individuals =
320x $4= $1280
3.1 In-kind
3.1 every 9
contribution from
weeks in
county
conjunction
with grading participants
period
3.2 In-kind
contribution from
3.2 As
counselors , H.S.
needed
social worker;
3.3 SemiWV DOE funded
annually
counselor
3.3 Evaluation
Contract $4,000
data collection,
analysis and
reporting
4. Reduce the number of
high school dropouts
4.1. Identify students with suspensions of 5 or
more days
4.2. Collaborate with activities in objective 1.1 to
identify students at high risk for dropping out of
school
4.3. Establish a dropout prevention plan for each
student at risk of dropping out of school
4.4. Counselors and Director of Special Projects
attend professional development state or regional
conference; social worker to social work
conference
5. Sustain the Counseling
Collaborative
5.1. Locate an established 501c3 organization to
administer local funding donated to support the
counseling collaborative
5.2. Lincoln County Board of Education to provide
funding for core counselors and support funding
efforts for remaining positions
4.1 Dana Snyder,
Director of Special
Projects
4.1 Weekly
beginning
August 20
4.2 Dana Snyder,
School Counselors
4.2 Monthly
beginning
Sept 2012
4.3 Counselor, Dana
Snyder, parent, other
as necessary
4.4 Counselors, Dana
Snyder
4.4 Selected
Conference
date
5.1 Ric MacDowell
and the Lincoln
County Youth
Prevention Coalition
5.1
September 1,
2012 ongoing
until located
5.2 Lincoln County
Board of Education
5.2-5.4
School Year
2013-14 and
beyond
5.3. Request assistance from the Lincoln County
Commission
5.3 Lincoln County
Board of Education
5.4. Seek outside funding from grants and other
resources
5.4 Lincoln County
Board of Education
5.5. Review quarterly evaluation data to gauge
improved attendance and dropout reduction
5.5 Program
evaluator
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4.3 As
needed
5.5 Quarterly
beginning
December 1
2012
4.1- 4.2 In-kind
by Dana Snyder
4.3 In-kind by
Dana Snyder;
WV DOE funded
Counselor
4.4 11 counselors
special project
director @ $525
(conference fees ,
accommodations)
= $6300 Prof Dv
▪ Travel 12
counselors x
$310 travel exp =
$3720
▪ Social work
conference travel
$307; $700 fees
accommodations
5.1 In-kind
contribution from
Ric MacDowell
5.2-5.4 In-kind
contribution from
Lincoln Co Board
of Ed
5.5 $4,000 data
gathering and
analysis, report
prep and
presentation
Program
Evaluator
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?
Data collected by the program will be reviewed on a monthly basis by an independent program evaluator. The evaluator
will monitor the attendance at each school provided by the Director of Special Projects and track progress. The
evaluator will also collect dates, topics, and attendance to parental workshops / informational family nights for each
school, as well as the number of home visits and students identified as at risk for dropping out of school. This
information will be synthesized quarterly and provided to the Director of Special Projects and the counseling staff. This
information will be provided semiannually to the Board of Education, and community group(s) involved with the
students. Any deficiencies will be discussed and a plan of action developed to make midcourse corrections if needed.
2. How will this innovation be sustained beyond the initial funding period?
This is detailed in Objective 5 above.
Section 6- Budget Justification
The Innovation Zone allocation for FY 2013 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 2013 budget.
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).
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FY 2013
Expenditure
Amount Requested
Professional Salaries
42,000.00
Fringe Benefits
17,410.74
In-Kind (Optional)
10% Salary of Director
of Special Programs
Total
$42,000.00
$17,410.74
Office space, copier, fax,
phone, utilities
Equipment
5,000.00
Supplies
7,589.26
$ 7,589.26
Professional Development
7,000.00
$7,000.00
Travel
8,000.00
$8,000.00
Contracts/Consultants
Leadership Team members
participating in meetings every 9
8,000.00
weeks in conjunction with
grading period
(Evaluation Team)
Other
Dropout Preventionist
Total
$ 5,000.00
$8,000.00
5,000.00
$5,000.00
$100,000.00
$100,000.00
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FY 2014
Expenditure
Amount Requested
Professional Salaries
43,000.00
Fringe Benefits
17,410.74
In-Kind (Optional)
10% Salary of Director
of Special Programs
Total
43,000.00
17,410.74
Office space, copier, fax,
phone, utilities
Equipment
4,000.00
Supplies
7,589.26
7,589.26
Professional Development
7,000.00
7,000.00
Travel
8,000.00
8,000.00
Contracts/Consultants
Leadership Team members
participating in meetings every 9
8,000.00
weeks in conjunction with
grading period
(Evaluation team)
4,000.00
8,000.00
Other
5,000.00
5,000.00
Total
$100,000.00
$100,000.00
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FY 2015
Expenditure
Amount Requested
Professional Salaries
44,000.00
Fringe Benefits
17,410.74
In-Kind (Optional)
10% Salary of Director
of Special Programs
Total
44,000.00
17,410.74
Office space, copier, fax,
phone, utilities
Equipment
3,000.00
Supplies
7,589.26
7,589.26
Professional Development
7,000.00
7,000.00
Travel
8,000.00
8,000.00
Contracts/Consultants
Leadership Team members
participating in meetings every 9
8,000.00
weeks in conjunction with
grading period
(Evaluation Team)
3,000.00
8,000.00
Other
5,000.00
5,000.00
Total
$100,000.00
$100,000.00
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