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.
Project’s Vision:
The purpose of the project is to provide support for students who are at risk for dropping out of school by
hiring a school social worker at River View High School. In the past four years we have had 234 students
drop out of school in McDowell County for various reasons such as teenage pregnancy, no child care,
medical problems, truancy, behavior/discipline issues and course failure. In this light, the project will
address the ABCs of dropout prevention: attendance, behavior, and course failure. Through multiple
strategies and use of resources through the project, the dropout rates should diminish as the
partnerships between home and school will increase. McDowell County schools will build partnerships
with community members via work of not only teachers but also a social worker who will be the anchor
for bridging the communication gap between families and schools. It has been noted that with the
implementation of the services of social worker at one of the local high schools, Mount View, the dropout
rate dropped significantly within the first year. It is expected that the implementation of similar services
at River View High School will benefit the student population in the same way. McDowell County had 49
expulsions from various schools during the 2011-2012 school year and 24 of those were due to substance
abuse. This fall we will be working with Family Court Judge Lisa Clark on a Teen Drug Court to help
alleviate the problem and provide support services to teens struggling with addiction.
Goal 1:
To decrease the number of students who drop out of school each year by 2%.
The project will address its vision for helping more students graduate from McDowell County Schools
through the work of a social worker and the implementation of mentoring programs, such as advisoradvisee process as well as eMentoring, 9th grade academy, and student leadership programs at high
schools. Additionally, in partnership with our FRN (Family Resource Network), River View High School
will offer students opportunities to participate in the Next Generation Ambassadors for Change initiative,
a program that will provide 16-17-year old students with job shadowing opportunities familiarizing them
with social services agencies and helping them become productive citizens of their county as well as
mentors to their peers. Training for Natural Helpers will be provided for student leadership and
empowerment of learning. McDowell County will also be utilizing Teen Drug Court next year to help with
students dropping out after being expelled from the general school setting.
Goal 2:
To enhance the district’s academic mission by increasing community collaboration and
relationships with the home.
The support for students will extend from school to student to home through the implementation of
social worker services. The social worker will be hired to work in collaboration with school
administration, counseling staff, nurses, school psychologist, specialists, and instructional staff to address
the needs of any identified at-risk students. The social worker will act as a liaison between students and
county/statewide resources and will coordinate meaningful student participation in school activities
with all stakeholders. These responsibilities will also include assisting with increasing parental
involvement through parent workshops, home visits, and mentoring. The social worker will be available
to deal with students who are in crisis, whether academically, socially, emotionally, and/or behaviorally
in the classroom on an individual basis.
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Key Features for Student Success:
 Social Worker will:
o Create plans to support students on an individual basis who are in crisis or having
academic, attendance, social, emotional, or behavior issues in the classroom.
o Work with local businesses and community leaders to become mentors and tutors to our
students.
o Identify barriers to school attendance through surveying parents, students, and community
members and analyzing survey results and develop plans to enhance partnerships with
families (currently using the results from the community forums that were held in the
spring on dropout prevention).
o Utilize a Teen Drug Court in McDowell County Schools.
Goal 3:
To improve student performance as evidenced by increasing graduation rates and post-secondary
education opportunities through student empowerment and leadership.
The current initiatives for continuous school improvement, as part of the Safe and Supportive Schools
grant and the GEAR UP grant, support the engagement of students in their own learning. In their final
stages of implementation, these projects have built a strong system of student and teacher leadership.
We will continue these processes of collaboration and distributed leadership. Improved student
performance has been evidenced over the past two years at the high schools. Student engagement is
linked with lower drop-out rates. (Lippman and Rivers) More involvement in their own learning on the
part of students and relationships built on trust and respect help students become invested in learning
and will promote success. Collaboration and a focus on learning through the way in which activities,
schedules, course offerings, staffing, professional development, community involvement are conducted
builds this community of learners.
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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:
____ Specific waiver requested of county policy
____ Specific waiver requested of WVBOE policy
____ Specific waiver requested of WV code/statute
_x__ None
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 purpose of the project is to provide support for students who are at risk of dropping out.
Student engagement through a culture of instructional practices that stress higher order thinking
and problem solving will build the capacity of students to learn. The whole school community will
monitor the progress of learning within the school community. The project will address the ABCs
of drop-out prevention: attendance, behavior, and course failure. Through multiple strategies and
use of resources through the project, the dropout rates should diminish as the partnerships
between home and school increase and a team orientation to learning between teachers and
teachers/students/parents also increases. A team oriented approach to learning and student
leadership for the empowerment of learners will be our goal. Specific attention will be provided
through the services of a social worker to support families in accessing resources and services that
will support student learning. Thus, reducing the barriers to student success.
2. How is this project linked to the school or consortium’s five-year strategic plan?
The district’s five-year strategic plan addresses identification and provision of support services for
at-risk students and for drop-out prevention. The school’s goals incorporate drop-out prevention
initiatives and address support for personalized learning to help meet every student’s needs.
Specific action steps that are proposed within this project include the integration of personalized
learning: Climate Survey review of data and support for participation of parents and students;
Intervention period for students in the Skill Track to assist in performance on achievement
measures; Specialized assistance in Reading, Writing, Mathematics for 11th grade students in
the Skill Track; Transition Math for Seniors to support learning at college entry levels;
College/Career Ready English 12 for students at the partial mastery level on achievement
measures; Virtual School and Online classes in a variety of areas, such as psychology,
sciences, AP offerings, and art education; On Target course offerings both within school and
after-school; Collaboration with Career Technical Education course offerings on-site and at the
area center; 9th Grade Academy year-long course for all entering Freshman; Parent and
Community Involvement activities that are focused on high expectations for students.
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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 project will support the implementation of advisor-advisee mentoring, as well as eMentoring
programs, at the district’s high schools. Building relationships with students through an advisoradvisee process is linked to best practices and is extended through the work of social workers at
schools to help those relationships reach students’ homes. We will also use the information that
was provided to us by Frontline and generated by WVUPERC (Program Evaluation and Research
Center).
John Hattie’s publication of Visible Learning collects research from across disciplines and explains
that in order to involve parents and community members at the secondary level it is “… important
to design involvement activities to show the school’s high expectations for their student’s success.”
With this in mind all activities are generated through a process of distributed leadership that not
only includes the administrative team but is designed to include faculty, community and students.
The research from the National Dropout Prevention Center and Education Alliance research of
early indicators of dropouts (Bumgardner and Kusimo) not only supports motivating of students
but also the meticulous tracking of student progress. Research clearly states that in order to
motivate students at-risk teachers must provide interventions, incorporate technology,
demonstrate relevance, and involve the parents and community. The four assertions from Dr.
Smink’s research will be modeled within our project:
1.
A community that will provide collective support to this school through unique
connections between the family and school,
2.
Interventions for students and families that build the necessary foundations for
learning,
3.
Technology that offers the best opportunity for the delivery of instruction that
engages students in authentic learning,
4.
Tutoring or on-time learning experiences digitally that addresses specific needs in
reading, writing, career, or math strategies.
4. Explain how the school or consortium’s current data influenced the need for the
project described in question one?
The local district’s dropout rates (4.6%) have remained above state average (2.2%) the last two
years (WVEIS data). Climate surveys conducted in both high schools reinforce the aforementioned
data and reflect student disengagement from school life and their disconnection from meaningful
participation in academic, social life, and sports at schools. WVU PERC program and evaluation
research center survey conducted within community forums expresses the need for community
mentors and social workers to work with students and their families.
Early intervention for students who are at-risk of dropping out includes processes and
procedures for individualized learning. Specific measures of student progress will be assessed
continuously and structures provided to minimize these barriers or obstacles to student
success. The five indicators of early dropouts will be monitored and personalized learning
plans developed to meet student needs. By tracking these indicators and providing services or
connections to services to students and families, interventions can be provided by the school
community. Specific attention will be paid to: "… missing 27 or more days of school
throughout the year, two or more suspensions or serious disciplinary actions, two or more
semester course failures, failed math and/or English." as indicators of dropouts are measured.
Student success will continue to increase through a creative vision toward student learning that
includes the processes and procedures for maximizing learning.
6
Section 4- Goals, Objectives, Evaluation, Timeline
GOALS #1: To decrease the number of students who Dropout of school each year.
Objectives
Activities
Personnel
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
To increase the student
completion of coursework
toward graduation.
Budget
Indicate the name and Identify the
title of personnel that timeline for
will be responsible for the activities
the activities.
(include
month/year)
Indicate budget
requirements
(include formulas
used to derive
totals in budget
sections e.g. 3
subs
@$143/day=total)
State law requires schools to notify parents when
their child has missed 5 or more days of school
without an excuse. The county’s Attendance Director
will send a certified letter to the parent asking them
to have a conference at the school with the principal.
The Social worker will sit in on the meetings to
provide as a home school liaison for the student and
their family.
School Administration,
Staff,
Social Worker,
County Attendance
Director,
SAT Chairperson,
Magistrates/Judges,
Parents
August
2012-May
2015
Social Worker
Salary including
benefits
$61,476.01
Improving connections to e-Mentoring completion,
College Summit, LINKS, and CFWV, Next Generation
Ambassadors for Change, career and technical course
offerings, On-target or credit recovery opportunities
Administration,
counselors, teacher
advisors, Social
Worker, collaborative
teams
August
2012-May
2015
(Must be specific,
measurable, attainable,
relevant, and timely goals
(SMART )
To decrease the dropout
rate by 5% by the end of the
2015 school year.
Timeline
7
Travel for
team/social
worker to
conferences:
$2,000.00
Supplies:
$5,000.00
To improve student-staff
relationships as measured
by climate surveys.
Community supports for
Implement an advisor-advisee program to improve
both the teacher perceptions and student perceptions learning, instructional
and support staff
of a focus on improved student learning.
To improve student
engagement through
student leadership and a
culture of high expectations.
Implement using technology such as ILead and LINKS
as well as innovative leadership practices.
August 2012May 2015
Instructional and support August 2012staff, technology support May 2015
through RESA
Professional
Development:
10,000.00 (shared)
Technology:
Computer Cart;
iPads, Kindles
15,000.00
8
GOALS #2: To enhance the district’s academic mission by increasing community collaboration and relationships with the home.
Objectives
Activities
Personnel
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
(Must be specific,
measurable, attainable,
relevant, and timely goals
(SMART)
To decrease the dropout
rate by 1% by the end of the
2012-2013 school year and
each year after.
To increase student
engagement in career
exploration programs as
measured by
participation/completion
data.
Provide services to students and families through a
network of resources implemented through social
work services.
Institute a Natural Helpers Program starting during
the 2012-13 school year.
Implement e-Mentoring completion, College Summit,
LINKS, CFWV, and Next Generation Ambassadors for
Change.
Build upon the 8th grade initiative through follow-up
sessions with middle schools prior to entrance to High
School.
Timeline
Indicate the name and Identify the
title of personnel that timeline for
will be responsible for the activities
the activities.
(include
month/year)
Indicate budget
requirements
(include formulas
used to derive
totals in budget
sections e.g. 3
subs
@$143/day=total)
Social Worker
Social Worker:
$61,476.
August 2012
—May 2015
Dean of Students,
student leadership
Career and Technical
instructors,
counselors, all
instructional and
support staff
Contracted
Services: 5,000.00
August 2012
Supplies: 5,000.
August 2013
In Kind through
career and
technical
education
9th Grade Academy
August 2014
Middle School
counselors
9
Budget
To increase collaboration
and creative scheduling for
students in order to
complete opportunities in
career and technical
education.
Implement certificate and completer programs, CTE
programs at the schools and the career technical
center
Instructional staff
2012-2015
Career and Technical
center support on
campus & at center
February of
each year of
the grant for
course
selection
and credit
monitoring
Professional
development
monthly sessions:
$25/hr for 25
teachers
Collaborative
Teams and School
Leadership Teams
Social Worker
To improve student-staff
relationships as measured
by climate surveys.
Implement an advisor-advisee program
Student Leadership
Improve parent/community involvement through
student generated activities that highlight high
expectations for student success.
(i.e. Murder Mystery Dinner Theatre)
10
School Leadership
Team
County Leadership
Team
August 2012
—May 2015
In-Kind Climate
Survey, WVDE
2
Parent/community
activities: $10,000
GOALS #3: To improve student performance as evidenced by increasing graduation rates and post-secondary education
opportunities through student empowerment and leadership.
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)
(Must be specific, measurable, attainable,
relevant, and timely goals (SMART )
To decrease the dropout
rate by 1% by the end of
the 2012-2013 school year
and each year after.
Monitor student on-track coursework to graduate
Provide interventions such as writing and mathematics
instruction for students who are scoring at partial
mastery
Counselors, School
Leadership Teams,
Collaborative Teams
Plan instruction based on complexity of knowledge,
problem based learning, and focus on common core
within collaborative content teams
To improve student
engagement in core
content and specifically in
reading and text
complexity
A daily Sustained Silent Reading (SSR) period is
provided to support student reading skills.
Collaborative teams meet weekly within content
areas to continually assess student progress within
the common core of instruction.
11
Instructional and
support staff, School
Leadership Team,
Counselors, Social
Worker, community
action groups
Indicate budget
requirements
(include formulas used to
derive totals in budget
sections e.g. 3 subs
@$143/day=total)
Twice per
year:
December
and May
2012-2015
Professional
Development:
ISE days
during 20122015
5,000.
Daily 20122015
Other: $10,000.
For SSR materials
to support reading
Weekly by
content and
for support
personnel
2012-2015
$10,000.
Supplies:
Contract: 5,000.
In-Kind: Step 7
library support
To improve student-staff
relationships and provide
continued support for high
expectations as measured
by climate surveys.
Support for an advisor-advisee program that
focuses on tracking at-risk behaviors of drop-outs.
Monitor progress beginning in the 9th grade
through the 9th Grade Academy to begin the process
of student leadership and engagement in academic
progress.
Increase virtual class and online course
opportunities to address missing coursework and
to accelerate learning for students
To improve community
relationships, including
extended families, as
measured by climate
surveys.
Include families in quarterly activities designed by
students at the school.
Support after-school programming to meet the
goals of the grant and provide student
empowerment in their own learning
12
Instructional staff,
county leadership
groups, service
organizations, booster
organizations, student
leaders, graduates
January
2013
August
2012-2015
Virtual and online
course networks
Contract:
Professional
Development:
In-Kind support
August
2012-2015
Student leadership and
instructional staff
School Leadership
Team
21st
Century Programs
August,
December,
March, May
September
2012-2015
Supplies and
Technology:
10,000.
15,000.00
8,012.00
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?
Dropout rate data during the years of social worker services will be compared to previous years when these services were not
available.
9th grade cohort graduation rate will be monitored to evaluate the effectiveness of the implementation of the 9th grade academy class.
eMentoring program feedback will be utilized to evaluate student use of career technical and professional resources in career search and
college choice.
Next Generation Ambassadors for Change Initiative will be evaluated by conducting interviews with the participants and their mentors as
well as tracking their success after the completion of the process.
Student performance measures and Growth Rate Data will be compared to years prior to the grant services and current year cohorts.
Climate Survey Data from 2011 will be compared to each subsequent year of the grant.
Instructional Practices Inventory data from the 2011 school year will be evaluated quarterly each year of the grant.
2. How will this innovation be sustained beyond the initial funding period?
Sustainability will be evidenced through continued work of collaborative teams, community support resources and coalitions, county
focus on student success.
Schools will continue to provide services for student engagement and support for at-risk behaviors through Health Department Coalitions,
Community Action Groups, and parent/student activities.
Sustained continuous improvement will continue to be supported by a student-centered high school schedule and Career and Technical
education programming within the district.
A community of learners will be evidenced through parent, student, business, health, legal collaboratives.
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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).
FY 2013
Expenditure
In-Kind (Optional)
Amount Requested
Total
Professional Salaries
51,492.21
51,492.21
Fringe Benefits
15,983.27
15,983.27
Equipment
15, 000.00
15,000.00
5,000.00
5,000.00
10,000.00
10,000.00
Supplies
Professional Development
Travel
2,000.00
Contracts/Consultants
5,000.00
1,000.00
3,000.00
5,000.00
Other
10,000.00
18,655.00
28,655.00
Total
108,476.01
19,655.00
128,131.01
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FY 2014
Expenditure
In-Kind (Optional)
Amount Requested
Total
Professional Salaries
51,492.21
51,492.21
Fringe Benefits
15,983.27
15,983.27
Equipment
8,012.00
8,012.00
Supplies
10,000.00
10,000.00
Professional Development
10,000.00
10,000.00
Travel
2,000.00
Contracts/Consultants
12,000.00
Other
10,000.00
15,000.00
25,000.00
Total
109,497.48
16,000.00
125,487.48
1,000.00
3,000.00
12,000.00
FY 2015
Expenditure
In-Kind (Optional)
Amount Requested
Total
Professional Salaries
51,492.21
51,492.21
Fringe Benefits
15,983.27
15,983.27
Equipment
8,012.00
8,012.00
Supplies
10,000.00
10,000.00
Professional Development
10,000.00
10,000.00
15
Expenditure
Amount Requested
In-Kind (Optional)
1,000.00
Total
Travel
2,000.00
3,000.00
Contracts/Consultants
12,000.00
Other
10,000.00
15,000.00
25,000.00
Total
109,497.48
16,000.00
125,487.48
12,000.00
Budget In-Kind allocation will include support for Teen Drug Court, specialized services for Collaborative Leadership through the county’s
external provider, Professional Development for strategies to support the implementation of NexGen Standards and the Common Core, dropout
prevention programming and support through community agencies and RESA support for technology.
Request for funding within the Other line item is dedicated to support reading materials for the school-wide Sustained Silent Reading (SSR)
program included daily in the school schedule. Technology funding will increase the reading sources through alternate forms of reading such as
Kindles, iPads, or other devices and the required sources from online materials.
Professional Development activities will be continuous and sustained within the school day and with monthly supplementary collaborative
sessions to assess progress.
In-Kind support will be provided through programs such as School Messenger to keep the community involved in school-based activities and
programs. Student Leadership Opportunities will be supported by local business and community resources to improve student access to
opportunities for individual growth and support. (Universal Feeding Program, Family and Student Health Clinic on campus, Specialized Medical
Services, Kiawanis Club, Veterans Organizations.)
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