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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.
S3-Smoot Smokies STEM
Smoot Elementary School’s faculty and staff believe that for our children to be successful, we must
address the whole child, including personal health, self-efficacy, achievement, and sense of place in their
community. Sixty-five percent (65%) of our students live in poverty; six percent (6%) are homeless, and nine
percent (9%) come from single parent and/or foster homes. Sometimes school is the most stable environment
our children have. Our vision is to broaden the horizon of possibilities for at-risk students by helping them to
succeed academically and build self-esteem and self-actualization skills.
To do this, we propose a three-day a week mentoring program called “S3-Smoot Smokies STEM,”
which will achieve three specific objectives: improved health awareness, academic remediation in mathematics
and science, and a strong sense of self and self-efficacy. Three professionals will work with students, who will
self-monitor achievement of personal goals in all three areas. Each day will be divided into three parts. First,
students will receive a healthy snack, along with fun facts and discussion about wellness and healthy foods,
delivered by teachers, in conjunction with Rainelle Medical Center staff. Second, students will work in our
computer lab and round-table area with certified teachers on areas of deficiency identified through formative
and summative benchmark assessments, as well as initial information provided by WESTEST 2. Using such
programs as Acuity, Everyday Math, and Odyssey, students will have the opportunity to work in small groups
or one-on-one with the teacher on individualized programs of instruction in the areas of math and science.
Finally, students will be paired with high school students for STEM (science, technology, engineering
and mathematics) activities emphasizing project-based learning. Through the use of S3, students will increase
math scores and will become good decision makers and excellent problem solvers. Efforts will be made to pair
students with high school students who attended Smoot Elementary, as these students will come primarily from
the local area. Findings from the Big Brothers Big Sisters School-Based Mentoring Impact Study (Herrera,
2008) indicate that younger students paired with high school students improve in social acceptance and
assertiveness, key elements of self-efficacy the program seeks to address.
High school mentors will gain increased self-confidence and self-esteem, satisfaction in helping younger
students succeed, recognition of service to their community, and increased leadership skills and interpersonal
skills. In addition, this experience will add substance to a future college or job application, and students will
receive scholarship funds for higher education use. Herrera’s study (2008) indicates that high school students
must receive training to be most effective. High school students will be carefully monitored and assisted by an
educator who will first work with them to identify their own leadership styles and define what a mentor’s role
should be through the Greenbrier Leadership Institute Program (GLIP).
The objective of pairing older and younger students is to benefit both groups while building a sense of
pride in the community and continuity in learning that is handed down from older to younger students. This
project aims to help all learners develop confidence in their ability to learn, achieve personal goals and affect
their larger community. Outcomes will be measurable and meaningful. Elementary students will create and
self-monitor personal goals throughout the year. High school students will complete a project to be submitted
through GLIP. The program will begin in October of 2012 and run through May of 2014. We will begin the
planning phase in January of 2012 through June 2012Herrera, C. (2008). High school students as mentors:
Findings from the big brothers big sisters school-based
mentoring impact study. Retrieved from http://www.mentoring.org/downloads/mentoring_1149.pdf
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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
Because this program is after school, we will not require a policy/code/statute waiver.
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 vision for the purpose and outcome of this project?
Influential theorist of critical pedagogy Paulo Freire said, “Education either functions as an instrument
which is used to facilitate integration of the younger generation into the logic of the present system and
bring about conformity or it becomes the practice of freedom, the means by which men and women deal
critically and creatively with reality and discover how to participate in the transformation of their
world.” (Paulo Freire, Pedagogy of the Oppressed) Our creative vision includes a school and larger
community working together for the good of all children, with student leaders mentoring younger
students who work toward self-actualization by self-monitoring progress on health, academic, and
STEM projects. This vision empowers students to overcome socioeconomic constraints and transform
their own lives through awareness and tracking of personal choices and work with mentors to improve
their academic achievement through STEM activities.
2. How is this vision linked to the school or consortium’s five-year strategic plan?
This vision relates to two of Smoot’s three main goals of their Strategic Plan. First, Smoot Elementary
continues to challenge teachers and staff to use 21st century instructional strategies and tools to move
students beyond mastery, so the STEM focus and use of technology for remediation purposes fits well.
Second, improving student achievement at Smoot Elementary in mathematics is a school-wide Strategic
Plan goal due to a minimal gain on the 2010-2011 WESTEST 2. Applying mathematics principles to
hands-on STEM projects allows students to use more learning modalities and produce products
illustrating mastery.
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3. How is the school or consortium’s vision 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 health, STEM classes
and mentoring programs in reference to raising student achievement and preventing dropouts in a number of
ways. First, the program incorporates healthy eating and good health choices via short sessions that include
healthy food choices and a relaxed atmosphere (Roth, 2010). This makes learning about healthy choices fun and
rewarding, and a full stomach will allow students to focus on learning.
Second, students need meaningful activities, and helping students develop interests in potential jobs and
job skills improves achievement. According to Hammond (2007), the evidence clearly shows that dropout is
always the result of a long process of disengagement that sometimes begins before the child enrolls in
kindergarten. As recommended by this report, our vision is clearly tied to community needs and involves local
community members in assisting elementary students through Communities in Schools, The Rainelle Medical
Center, and local volunteers. The National Science Foundation “estimates that 80% of the jobs created in the
next decade will require some form of math and science skills (Fioriello, 2010). STEM is now, and will
increasingly be, the universal languages of the global marketplace, according to Mel Schiavelli (2010),
President, Harrisburg University of Science and Technology. Educating our students in these universal
languages cannot begin too early, and targeting at-risk students with such a support program is only the
beginning. Starkweather (2009) says that educating tomorrow’s scientists, technologists, engineers, and
mathematicians is of critical importance, and this begins with building cumulative STEM student competencies.
STEM activities also capture students’ imaginations and enable them to create original work in a challenging
and exciting environment, key features that address the lack of motivation many at-risk students exhibit.
Finally, mentorship programs serve both the mentors and the mentees when both student groups are
carefully trained and supervised. “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. Kids who have mentors or work as buddies seldom join gangs. Mentor programs are a proven
way for people to help each other” (Donahue, 2001). In short, this grant proposal has proven research
supporting its basic premises of addressing students’ health, interests, and need for both teacher and peer support
and encouragement.
Donahue, M. (2001). A Mentor Can Make a Difference. Current Health 1(24). Apr/May.
Fioriello, P. (2010). Understanding the Basics of STEM Education. Retrieved from
http://drpfconsults.com/understanding-the-basics-of-stem-education
Hammond, C. (2007). Dropout Risk Factors and Exemplary Programs: A Technical Report. National Dropout
Prevention Center. Retrieved from http://www.dropoutprevention.org/major-research-reports/dropout-riskfactors-exemplary-programs-technical-report
Herrera, C. (2008). High school students as mentors: Findings from the big brothers big sisters school-based
mentoring impact study. Retrieved from http://www.mentoring.org/downloads/mentoring_1149.pdf
Roth, E. (2010). How to teach healthy eating. Retrieved from http://www.livestrong.com/article/85165-teacheating/
Schiavelli, M. (2008). STEM Education: “For the Benefit of All.” Retrieved from
http://www.solutionsforourfuture.org/guest_MelSchiavelli3.htm
Starkweather, K. (2009). Stem: it’s elementary, too! Technology and Children: A Journal for Elementary School
Technology Education. Retrieved from http://www.iteaconnect.org/Publications/TandC/Sep09.pdf
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4. How has the school or consortium’s current data influenced the creative vision described in
question one?
1) Current data reflects the following concerns about the socioeconomic situation of students
at Smoot Elementary:
65% of students live in poverty
6% of students are currently homeless
11% receive special education services
9% live in a single parent and/or foster home
Education offers a unique opportunity to break the cycle of poverty, and we believe part of that
education must involve self-empowerment. We decided to feed the students so they will be ready to
learn; to help them remediate areas of deficiency to improve their academic performance; and to involve
them in product-oriented activities with mentors in order to give them role models and a concrete
product.
2) Current data on academic achievement reflects the following concerns about the academic
achievement of students at Smoot Elementary:
Only 41% of students achieved mastery on WESTEST2 in the All subgroup for math.
This number is far below our goal of 100% mastery for our students. This past year, we raised our
reading scores by 100%, and we have a goal of similar growth in mathematics for this year.
3) Current data reflects the following concerns about disciplinary/self-control issues for students
at Smoot Elementary:
11% of students who received "pre-emptive" disciplinary action as part of Smoot Elementary's
move to redirect inappropriate behavior before formal disciplinary action were male students.
This type of behavior negatively affects student performance and interactions with others. We
researched the types of activities that motivate male students, and hands-on STEM activities came to our
attention. Although we will serve both male and female students should this grant be approved, we have
more at-risk male students at the present time. STEM activities will serve both male and female
students alike, but they are particularly attractive to male students.
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Section 4- Goals, Objectives, Evaluation, Timeline
GOALS:
•
Provide a quality program for at-risk students and pair them with high school mentors to develop positive relationships.
•
Encourage students to eat healthy snacks and develop healthy habits.
•
Provide remediation assistance in the areas of mathematics and science and improve student performance.
•
Use Lego Robotics programs to help students apply math and science concepts in project-based learning situations.
•
Assist high school mentors in completing a project in conjunction with their mentoring activities.
•
Encourage self-efficacy and self-actualization for all students through all parts of the program.
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 (include
SAT meetings/Pre-Test/Conference
with Principal
Certified teacher,
principal and
Communities in
Schools
representative
SAT Meetings to identify 2 Certified
at risk students (SEPT
Teachers
@$30/day for 3
2012)
days=$180 week
Pre-Test (OCT 2012)
(Must be specific, measurable,
attainable, relevant, and timely goals
(SMART )
Identify 10-15 at-risk
students and pair them
with high school mentors
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formulas used to derive
totals in budget sections
e.g. 3 subs
@$143/day=total)
Students will eat healthy
snacks each day and
complete healthy choice
activities.
Rainelle Medical Center will provide
short, focused healthy choice activities
designed for elementary students
At risk students in grades Students will use software programs
3-5 will show at least a
such as Odyssey, Everyday Math games
5% gain on both
and Acuity to address specific deficits
formative and summative
Students will work in whole group and
assessments
small group settings and gain a better
understanding of basic math skills
through DO THE MATH
Students will create
working Lego robotic
models
Students will create 2D
and 3D models
Students will write and
present creative stories
Students will think creatively to make a
working robotic model while
developing vocabulary and
communication skills to explain how a
robot works.
Certified teacher,
Rainelle Medical
Center representative
(1x/week)
Certified Teacher
STEM Certified
Teacher
Certified Teacher
Rainelle Medical Center
(each Monday) will
present program;
teacher will follow up
remaining two days
$1,500 snacks
(approximate
cost-15 students
@ 3.00 per week
(32
weeks)=$1440
Weekly Formative
Assessments
Three state benchmarks
(OCT-JAN-MARCH
2012-13)
2 Certified
WESTEST 2 (MAY 2012) Teachers
@30/day for 3 (32
weeks) days=$180
week
Oct-May, 2012
STEM Certified
Teacher
Students will think logically and create
a robotics program to produce a specific
behavior
$6,000 STEM Kits
Students will follow 2D drawings and
make 3D models
Students will write and present creative
stories using models for visual effect
Students will work as a team
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Students will track
individual progress on
data tables.
understanding the value placed on
teamwork
Students will make systematic
measurements and observations
Certified Teacher
STEM Certified
Teacher
Students will learn how to display and
communicate data using tables
High School Students will
complete a leadership
project that includes
mentoring an at-risk
student. Projects will be
evaluated by GLIP
program supervisor.
Students identify personal measurable
Certified Teacher
objectives for leadership goals as part of /Coordinator
WVMLI program.
Students will identify leadership styles
using MSR Leadership Style Indicator
and discuss impact on mentees.
High School Students
Students will assist in developing
project-based learning activities for
their mentees.
High School Students
are selected by
administrators/teachers
to participate in the
GLIP at
WVSOM(beginning
SEPT)
All Western end GLIP
high school students
will be given an
application for the S3
program (beg. Sept. 1,
2012)
High School S3
applicants will be
interviewed by the S3
team and no more than
five will be selected
(end Sept. 30, 2012)
High School Students
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1 H.S. Coordinator
@30/day for 3
days per (32
weeks)=$90/week
5 $1,000
Scholarships for
participating High
School students=
$5,000
will work with the S3
coordinator and STEM
teacher to learn and
develop STEM activities
for the students
(beg.OCT)
High School students
will report to Smoot
Elementary 3 days per
week after school to
facilitate STEM activities
and mentor elementary
students (OCT-MAY)
High School Students
will meet with the GLIP
Representative and S3
Coordinator and
participate in a variety
of leadership activities
(ONGOING OCT-MAY)
High School Students
will read a biography on
a well known leader and
complete a series of
questions about the
individual’s leadership
style (FEB)
High School Students
will present to the GLIP
team their experience
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working with
elementary children and
the impact of the
program (MAY)
Students will increase
feelings of self-efficacy by
setting personal goals
and self monitor via
LearningEarnings.com,
an extrinsically
motivating site that
allows students to earn
play money based on
goal achievement.
Students establish on-line “bank”
accounts on LearningEarnings.com.
Students earn “e-bucks” based on goal
attainment
Teacher; STEMOct-May
certified Teacher;
Mentors provide
assistance/monitoring
Students “spend” e-bucks for rewards
such as:
Assistant Principal for the day
Teach a mini-lesson to classmates
Wear P.J.’s to school
Wear your favorite hat to school
Chew Gum Pass
Sit at the teacher’s desk
Make morning announcements
Helper in a lower grade class for a day
These are just a few of the rewards
students can earn)
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Free
Section 5- Project Evaluation and Sustainability
1. How will you evaluate and report the impact this innovation has on increasing student success and/or other stated goals
and objectives?
A pre- and post-survey will be given to teachers, students and parents. This survey will be used as a tool to evaluate the effectiveness of
the program. Students will set personal achievement goals at the beginning of the program and periodically evaluate their progress.
Students participating in this program will be progress monitored throughout the year using a variety of formative and summative
assessments, and we will track their performance on WESTEST 2, as well as their disciplinary record. All findings will be shared with
staff, students at both Smoot Elementary and Greenbrier West High School, parents and the LSIC.
2. How will this innovation be sustained beyond the initial funding period?
Smoot Elementary will continue to work with area businesses and organizations for funding. The school will also participate in a number
of fundraising activities. In addition, we believe we can build, through this grant, a network of support that will continue beyond the
initial grant period. We are already exploring utilization of volunteers who can be trained during the grant period. The high school has
indicated that there are ways students can obtain their community service points through such a program, so we may garner participation
from students through this program. Communities in Schools works with all our secondary schools, and they will continue to be a
resource, as will the Rainelle Medical Center. The grant will provide the foundation for establishing a program that can be sustained by
community members who will be able to see the benefits students gain from community members working together.
Section 6- Budget Justification
The Innovation Zone allocation for FY 2012 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 2012 budget.
Because the proposed projects will not be funded until January 2011, the operating costs for year one will not be for a full school year.
Applicants should consider the following as they develop the Year One Budget: 1) more funds may be allocated to program planning and
professional development in year one and 2) counties will be able to carry over each year of grant funding for one additional year.
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FY 2012
(Oct. 2012-June2013)
Expenditure
Amount Requested
In-Kind (Optional)
Professional Salaries
Fringe Benefits
Equipment
$6,000 (STEM
kits/software)
Supplies
$1,500 (Snacks)
Professional Development
Travel
$2,500
Contracts/Consultants
$10,000
Other
$5,000 (High School
Scholarships)
Total
$25,000
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Total
FY 2013
(Sept. 2013-June 2014)
Expenditure
Amount Requested
In-Kind (Optional)
Professional Salaries
Fringe Benefits
Equipment
$6,000 (STEM
kits/software)
Supplies
$1,500 (Snacks)
Professional Development
Travel
$2,500
Contracts/Consultants
$10,000
Other
$5,000 (High School
Scholarships)
Total
$25,000
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Total
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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 December 1, 2011
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 Shelly DeBerry at
sdeberry@access.k12.wv.us with a copy sent to cdprice@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.
•
•
•
•
•
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 December 1, 2011.
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