st
submitted for consideration to:
The West Virginia Board of Education
December 29, 2009 by
Brenda Tanner, Principal and Director of CTE Programs
David Tackett, Principal
Greg Webb, Principal

THE CABELL COUNTY SCHOOLS SECONDARY SCHOOLS CONSORTIUM
INNOVATION ZONE PLANNING GRANT PROPOSAL
EXECUTIVE SUMMARY
In May of 2008, Cabell County Schools engaged the community in an effort to redesign high school education for
21 st
century learners. The district recognized a need due to declining graduation and attendance rates and test scores. Students appeared to becoming less engaged in school and while teachers were working harder than ever to motivate them without result. While Cabell County’s graduation and attendance rates and Westest scores were not among the lowest in the state, neither were they among the highest. District and school administration, teacher leaders, parents and community members wanted to take action to prevent further decline and improve high school education to assure Cabell County students could compete with students across the globe in the 21 st century.
To that end, the district embarked on an ambitious project to “rethink” high school. A group of over 100 stakeholders representing teachers, administrators, students, parents, community leaders and businessmen began meeting in the fall of 2008 to study how great high schools operate. The stakeholders found three themes repeated over and over in the nation’s best high schools: rigor, relevance and relationships. These three themes guided the remaining deliberations of group who became known as the R
3 the activities of the R
3
committee see
committee. (For more information on http://boe.cabe.k12.wv.us/schoolimprovement/R3HighSchoolRestructuring.htm
.)
While the R
3 committee continued to study and plan, the district contracted with the International Center for
Leadership in Education to conduct objective needs assessments of its three high schools. The needs assessment confirmed the initial concerns of stakeholders: students were becoming increasingly disengaged from school. To engage students, the high school experience needed to be personalized and instruction needed to be highly rigorous to prepare them for the world ahead and also relevant if students were to become and stay focused on rigorous material.
School leadership teams formed and reacted to their school’s needs assessment report by designing individual action plans unique to the needs of their schools. School administrators and teacher leaders designed and have begun implementing a series of purposeful activities to reengage students in rigorous, relevant instruction supported by meaningful relationships.
However, it was evident both to the R
3
committee as well as school leadership teams that while there are activities they could implement to improve outcomes for students, there were numerous barriers in West Virginia statute as well as in West Virginia Board of Education policy to making significant changes. Innovation Zone legislation has provided the district’s secondary schools with the opportunity to make some of the changes they could only dream of implementing during the planning process.
At the heart of this proposal is the desire to personalize the high school experience by differentiating graduation requirements and provide flexibility in the way students earn their high school credits. Providing 9 graders with a core curriculum infused with 21 st th
and 10 th
century learning skills will give students the firm foundation needed to progress through the upper grades. Once they are firmly grounded in the core curriculum, students will have the option to pursue different pathways towards graduation. Students may pursue the current graduation requirements as outlined in WVBOE policy 2510 at the highest level of rigor, called the “distinguished scholars” pathway. Career technical education pathways will be promoted so more students can graduate ready to pursue post-secondary education or i

highly skilled jobs in the workforce. Or, students may enroll in coursework in an interest academy where even their core courses relate to their interest area.
Students will be able to pursue the credits they earn in non-traditional ways as well. In addition to opening on-line options for students, credits can be earned for developing skills at high levels outside of the school environment.
These extended learning opportunities will be carefully designed and verified and will allow students who excel in a particular area outside of the school day to earn credit for their high level of skill and dedication. Students who pursue career technical education coursework will discover that taking a particular CTE courses will allow them to have a corresponding core class waived because its content is embedded in the CTE course. For select courses, students will have the opportunity to earn a credit by demonstrating proficiency in the course content rather than by the number of minutes spent in the class. Through partnerships with area businesses, students will be able to earn credit for participating in internships.
Students who struggle with critical skills will have opportunities for direct instruction in reading and math within the school day. The consortium’s schools will also embed recovery school options into the school day, letting students repeat coursework and demonstrate proficiency via PLATO within a shorter period of time rather than repeating the entire course and limiting their ability to enroll in elective coursework.
Too often students who struggle are ready to give up on themselves and drop out of school at age sixteen. The consortium believes providing the elements of personalization and supports described above will help more students be successful. However, there will still be students too eager to give up on themselves. The consortium believes students are not emotionally or intellectually ready to make such a life-changing decision at age 16 and requests a waiver of West Virginia statute to raise the mandatory attendance age to 18. The consortium will review the case of each student who requests to drop out prior to age 18 and is prepared to grant waivers to those whose circumstances warrant leaving school early. The consortium also understands it needs to offer meaningful options to “reluctant learners” over the age of 16 to keep them engaged and provide them with meaningful skills. One option may be to allow these reluctant learners to enroll in GED preparation coursework while pursing CTE coursework so when they do leave school at age 18, they will leave with a meaningful set of skills.
The consortium’s teachers need time and support to make needed changes to instruction and the curriculum. The consortium requests the required number of daily instructional minutes daily be waived so time for teachers to collaborate, plan and study can be carved into the calendar on a regular basis. The consortium also believes its new teachers need to be carefully nurtured through an intense year long induction and request the induction program being piloted this year in one of the consortium’s schools replace the state-wide new teacher mentoring program, redirecting the funds paid to mentors to support the program.
The consortium understands LOCEA must approve the requested exemptions from state statute. Should the screening committee and the West Virginia Board of Education be interested in granting our proposal, the consortium asks that the portions of the application related to waivers of West Virginia Board of Education policy be acted upon rather than holding the entire application in abeyance until LOCEA is able to meet and act. The consortium is ready to move forward regardless of LOCEA’s response to requests for exemptions from state statute.
Cabell County’s consortium of secondary schools is excited about the opportunities extended through Innovation
Zone legislation and policy. Thank you for providing us with the opportunity to submit this proposal for your consideration. ii

B. Information of Applicant:
Entity Applying for Innovation Zone Designation
__________ A school
______X___ One or more schools acting as a consortia
__________ A group of schools seeking designation across the same subdivision
or department of the schools
__________ A school seeking designation of a subdivision or department
__________ A higher education institution
Name of Entity Applying : The Cabell County Secondary Schools Consortium_______
The consortium consists of The Cabell County Career Technical Center, Cabell Midland_
High School and Huntington High School.______________________________________
County: __ Cabell___
Superintendent: __William A. Smith__
Number of Professional Personnel: ___Consortium Total: 246____________________
_(Cabell County Career Technical Center- 29; Cabell Midland High School - 110;_______
Huntington High School 107)________________________________________________
Number of Service Personnel: __Consortium Total 83___________________________
_(Cabell County Career Technical Center- 6; Cabell Midland High School -39; Huntington
_High School – 38 )___(Please note: service personnel did not participate in the
Innovation Zone vote as their jobs are not impacted.)
See appendix A for verification of each school’s staff commitment and appendix B for
the LEA report of support and concerns.
Institution of Higher Education: __N/A__
County Location: Cabell
C. Narratives for the Innovation Zone Application:
1. Project Design a. Needs Assessment Results
In May of 2008, Cabell County Schools began a journey to redesign the high school experience. The International Center for Leadership in Education was contacted to conduct an objective needs assessment of the district’s three secondary schools. Needs assessments, based on the International Center’s whole-school reform process were conducted at Cabell Midland High
School, Huntington High School, and the Cabell County Career and Technology Center from January
5-15, 2009, by Dr. Paul Ezen and Dr. Tom Venezio, Senior Consultants for the International Center.
During their visit the consultants met with the district and school administrative teams, visited numerous classrooms, and conducted focus groups with teachers, students and parents.
During the visit, the consultants used the International Center’s Learning Criteria to Support 21 st
Century Learners to evaluate how successfully each school was providing educational experiences for students in the areas of Core Learning, Stretch Learning, Learner Engagement and Personal Skill
Development. An effort was also made to determine to what degree the school is incorporating the International Center’s Components of School Excellence in school improvement efforts.
1

The needs assessment visits and in-depth interviews with school and community stakeholders provided the International Center with a unique opportunity to see all of our high school systems at work. In addition to the information gathered through interviews and observations, the International Center examined the following data:
WESTEST Results (All and by subgroup):
Graduation Rates
Dropout Rates
Percent of Classes Taught by Highly Qualified
Teachers
Degree level of teachers
Number of Teachers on Permits Student Attendance
We Teach and We Learn survey results
AP Course Enrollment and Success
ACT Composite Trends
Student Demographic Data (ethnicity, eligibility for free and reduced lunch
Average Years of Experience for Professional Staff
Organizational Health Data
National Essential Skills Study (NESS) Results for
Cabell County Schools
Although each school has its own unique “DNA” and therefore their own unique set of strengths and needs, the International Center compiled the following set of common factors across all three schools that must be addressed if our schools are to provide students with a meaningful and rigorous 21 st
century high school experience that will prepare all students for post-secondary success.
The following links provide school-specific data and district data, including data gathered through the needs assessment conducted by the International Center for Leadership in Education
Career Technical Center
We Teach Survey Results: http://boe.cabe.k12.wv.us/schoolimprove ment/documents/WeTeachReportCabellCo untyTechCenter.pdf
We Learn Survey Results: http://boe.cabe.k12.wv.us/schoolimprove ment/documents/WeLearnReportCabellCo untyTechCenter.pdf
Individual Action Plan: http://boe.cabe.k12.wv.us/schoolimprove ment/documents/CCCTCIAP-Finallhrh.pdf
ICLE Needs Assessment Report: http://boe.cabe.k12.wv.us/schoolimprove ment/documents/CCCTCfinal.pdf
We Teach/We Learn Companion Indicators: http://wveis.k12.wv.us/wvfiveyearonlinestr ategicplan/uploads/upload1299920091229
142822CTC%20We%20Teach%20&%20Lear n.pdf
Cabell Midland High School
We Teach Survey Results: http://boe.cabe.k12.wv.us/schoolimprovemen t/documents/WeTeachReportCabellMidlandHS
.pdf
We Learn Survey Results: http://boe.cabe.k12.wv.us/schoolimprovemen t/documents/WeLearnReportCabellMidlandHS.
pdf
Individual Action Plan: http://boe.cabe.k12.wv.us/schoolimprovemen t/documents/CMHSIAP-Finallhrh.pdf
ICLE Needs Assessment Report: http://boe.cabe.k12.wv.us/schoolimprovemen t/documents/CabellMidlandHSfinal.pdf
ICLE Data Analysis Report: http://wveis.k12.wv.us/wvfiveyearonlinestrate gicplan/uploads/upload1299920091229141559
CMHS%20Data%20Analysis.pdf
We Teach/We Learn Companion Indicators: http://wveis.k12.wv.us/wvfiveyearonlinestrate gicplan/uploads/upload1299920091229141922
CMHS%20We%20Teach%20&%20Learn.pdf
District Data
National Essential Skills Survey - Report and Survey Results:
Huntington High School
We Teach Survey Results: http://boe.cabe.k12.wv.us/schoolimprovement/d ocuments/WeTeachReportHuntingtonHS.pdf
We Learn Survey Results: http://boe.cabe.k12.wv.us/schoolimprovement/d ocuments/WeLearnReportHuntingtonHS.pdf
Individual Action Plan: http://boe.cabe.k12.wv.us/schoolimprovement/d ocuments/HHSIAP-Finallhrh.pdf
ICLE Needs Assessment Report: http://boe.cabe.k12.wv.us/schoolimprovement/d ocuments/HuntingtonHSfinal.pdf
ICLE Data Analysis Report: http://wveis.k12.wv.us/wvfiveyearonlinestrategic plan/uploads/upload1299920091229142547HHS
%20Data%20Analysis.pdf
We Teach/We Learn Companion Indicators: http://wveis.k12.wv.us/wvfiveyearonlinestrategic plan/uploads/upload1299920091229142137HHS
%20We%20Teach%20&%20Learn.pdf
http://boe.cabe.k12.wv.us/schoolimprovement/documents/NESSReport-CabellCountySchools2-9-09.pdf
and http://boe.cabe.k12.wv.us/schoolimprovement/documents/NESSExecutiveSummaryCabellCountySchoolsWV.pdf
)
International Center for Leadership in Education – District Report http://wveis.k12.wv.us/wvfiveyearonlinestrategicplan/uploads/upload1299920091229133759District%20High%20School%20Report.pdf
County Data Profile: http://wveis.k12.wv.us/wvfiveyearonlinestrategicplan/uploads/upload1299920090915155715Cabell%20County%20Schools%20Data%20Profile%20(Repaired).pdf
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Common Strengths
 The CSOs are used and focused on by teachers.
 Enrollment in AP and Honor classes is increasing.
 To address learner engagement, more clubs and activities are being offered.
 Some classes, especially AP, honors and CTE classes, are engaging students at high levels.
 CTE classes at the Center are highly personalized, and focus on personal skill development in both the
Academy and the vocational courses. Their success with their students should be noted and expanded upon.
 The high schools recognize the need for increased opportunities for students to develop personal skills. learning.
Common Needs
Literacy (reading and math integration)
Targeted assistance for special education and low SES populations
Refinement of outcomes of the Freshman Academy
ALL students need “stretch learning “ opportunities in their classes
Current structures and policies preclude stretch learning from taking place in most classrooms.
There is a gap between the teacher’s perception of the level of engagement with students and the students’ perceptions.
Students report teachers generally do not know them as a person.
Teachers need to provide many more opportunities in their classes for students to be actively engaged both mentally and physically in
While the CTE classes are highly personalized and engaging, enrollment in these classes is declining.
Teachers generally are teaching in quadrant A of the
Rigor/Relevance Framework and need to work to design and implement Quadrant D lessons.
Students need more opportunities to be involved in personal skills activities in the school.
There is a lack of student investment and ownership of the schools.
Student attendance is a major issue in all schools.
Graduation rates meet only minimal standards.
There is a lack of student engagement in classes.
Although many clubs and organizations exist there is a lack of participation by students. Students need to feel a greater sense of belonging to the school.
Students need to feel as though they have some responsibility for the school and decision that are made that affect them.
Based on the results of the needs assessment, each school developed an Individual Action Plan (IAP). As a result, each school has its own distinct set of goals and objectives. However, the following common focus areas emerged across the district:
1.
Implement initiatives to foster personalization and learner engagement at each school.
2.
Improve pedagogy through effective use of instructional strategies that engage and challenge students.
3.
Improve access to CTE classes both at the district’s Career Technical Center and in each high school.
4.
Implement comprehensive literacy integration in all classes to improve student literacy.
5.
Engage in shared leadership at the schools so that collaboration results in implementation of effective programs.
6.
Provide focused professional development that supports rigor, relevance and relationships.
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While each of the three schools in the consortium is addressing the goals and objectives of their
Individual Action Plans through a series of purposeful activities, West Virginia code and West
Virginia board of Education policy remain barriers to addressing identified concerns. The Cabell
County Secondary Schools Consortium is requesting waivers to WVBOE policy and exemptions to
West Virginia code through this Innovation Zone proposal to allow for needed significant changes to occur. b. Innovation Project Goals and Objectives
Goal 1: To build and sustain a culture that fosters the engagement of all 21 st
century
learners through personalization of the high school experience so they will be
successful in post secondary education and/or in the workforce.
Objective: The district graduation rate will increase by 3% annually
through 2013 while decreasing the dropout rate by 1% annually.
Objective: Increase the percentage of students who score at mastery or
above on the WESTEST II across all subject areas and subgroups
by 3 points annually while reducing the achievement gap for the
special education and low SES populations by 5% annually over
the next three years.
Objective: The We Teach and We Learn survey results will annually indicate
increases in student engagement indicators as well as diminished
gaps between the perceptions of teachers and learners.
Goal 2: To build and sustain a culture that challenges 21 st
century students through rigorous and relevant coursework.
Objective: The number of students enrolled in AP and honors courses will
increase annually by 3% and will reflect a proportionate
enrollment of minority students and the percentage of students
scoring proficient on AP exams will increase annually by 5%.
Objective: The number of students enrolled in CTE coursework will increase
annually by 5% and the number of students completing CTE
credentials will increase annually by 5% over the next three years.
Objective: 100% of high school graduates will demonstrate proficiency in
reading and math through Westest II scores or by alternate
means.
Goal 3: To build and sustain a culture that fosters and supports shared leadership,
continual professional growth and the wellness of all personnel, supporting rigor, relevance and relationships needed for successful 21 st
century schools.
Objective: School profiles compiled after each annual survey will
demonstrate a balance across the ten dimensions of
Organizational Health as well as growth across all dimensions.
Objective: Schools will develop, implement and monitor their schools
individual action plan, including action steps related
to the implementation of the Innovation Zone, demonstrating
growth across all action plan indicators and engaging 100% of the
faculty in the high school redesign process.
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c. Project Description
The great challenge for American public high schools in the 21 st
century is to prepare students
for jobs that don’t yet exist, with technologies that have yet to be invented in order to solve
problems we don’t even yet exist. The purpose of the Cabell County Secondary Schools
Consortium’s Innovation Zone proposal is to meet this challenge by redesigning the high school
experience. We seek to frame the high school experience around 21 st
century 3Rs – rigor,
relevance and relationships – so all students graduate with proficiency so they will be
successful in the 21 st
century workforce and/or prepared for the rigors of post-secondary
education.
Rigor refers to academic rigor —increasing the level of thinking and problem solving in more
complex ways. Rigorous learning involves the in-depth mastery of challenging tasks and the
development of cognitive skills through reflective thought, analysis, problem-solving,
evaluation, or creativity. Students need high levels of competence- higher than those
demanded by 20 th
century high schools - to be ready to meet the demands of the 21 st
century.
While providing instruction in content knowledge linked to high standards is very important, it
is not enough. Instruction in the content areas must be linked to the relevancy of the subject
matter and in turn to student goals. Relevance refers to learning in which students apply core
knowledge, concepts, or skills to solve real-world problems. Every core subject has
applications to the real world. Linkages can and must be made for students without sacrificing
academic rigor. Linking real-world application to challenging coursework actually allows
students to understand and perform at higher levels. Relevance makes rigor possible .
For students to engage fully in challenging learning, they must have increased levels of support
from the people around them. Students are more likely to make a personal commitment to engage
in rigorous, relevant learning when they have relationships with teachers, parents and other
students that demonstrate care and concern for how well they do. Students are willing to invest in
their education when they are encouraged, supported, and assisted by those around them.
Relationships are the foundation to allow relevance to make rigor possible.
District graduation rates will improve and graduates will be ready for post-secondary education
and/or employment when high levels of rigor, relevance and relationships into the high school
experience and when graduates are accountable for demonstrating subject matter and skill
proficiency. Through a shared leadership model , each high school within the consortium will
customize their school’s redesign within the following framework:
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Comprehensive school-wide literacy programs . This includes intentionally teaching literacy in all classes as well as providing targeted instruction to struggling students using effective research-based programs. For a summary of research related to adolescent literacy issues and please reference: http://boe.cabe.k12.wv.us/schoolimprovement/documents/AdolescentReadingPresentationNovember102008.pdf
. http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf
A Shared Leadership Model which provides for a leadership team of teachers and administrators to regularly meet to design, implement and monitor the implementation of the Innovation Zone and the school’s individual action plan, outlining goals, objectives and activities set by the school to improve student outcomes. Regular time to collaborate and for staff development will be provided for all teachers on a regular basis within the instructional day. Student leaders will also participate in the shared leadership model, providing feedback on policies related them as well as insight into student-centered issues to the teacher leadership team.
Personalization of the High School Experience: A core curriculum for all 9 th
and 10 th
graders will be provided for all students so they acquire the foundational skills needed to go on to higher level coursework. Teams of teachers at the freshman and sophomore levels will hold groups of students in common, getting to know them personally and actively teaching them how to be successful in high school. A culminating event at the end of the 10 th
grade yea r to demonstrate proficiency in foundational coursework may be required.
No later than the end of the 10 th
grade, students will select a pathway that suits their skills and interests . Schools may develop interest academies that reflect these pathways and schools will have the option for students to select an academy prior to their junior year. Upper level core courses may be customized to link to particular academies and can substitute for core graduation requirements.
Internships for course credit will also be encouraged. Schools may also want to pursue developing “distinguished scholar ” programs for those students who want to pursue earning credits at the highest levels of rigor. (Advanced Placement, International Baccalaureate, honors, etc.)
Enrollment in on-line courses , either through the West Virginia virtual school or through courses developed, taught and monitored by our own teachers will be available. Highly motivated students who complete required courses prior to spending four full years in high school will be allowed to graduate early. A culminating event such as an internship for course credit or a senior project prior to graduation to demonstrate proficiency in the student’s selected pathway may be required by the school.
While students will select a pathway, graduation requirements will be flexible to allow students to change pathways. To encourage students to pursue career technical coursework, selected CTE courses will embed critical CSOs from a selected core course into the CTE course to allow students to be awarded both CTE credit and core course credit.
Students will also be allowed to earn credit for selected courses through means other than completing coursework in school. Carefully vetted Extended Learning Opportunities will allow students to gain knowledge and skills through learning that takes place outside of the traditional classroom. Schools will explore ways to award credit based on student proficiency of the course content rather than on seat time in Carnegie units.
Accountability for Proficiency in Reading and Mathematics to Graduate: To graduate, students must not only earn the needed number of credits, but must also demonstrate mastery in reading and math . Schools will design a number of rigorous ways students can demonstrate this proficiency , including demonstrating mastery on the Westest II and portfolio assessments. The needs of identified special education students will be taken into account when developing this accountability system.
Mandatory Attendance Raised to Age 18 : The consortium believes that the majority of students who drop out of school at age 16 are unprepared for life outside of high school and research indicates they face a bleak future.
The consortium recognizes schools must be prepared to offer viable alternatives for students desiring to leave school early.
During the planning period they will explore a variety of options including providing the option for students to take coursework to prepare them to pass their GED while simultaneously enrolling in CTE coursework. The consortium also recognizes there may be circumstances where it is in the best interest of a student to withdraw at age 16 . A committee will be established to review the circumstances of each student. If circumstances warrant, the committee may determine the student may leave school prior to age 18. The consortium anticipates these exceptions will be a rare occurrence.
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Pervasive Use of Instructional Strategies that Promote Quadrant D Learning: The consortium’s schools have begun to expand Quadrant D instruction (rigorous and relevant) to all classrooms. A Gold Standard Instruction
Cadre has been formed to provide teachers from a wide variety of disciplines across all three schools with training to become in-building coache s for quadrant D instruction. School administrators are being coached to observe classrooms f or Quadrant D instruction. Teachers have access to a bank of gold seal lessons through the International Center for
Leadership in Education and are working to submit lessons to be juried for inclusion in the lesson bank. Teachers are also being provided with rich staff development related to project-based learning and differentiated instruction.
Prioritization of the West Virginia Curriculum Standards and Objectives . The West Virginia Curriculum
Standards and Objectives will be carefully reviewed by teachers within each discipline with the charge of prioritizing them so instruction can be targeted to those deemed most important.
Teacher groups will utilize the results of the National
Essential Skills Study (NESS http://www.leadered.com/ness.html
) to assist them to determine a CSO’s priority as well as the National Core Curriculum under consideration for adoption through state’s the Race to the Top grant application.
Supports for Students: For all students to be successful, students will need a variety of supports. When students are freshmen and sophomores, they will be assigned to teams of teachers who hold groups of students in common to facilitate transition to high school, to actively teach students to be successful in high schoo l and to identify and address problems as they develop to minimize their effects and keep students on track for graduation. Freshmen and sophomore teams develop specific protocols to implement over the course of the year. Counselors will develop and utilize protocols for major counseling milestones to assure students receive the guidance needed to select appropriate pathways and move steadily towards graduation. Course recovery and tutoring in critical skills will be embedded into the school day.
Structures for students to tutor and mentor one another will be put in place.
Supports for Teachers : School-based instructional coaches will be provided to assist teachers to implement quadrant D instruction in their classrooms at their request. A comprehensive teacher induction progra m through a yearlong professional learning community will assist new teachers to acclimate to the school and to their instructional responsibilities. Participation in the new teacher PLC will be mandatory for new staff and will be reflected in county job postings. Time will be regularly scheduled and embedded in the school calendar for meaningful collaboration time among teachers and staff development related to the school’s goals. Wellness activities for staff will be identified by the school leadership team and teachers will be encouraged to engage in them regularly.
While each of the schools in the consortium will customize the program elements above, the consortium recognizes the need for coordination through the central office to assure uniformity of requirements across the district . Central office staff will work with school staff to assure graduation requirements are rigorous, uniform and that each school offers a variety of pathways to meet the needs of all students. The county will work to develop attendance policies that allow students to transfer among schools should a student’s home school not offer the academy that matches their interest. Central office staff will also work with the Cabell County Board of Education to assure any w aivers of WVBOE policy or exemptions from West Virginia code are reflected in local policy.
District staff will work with the schools to assure the prioritized CSOs, all credits earned through extended learning opportunities and embedded credit opportunities meet rigorous standards .
Through a variety of communication channels central office staff will work with school staff to communicate all changes to parents, students and the community.
In many respects, the model proposed mirrors the proposal of the West Virginia Department of
Education’s high school redesign task force designed in March of 2009 as part of a NASBE High School
Leadership Policy Grant. If waivers are granted and the proposal funded, Cabell County’s consortium of secondary schools in effect could serve as a pilot for this model.
( http://wveis.k12.wv.us/wvfiveyearonlinestrategicplan/uploads/upload1299920091229121658wv%20school%20model.pd
f )
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d. Correlation Between Problem and Proposal: The consortium’s plan for restructuring high
school education is extensive. Some program components are already being implemented
through Individual School Action Plans while other components of the program require waivers
of WVBOE policy or exemption from West Virginia code through this Innovation Zone proposal.
Those program components dependent upon approval of this Innovation Zone application are
highlighted in red.
Identified Need
Low levels of student literacy
Low levels of student engagement
Program Component
Comprehensive school-wide adolescent literacy program and targeted assistance for struggling readers.
Accountability for proficiency in reading and math prior to graduation.
Prioritization of the CSOs.
Personalization of the high school experience through differentiated graduation requirements, development of career academies, extended learning opportunities, core courses customized at the upper levels to substitute for required core courses and link to developed academies; early graduation option; teams of teachers hold groups of students in common at the 9 th
and 10 th
grade levels, getting to know students personally and identifying problems and solutions prior to them becoming pervasive; on-line course options .
Instructional coaching, flexible scheduling of classes.
New teacher induction program.
Instruction primarily provided in quadrant A of the rigor and relevance framework.
Lack of “stretch learning” opportunities Career academies, embedded credit; extended learning opportunities; prioritization of the CSOs.
Graduation rate stagnant
Students lack opportunities to develop
21 st century personal skills
Poor attendance
Comprehensive adolescent literacy program; targeted instruction in reading for struggling students; embedded course recovery and tutoring options; mandatory attendance raised to age 18; extended learning opportunities; shared leadership model;
Shared leadership model; development of career academies, internships for credit; prioritization of the
CSOs.
All student support services listed; embedded credit recovery, career academies and other program elements designed to personalize the high school experience.
Shared leadership model; all elements of personalization Lack of participation by students in decisions impacting them and general lack of student ownership of the schools and sense of belonging.
Targeted assistance for Low SES and special education students
Refinement of the Freshmen academy goals.
Embedded course recovery; embedded tutoring in critical skills; targeted instruction using research-based programs in reading and math; school-wide literacy program.
Supports for Students: Freshmen academy will develop protocols of activities to implement over the course of the freshman year.
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e. Methods, Strategies and Activities to Achieve Innovation Zone Goals and Objectives
Goal
To build and sustain a culture that fosters the of all 21 through st continual professional growth and the wellness successful 21 schools.
century
of all personnel, supporting rigor, relevance and relationships needed for st engagement
century learners personalization of the high school experience so they will be successful in post secondary education and/or in the workforce .
To build and sustain a culture that challenges 21 st students through
century rigorous and relevant coursework.
To build and sustain a culture that fosters and supports
Objective
The district graduation rate will
Activities
 Implement shared leadership model for both teachers increase by 3% annually through 2013 while decreasing the
Implement new teacher induction program.
 Create differentiated pathways to graduation and dropout rate by 1% annually.
graduation requirements, including various career
Increase the percentage of students who score at mastery or above on academies and distinguished scholar programs.
 Define Extended Learning Opportunities for students for the WESTEST II across all subject areas and subgroups by 3 points annually while reducing the selected courses.
 Delineate CTE courses that embed prioritized CSOs of core courses
 Implement Quadrant D instructional strategies achievement gap for the special education and low SES
 Develop on-line options for students to earn credit. populations by 5% annually over the  Implement school-wide adolescent literacy program next three years.
The We Teach and We Learn survey across all courses.
 Provide targeted reading instruction for struggling results will annually indicate readers embedded within the school day.
 Provide tutoring in critical skills embedded into the increases in student engagement indicators as well as diminished gaps school day.
 Prioritize the West Virginia CSOs to allow instruction to between the perceptions of teachers be concentrated on the development of essential and learners information and skills thereby providing students with a deep understanding of the material.
 Develop options for struggling students age 16 and over
The number of students enrolled in
AP and honors courses will increase annually by 3% and will reflect a proportionate enrollment of minority students and the % of students scoring proficient on AP exams will increase annually by 5%.
The number of students enrolled in
CTE coursework will increase and math through Westest II scores or by alternate means.
annually by 5% and the number of will increase annually by 5% over the next three years.
100% of high school graduates will demonstrate proficiency in reading students completing CTE credentials who would otherwise drop out of school such as providing GED instruction paired with CTE coursework for the remainder of their school career.
 Create a distinguished scholars program and credential to encourage students to enroll in the district’s most rigorous coursework.
 Continue to support teachers as they participate in AP training.
 Review student data to determine likely candidates for participation in higher level courses and personally encourage participation through counseling and success prep follow-up conferences.
 Continue to pursue the revamping of CTE opportunities in the district, both at the high schools and the career technical center, assuring CTE offerings provide students with skills that will serve them well in the 21 st century.
 Determine CTE courses where students can earn embedded credit in a core subject to meet outlined graduation requirements.
 Develop protocols for students to demonstrate proficiency in reading and math prior to graduation, assuring rigor is maintained while providing various pathways to proficiency.
School profiles compiled after each annual survey will demonstrate a growth across all dimensions.
Schools will develop, implement and monitor their school’s individual related to the implementation of the
Innovation Zone, demonstrating growth across all action plan action plan, including action steps
 Design and implement comprehensive year-long teacher induction program for first year teachers.
 Leadership teams will have an operations and an instructional arm in order to operate efficiently.
 All teachers will participate in the annual Organizational
Health survey.
 Data gathered as a result of the survey will be shared with the school leadership team and plans for improvement will be developed annually by the team based on the data.
 Leadership teams will meet regularly. Schools will determine how to best populate their leadership teams and determine when and how often teams should meet and if they shall be compensated. indicators and engaging 100% of the faculty in the high school redesign and actions. process.  Sub-committees to develop the specifics of the
Innovation Zone for each school will be utilized and will meet January 2010 through June 2010 to develop the school’s formal Innovation Zone plan.
9

f. Impact of Greater Flexibility and Control on Meeting the Needs of Students
The consortium of schools believes flexible yet rigorous graduation requirements and to
earn those credits in a variety of ways will allow for the personalization of the high school
experience, thereby improving student engagement in school and thus improving
graduation rates.
It is expected that student engagement in the high school experience as well as their
ownership of their school and a sense of belonging will dramatically increase as the result of
the various ways the consortium proposes to personalize the high school experience.
Providing ways for students to pursue Career Technical Education coursework will enable
increasing number of students to find meaningful employment after high school and/or
boost their readiness for post-secondary education opportunities. Developing
Distinguished Scholar Programs will encourage students to pursue the most rigorous
coursework possible and will provide them with a credential that will affirm to Institutions
of Higher Education that they are indeed ready for the rigors of post-secondary education.
Having the control to demand graduates demonstrate proficiency in reading and
math prior will assure the success of graduates in the workforce and/or post-secondary
education. The consortium also believes prioritizing the West Virginia Curriculum Standards
and Objectives (CSOs) will allow students to develop a deeper understanding of critical skills
needed for post-secondary success.
The systematic, comprehensive support of new teachers through a year-long professional
learning community rather than the utilization of the current model for mentoring new
teachers will have a significant impact on the instructional abilities of new teachers as well
as their classroom management skills. The consortium believes and we believe will make a
dramatic difference in teacher retention rates as well as the effectiveness of new teachers in
the classroom.
Providing all teachers with regular time to collaborate and participate in staff development will assist teachers to become more adept at their craft and will positively impact classroom instruction. Student achievement will be positively impacted as a result.
Flexibility both through waivers of West Virginia Board of Education policy and exemptions from West Virginia code is sought through this proposal. While both the waivers and exemptions are needed to fully implement this plan, the consortium respectfully requests the waivers of policy be considered distinct from exemptions from WV code given the length of time the Legislative Oversight Committee on Education and the Arts will take to approve the exemptions to code. Should the exemption from code not be granted by LOCEA, the consortium stands ready to move forward with those elements of the plan unrelated to exemptions from West Virginia code. g. Estimated Impact on Staff and Students
Number of students impacted: 3,472
Number of professional staff impacted: 246
Number of service staff impacted: 0
10

h. Operational Changes
Schools will operate using a shared leadership model. School schedules, graduation
requirements, prioritization of the West Virginia Content Standards and Objectives (CSOs)
the development of career academies and distinguished scholar programs, the
determination of courses that can earn embedded credits, how extended learning
opportunities will be granted, etc. will all be developed and implemented by school
leadership teams.
Student leaders will also have a significant role to play in the school. Students will provide
feedback on policies that impact them and will help develop and sustain the culture of the
school by through frequent engagement with the teacher leadership team.
Each school will determine how to best schedule courses and how to determine student
proficiency (versus having students attend courses for a prescribed period of time to earn
credit. This may require changes in the way courses are scheduled within the day or within the
instructional calendar.
School counselors will follow predetermined protocols as students move from entering high school to graduation. Other duties that have been assigned to counselors may have to be reassigned in order for them to assure they are able to give priority to these protocols.
A procedure must be developed and implemented to verify the experiences of students applying to earn credit through extended learning opportunities.
Schools will regularly schedule meaningful time for teachers to collaborate and participate in staff development that supports their school goals, objectives and activities. To accomplish this, the number of instructional minutes outlined in Policy 2510 will need to be altered.
School schedules will need to be modified to allow time within the school day for embedded course recovery and critical skills tutoring.
The consortium will work with the district to assure operational changes are made in the best interest of student learning and support rigorous standards for students and staff alike.
11

2 Research Base:
IZ Program Component
Rigor, Relevance and
Relationships Framework
Summary of Related Research
The Rigor/Relevance Framework is a tool developed by staff of the International Center for
Leadership in Education to examine curriculum, instruction, and assessment. The
Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement.
First, there is the Knowledge Taxonomy, a continuum based on the six levels of Bloom's
Taxonomy, which describes the increasingly complex ways in which we think. The low end involves acquiring knowledge and being able to recall or locate that knowledge. The high end labels the more complex ways in which individuals use knowledge, such as taking several pieces of knowledge and combining them in both logical and creative ways.
The second continuum, known as the Application Model, is one of action. Its five levels describe putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real-world situations.
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning or student performance at that level.
Shared Leadership Model
 School leadership team of teachers who meet regularly to design, implement and modify the schools individual action plan to implement the Innovation Zone and other school goals.
 Utilization of student leaders to help shape the culture of the school and provide input on policies that impact them.
The Rigor/Relevance Framework is easy to understand. With its simple, straightforward structure, it can serve as a bridge between school and the community. It offers a common language with which to express the notion of a more rigorous and relevant curriculum.
The Rigor/Relevance Framework is versatile; it can be used in the development of instruction and assessment. Likewise, teachers can use it to measure their progress in adding rigor and relevance to instruction and to select appropriate instructional strategies to meet learner needs and higher achievement goals.
With a shared leadership model, more people than just the administrators(s) are in positions to make decision and bring about change. Governance structures involve all members of the community – administrators, teachers and students. The school leadership team is responsible for the development and oversight of school goals, objectives and activities and monitor’s the school’s success. Operational and Instructional teams are separated to assure instructional issues are not overshadowed by operational issues. The key to the success of using a shared leadership model is for the team to remain focused on the school’s mission, goals and objectives, to inspire others around them and to make sure their actions are openly and frequently communicated to the staff.
A broad representation of students should be recruited to advise school leadership teams.
Broad recruitment provides for the varying perspectives of students and also promotes student ownership of the school among more students.
12

IZ Program Component
Comprehensive Adolescent
Literacy Program including literacy instruction embedded into all core courses as well as distinct explicit instruction using research-based programs for struggling readers.
Personalization of the High
School Experience including:
 various pathways to graduation including options to develop academies within the school.
 credit for extended learning opportunities for selected courses.
 embedded credit for core coursework within CTE classes.
 early graduation for students who are highly motivated and earn all credits prior to the completion of full 4 years.
 customized upper level courses in the core area in lieu of required core courses that relate specifically to a student’s chosen pathway or academy.
 utilization of on-line course options through the WV Virtual
School as well as courses developed and taught by our high school teachers.
Summary of Related Research
Reading Next, A vision for Action and Research in Middle School and High School Literacy: A
Report to the Carnegie Corporation of New York (2004) cites fifteen (15) key elements for improving adolescent literacy. The first nine (9) elements relate to instructional improvements while the final six (6) relate to improvements in infrastructure. The key elements are: 1. Direct, explicit comprehension instruction; 2. Effective instructional principles embedded in content; 3.
Motivation and self-directed learning; 4. Text-based collaborative learning; 5. Strategic tutoring;
6. Diverse texts; 7. Intensive writing; 8. A technology component; 9. Ongoing formative assessment of students; 10. Extended time for literacy; 11. Professional development; 12.
Ongoing summative assessment of students and programs; 13. Teacher teams; 14. Leadership;
15. A comprehensive and coordinated literacy program,
The International Center for Leadership in Education in it white paper, What We Know About
Adolescent Reading (Daggett and Hasselbring, 2007) cite the following common exemplary adolescent literacy practices used by the nation’s most successful high schools: 1.) Utilize a shared, conceptual model of reading and literacy; 2) Expand the reading curriculum to reflect today’s broad text sources including document literacy, technological literacy and quantitative literacy; 3.) Use proven, research-based instructional technology tools based on sound pedagogy; 4.) Help all teachers in all subjects assist their students to become competent readers.; 5.) Establish a School or District-wide Literacy Plan; 6) Utilize the Lexile Framework; 7.
Implement research-based intervention programs for struggling readers.
Breaking Ranks: Changing an American Institution by the National Association of
Secondary School Principals provided several recommendations centered around the personalization of the high school learning environment in order to effectively engage students.
Too many students feel that the time they spend in classrooms has little relevance to their current realities or future prospects. Teachers struggle to teach academic subjects as well as real-world skills that students will need to succeed in life. Meanwhile, some segments of the student population remain underserved.
Academies provide smaller learning community. Research has revealed that SLC’s create a greater sense of connectedness and belonging for students as well academic equity. In addition, studies have shown that SLC’s produce improved academic achievement and decreased behavioral problems.
There is a growing body of research evidence that finds high-quality programs beyond the traditional classroom setting can provide positive developmental opportunities and improve academic performance of students. Extended Learning Opportunities allow students to gain knowledge and skills through learning that takes place outside of the traditional classroom. This can include—but is not limited to—independent study, private instruction, performing groups, internships, community service, apprenticeships, and online courses.
Research such as the chart below indicates a growth in the number of skilled jobs, a decline in unskilled jobs while professional jobs remain stable. Increasing access to Career
Technical Education will provide our graduates with skills they can use post graduation.
70
60
50
Unskilled
40
30
Skilled
20
Professional
10
0
1950 1997 2007
While there is no definitive research on the impact of early graduation, the publication by the National Association of Secondary School Principals titled What Counts: Defining and
Improving High School Graduation Rates (2005) recommends prioritizing student mastery of subject matter rather than completion of seat time.
13

IZ Program Component
Accountability for
Proficiency in Reading and
Math to Graduate
Permission to Drop Out Age
Delayed to Age 18
IZ Program Component
Supports for Students:
 Freshmen Academy
 Sophomore Academy
 Counseling Protocols
 No failure options through embedded credit recovery and embedded tutoring options.
 Student to student tutoring and mentoring
 Evening School
 Saturday School
Supports for Teachers:
 instructional coaches
 in-building intense mentoring of new teachers through year –long professional learning communities and coaching
 Time embedded into the school calendar for regular, meaningful time for teachers to collaborate. school goals.
 Wellness activities for teachers provided and supported.
Prioritization of the West
Virginia Curriculum
Standards and Objectives
(CSOs)
Summary of Related Research
Research on the impact of high stakes testing on graduation rates is mixed. However, this
Innovation Zone proposal does not propose to offer only one gate students must pass through in order to prove their proficiency in reading and math. Rather, this proposal seeks to provide multiple pathways to prove proficiency. The needs of students with disabilities will be taken into account when devising accountability measures.
This Innovation Zone proposal only advises that they propose to study the impact of raising the drop-out age to 18. This research will be reflected in the final Innovation Zone plan.
Summary of Related Research
Credit recovery programs provide a wealth of benefits to students that have failed core subjects or to students that may need assistance in meeting the requirements of their local high schools. Most notably, students enrolled in credit recovery programs increase their achievement levels, increase their attendance rates, and increase their self-esteem.
Students enrolled in credit recovery programs will also be given the opportunity to improve their quality of life with regard to the social and economic advances that they might be able to generate once they earn enough credits to graduate from high school or earn enough credits to advance their coursework.
There is a large body of research that supports the need to carefully transition students into high school and the need for supports once they are there. Some interesting statistics:
 More students fail the 9 th
grade than any other grade of school with poor and minority students twice as likely to be retained as others.
 Students who are not on track to graduate with their peers are three times more likely to drop out of school prior to graduation.
 60% of students with multiple risk factors when entering 9 th grade.
 The performance of students in Algebra I is the single most reliable indicator of their earnings at age 25.
 Half of the teens and young adults with criminal records and/or substance abuse problems do not read well.
 Among 14-15 year-olds who struggle with basic reading and mathematics skills, 20% drop out of school within two years.
 A study of 56 Georgia and Florida high schools found that schools with extensive transition programs had significantly lower failure and dropout rates than those schools that did not offer comprehensive programs.
Research indicates teachers who are coached are more likely than teachers who only attended a workshop to use a new teaching practice inside the classroom. Also, teachers who were coached reported they were more likely to use the new teaching practices in the future. Therefore, instructional coaching will increase the likelihood that teachers adopt new teaching practices and will implement with a higher degree of quality when compared to those who do not receive coaching support.
A comprehensive induction program is one of the most effective methods for retaining quality teachers. While mentoring is often equated with induction, it is actually only one piece of a comprehensive induction program, which provides an extensive framework of support and guidance for new teachers. A growing body of research demonstrates that comprehensive induction can cut attrition rates by 50 percent. Well-crafted induction programs can improve teaching quality, stem high rates of teacher attrition and, in doing so, decrease the overall costs of teacher recruitment and retention.
Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.
Teacher wellness programs are often non-existent in spite of the connection of teacher wellness to student achievement.
High-performing schools have figured out how to eliminate many extraneous standards and benchmarks without sacrificing the quality and relevance of the students’ education.
Their decisions are based on what students need to know and be able to do once they graduate, being mindful to cover content that will be tested on the state exams.
14

f g d e
3. Policies or Code that Prohibit or Constrain the Design:
__X__ Waiver Requested of County Policy ( see below)
__X__ Waiver Requested of WVBOE Policy or Regulation ( see below)
__X__ Waiver Requested of Statute (see below)
_____ N/A (No Waiver Requested) a b c
Description
Beginning Teacher Internships
Graduation Requirements
Age of Mandatory Attendance
WV
Statute
18A-3-2b
18-8-1a
Awarding Credit through Extended Learning
Opportunities objectives
Credit Rule
Curriculum Content Standards and
Carnegie Unite - 8100 Minutes per Course
345 Instructional Minutes Daily
(flexible start and end of the school day) h Embedded Credits i Early Graduation
WVBOE
Policy
5900
2510, 5.6.6
2510, 7.2.4.c
2510, 6.2
2510, 5.6.2.a
County
Policy
3123
5200, 5130
5460 , 5410,
2230.02
2510, 5.6.8
2520
2230.02
2210
2510, 5.6.6.b 2230.02
2230.02
2230.02
5460 a. Beginning Teacher Internships: The consortium wants to replace the model currently utilized
throughout the state of West Virginia with an intense teacher induction model. New teachers in
the building would form a professional learning community led by secondary instructional
coaches and teacher leaders from within the building. The consortium requests the $600.00
currently paid to each mentor teacher be redirected to fund substitutes, materials, and stipends
for teacher leaders and new teachers to lead and participate in the PLC throughout the year.
Currently, the district is piloting the teacher induction model at one of t he consortium’s schools
but has had to keep in place the state model to remain in compliance.
While new teachers and their administrators enthusiastically endorse the PLC induction model,
neither find the assignment of mentors through the job posting/bidding system even minimally
effective. The consortium requests a waiver of WV BOE policy as well as an exemption of West
Virginia statute to implement the beginning teacher internship program. (For a description of
this program please see: http://wveis.k12.wv.us/wvfiveyearonlinestrategicplan/uploads/upload1299920091229131309Teacher%20Induction%20
Program%20%20Scaffolding%20Support%20of%20Beginning%20Teachers.pdf
b. Age of Mandatory Attendance: The consortium requests a waiver of WV BOE policy as well as
an exemption from West Virginia statute to prevent students from making the decision to drop
out of high school at age 16. The majority of students at age 16 are ill prepared to make this
important decision that can negatively impact them and their family for the rest of their lives.
The consortium believes providing students with a personalized high school experience that
provides a variety of supports and services including embedded recovery school and tutoring
options and directing more students towards career technical education will help keep many
students in school, but not all. The consortium recognizes that a few students may need to
withdraw prior to age eighteen due to extreme circumstances and is prepared to review
individual cases and grant exemptions for those rare cases. The consortium also recognizes that
a variety of options to keep reluctant learners engaged will be needed and is prepared to develop
these avenues.
15

c. Differentiated Graduation Requirements: WV BOE Policy 2510 has precise graduation requirements that leave little room for personalization of the curriculum. This “one size fits all”
approach leaves many students without coursework that is relevant to them which leads to
disengagement from school. The requirements also leave little room for error. In other words, if
students fail a required course, their options for taking elective or CTE courses begin to dwindle.
The consortium believes all 9 th
and 10 th
graders must be provided with a core academic
curriculum and that students must be deliberately taught how to be successful in school. W hen
students come to the end of their 10 th
grade year, they can choose from a wide variety of
rigorous options including a distinguished scholars program that emphasizes
preparation for post secondary education, CTE coursework or a variety of interest academies
where the content of the core curriculum is pegged to their academy of choice. Students can
also earn credit towards graduation through extended learning opportunities and through on-
line options. Students taking CTE courses will be able to earn embedded credits for core
coursework rigorously covered in the CTE course. Students will complete culminating projects at
the end of their 10 th
and 12 th
grade years which may involve taking part in an internship prior to
graduation. Highly motivated students will also have the option to graduate early. d. Extended Learning Opportunities: The consortium requests a waiver from section 5.6.8 of
WVBOE Policy 2510 so credits can be awarded for extended learning opportunities. These
opportunities will be carefully defined but will allow students to earn credit for skills they are
developing outside the school day. e. Curriculum Content Standards and Objectives: The consortium requests a waiver from teaching
all defined course content standards and objectives. The purpose of this waiver is to allow the
consortium to prioritize the CSOs so students can learn the material at a deeper level. The
National Essential Skills Survey will help guide teachers in this work.(To see local NESS results see: http://boe.cabe.k12.wv.us/schoolimprovement/documents/NESSReport-CabellCountySchools2-9-09.pdf
and http://boe.cabe.k12.wv.us/schoolimprovement/documents/NESSExecutiveSummaryCabellCountySchoolsWV.pdf
) f. Carnegie Unit : Currently, WVBOE policy 2510 demands students spend 8100 minutes in a course
to earn a credit for graduation regardless of their level of proficiency. The consortium would like
to identify courses where credit can be earned based on the proficiency level of the student rather
than the number of seat minutes. g . Daily Instructional Minutes: Our high school teachers are in desperate need of meaningful time to collaborate. Currently, schools within the consortium do not have enough “banked time” to
provide this time. The consortium requests a waiver of the requirement for 345 minutes of
instruction daily to provide time within the school day for teachers to collaborate, plan and study.
During the planning cycle, the consortium will determine how much time is needed. h . Embedded Credits: Students who wish to pursue career technical education coursework often
find they are unable to fit these courses along with all courses required by Policy 2510 for
graduation into their schedule. The consortium would like to identify CTE courses that teach core
content through application and waive the corresponding core requirement. It may be necessary
add CSOs to CTE coursework to assure the core content is covered adequately. i . Early Graduation: Currently, WVBOE Policy 2510 requires students to participate in four full
years of high school with little exception. The consortium would like to reward highly motivated
students who complete the required number of credits prior to four full years and allow them to
officially graduate early.
16

4. Planning Narrative and Budget
Total Amount Requested: $50,000.00 a. Budget Narrative:
During the planning period, large amounts of time will be devoted by teachers and administrators after school or on weekends to the various activities and tasks outlined in this Innovation Zone proposal. Schools are already engaged in developing comprehensive adolescent literacy programs and determining how best to use the members of their Gold Standard Instruction cadre to assure
Quadrant D teaching and learning becomes pervasive.
Grant funds will be needed to fund the activities listed in the Plan of Work below that are highlighted in red. These include providing substitutes and stipends for teachers to prioritize CSOs, developing counseling protocols, outlining accountability standards, customizing graduation requirements (including determining the 9
10 th th
and 10 th
grade core curriculum and protocols for 9 th
and
grade academies, developing interest academies and distinguished scholars programs, defining the 10 th
and 12 th
grade culminating events as well as how students can earn on-line credit, credit through extended learning opportunities and identifying embedded credit options) and developing options for students in lieu of dropping out of school at age 16.
The expertise of the West Virginia Department of Education will be needed to guide the district through a number of these activities. Grant funds will be needed to provide consultation and guidance from the International Center for Leadership in Education, particularly around the issues of
Extended Learning Opportunities and the development of academies.
Members of leadership teams will visit model schools designated by the International Center for
Leadership in Education as model school who are successfully utilizing the Innovation Zone program components. While some grant funds will be designated for this activity, additional funding will be provided through district Title II funds. b. Budget Detail
Function/Object Code Description of Activity
Stipends for teacher teams to prioritize the CSOs, to develop comprehensive adolescent literacy programs and to address the variety of activities outlined to personalize the learning environment (stipend of $20 per hour plus fixed costs or $24.66 per hour for approximately 608 stipend hours)
11111.114
11111.341
Consultation to develop Extended Learning Opportunities and
CTE embedded coursework
Amount Requested
15,000.00
20,000.00
12121.114
12213.582
Stipends for counseling departments to develop protocols
Travel to model high schools for members of leadership teams
5,000.00
10,000.00
PROJECT TOTAL $ 50,000.00
Although this budget proposes stipends, schools may decide to utilize substitutes to cover for those working on committees during the school day. In that event, a request to change the object code from a 114 (stipend) to a 131 (substitute) will be requested. $15,000 will pay for approximately 75 substitute days. Step VII, Title II and Title I and Special Education ARRA funds will be utilized to fund project activities not funded by this grant.
17

c. PLAN OF WORK
The scope of work associated with this Innovation Zone is vast and complex. The district will need extensive assistance from various departments of the West Virginia
Department of Education as well as support from the International Center for Leadership in Education to assure cohesive planning of all elements of the proposal. Below is a skeletal “plan of work” and tentative timeline providing our planning grant proposal is approved.
Date
January 15, 2010 and ongoing
January 25, 2010
– August 2010 and ongoing
January 2010-
March 2010
Program Component
Pervasive use of Quadrant D instructional strategies
Adolescent Literacy Program
Embedded Recovery School and
Tutoring Options
Skeletal Description of Work
 Departments in each school conduct book studies of The Rigor and Relevance Framework and
Instructional Strategies for Rigor and Relevance.
 Provide executive coaching for administrators so they can identify and support the use of
Quadrant D instructional strategies.
 Provide “trainer of trainer” model to teachers selected for the Gold Standard Instruction Cadre.
 Provide release time and substitutes for GSIC members to mentor fellow teachers in Quadrant D instructional strategies and utilize secondary instructional coaches to model and mentor.
 Encourage teachers to utilize bank of Gold Seal lessons and Teach 21.
 Send cadre of teachers to the Model Schools Conference in June 2010
 Principals conduct frequent walk-throughs to check for Quadrant D teaching and learning.
 Form school literacy teams in each school.
 Develop comprehensive adolescent literacy programs in each school utilizing the research based practices outlined by the Institute of Educational Sciences.
 Provide initial staff development and begin implementing program in August of 2010.
 Provide ongoing staff development throughout the year to further delineate the program and its use.
 Principals monitor use of adolescent literacy strategies during classroom walk-throughs.
 Develop a master schedule that incorporates recovery and tutoring options within the school day for the 2010-2011 school year
 Develop procedures for utilizing recovery and tutoring options.
 Hire and train recovery staff in PLATO.
 Assure data system in place to track those utilizing recovery and tutoring options to determine impact.
February 2010 –
October 2010 to conduct prioritization
Nov 2010 –May
2011 staff dev.
Prioritization of CSOs  Form CSO review committees per content areas utilizing classroom teachers and central office supervisors.
 Have committees review relevant NESS data.
 Have committees prioritize CSOs into three categories.
 Request review of prioritization by the WVDE prior to finalizing.
 Provide staff development
18

Date
May 2010 - ongoing
Program Component
Comprehensive Teacher Induction
Program
Feb.– May 2010 to determine time needed beginning in the
2010-2011 school year
Teacher collaboration time
Shared Leadership
February – May
2010
Counseling Protocols
Accountability standards will be developed prior to the Spring of
2011 for freshmen entering that fall.
Accountability Standards
Skeletal Description of Work
 Conduct review of teacher induction program utilized during the 2009-2010 school year and make adjustments.
 Assure all job postings for high school teachers beginning with the 2010-2011 school year indicate new teachers must take part in teacher induction program.
 Identify funds ($600 per teacher) associated with new teachers mentoring at the high school level and redirect to budget for substitute costs, materials, trainer costs and stipends for the new teacher induction program.
 Leadership teams at each school determine amount of time that needs to be carved out of instructional day on a regular basis for collaboration and to define outcomes for the time allotted.
 Bring leadership teams together to come to consensus across the district.
 Reflect time on instructional calendar for staff, students and parents.
 Design reporting mechanism for how time was utilized.
 Determine regular meeting times for school leadership teams.
 Determine if compensation for leadership team members is needed and identify funding source if necessary. (Title II or Step VII)
 School leadership teams identify meaningful ways for student input into the work of the school.
 Develop a committee of local school counselors, both middle school and high school, to identify the activities that should take place at each grade level to provide appropriate, individualized counseling to all students.
 Create a calendar that delineates this protocol of activities and distribute to all counselors in the district, providing appropriate staff development.
 Create electronic student portfolios that will be kept over the school career of the student beginning in middle school that will chronicle counseling activities as well as store significant information about the student’s work.
 Convene a committee to set accountability standards for graduation for the class entering as freshmen in the Fall of 2011.
 The accountability standards developed must provide for a variety of ways students can demonstrate proficiency of reading and math, assuring appropriate options for students with disabilities.
 Utilize data collection system to monitor student progress in critical skills.
 Provide recovery school, specialized reading and math programs to develop critical skills and tutoring to assure all students have ample opportunity to learn critical skills needed to demonstrate proficiency.
19

Date
Begin work as soon as IZ planning grant is approved.
Complete all activities by
October 2010.
Implement beginning with the class entering as freshmen in
August 2011.
Program Component
Customized Graduation
Requirements :
9 th
and 10 th
grade Core Curriculum
Protocols for 9 th
and 10 th
grade
academies.
Interest Academies,
Distinguished Scholar Program culminating events in 10 th
and 12 th
grades on-line credit options early graduation
Extended Learning Opportunities
Embedded Credit Options
Extended Learning Opportunities
Provide internship opportunities for credit beginning with freshmen entering in 2011.
Beginning with the class entering as freshmen in
2011
Internships
Raise Mandatory Age of
Attendance to 18
Skeletal Description of Work
 Build team of teachers from all schools across disciplines to determine core curriculum for 9 th
grade.
 Define exit outcomes each 9 th
and 10 th
grade students related to academics, 21 personal and learning skills and transition planning for 11 th
grade. st
century
 Each school conducts interest surveys and proposes interest academies and delineates components of distinguished scholar program.
 Schools bring proposals to a central committee for review to assure academies will be in place to serve the needs of all students.
 Once approved, schools work to define course sequences and define customized upper level core courses to reinforce academy skills.
 Course sequences, etc. are reviewed by a central committee for rigor and relevance.
 Review the use of ELOs for credit in other states.
 Determine what will be accepted for ELOs and what documentation will be needed by students to gain credit.
 Communicate opportunities for earning credit through ELOs to students, parents and the community.
 Utilizing both CTE and core classroom teachers, closely examine the CSOs for CTE courses and determine which of them have potential for embedded credit.
 Determine if there is evidence of a significant amount of core coursework embedded in a
CTE course or if additional CSOs will need to be added to the CTE course to assure it sufficiently covers core content.
 Develop a monitoring system to assure core content is adequately covered in the corresponding CTE course.
 Indicate which CTE courses will count for embedded credit and publicize in course catalogs and through the media to students, parents and the community.
 Work with local entity such as the Chamber of Commerce to fund a position to identify internship opportunities, place students in them and monitor student progress by the
Fall of 2010. (Step VII funding)
 Develop CSOs for internships.
 Develop guidelines for both students and employers for internship opportunities.
 Provide internship opportunities for credit beginning with the graduating class of 2014.
 Establish an array of meaningful options for students who indicate a desire to drop out of school at age 16. These options may include working on GED preparation with simultaneous enrollment in CTE coursework.
 Develop guidelines for determining exceptions for enrollment to age 18 (for example, extreme hardship, need to care for parent, etc.)
 Communicate new mandatory age of attendance through a variety of means to students, parents and the community.
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