i-GLOBE Innovation...... Engaging, Creative Literacy Journey at Union Elementary School
Union Elementary School
INNOVATION ZONE PROPOSAL
i-Can Read, Write, Think and Listen. This is a student-centered program based on extending the students’ learning
through re-inventing the Reading and Language Arts Content Standards and Objectives as personal goals. The students
will create invigorating “I can” proclamations about what they can achieve using our genre study. Students will take
ownership of their learning by preparing a cumulative portfolio of “I Can” statements based on the West Virginia Content
Standards and Objectives in Reading and Language Arts.
Genre Study Through differentiated instruction, students will use prior knowledge, fluency and phonics acquisition,
vocabulary development and comprehension strategies to develop higher-order thinking skills and learn to read for the
love and joy of reading as life-long readers do. The whole-school will delve into a nine month genre study. Teachers will
vertically team and align learning experiences in each genre for students to showcase their knowledge.
Leaders of Learning – Students will use creative drama and story-telling to extend their literature studies. They will create
st
and produce a video documentary of their studies and publish a literary magazine. While incorporating 21 Century skills,
instructional practices will include relevant and rigorous application of knowledge.
Oral Language and Vocabulary Development- Research has shown that a child’s oral language acquisition is declining
and upon entering school they are less ready to acquire literacy skills. Students will enhance their vocabulary through
interactive read aloud, story-telling and creative dramatics.
Born to Read- Through the excitement generated by an interactive hands-on, print rich reading environment student
will become the readers they were born to be.
Engaged Learning- Active, questioning, performing, teaching others, discussing, critiquing, problem-solving, rating,
inspiring, motivating and thinking. Students will be involved with activities that encourage networking, collaborating,
st
evaluating and use of 21 Century tools for interactive learning. Using technology; flip cams, voice threads, vlogs, small
wonders, electronic collaboration, wikis, blogs and other multi-media.
B. Information of Applicant:
Entity Applying for Innovation Zone Designation
X
A school
Name of Entity Applying: Union Elementary School
County: Upshur
Superintendent: Mr. Scott Lampinen
Principal: Dr. Sara Stankus
Number of Professional Personnel: 26
Number of Service Personnel: 13
Institution of Higher Education: West Virginia Wesleyan College
County Location: Upshur County
314 Number of students served/affected by the proposed Innovation Zone plan.
28 Number of teachers involved in the proposed Innovation Zone plan.
12 Number of service personnel
C. Narratives for the Innovation Zone Application:
Project Design:
Imagine igniting the joy of reading, where students begin to read above level because they
are being challenged by the engaging lessons presented. Imagine school-wide project based
learning activities taking place after careful planning and collaboration. Imagine classrooms
where teachers are acknowledging and celebrating individual students’ interests and strengths.
Imagine students who are engaged in reading at home and at school. WE CAN IMAGINE IT
AT UNION ELEMENTARY! (Detailed demographics in APPENDIX A)
Our vision begins with our leadership team, composed of two classroom teachers, Susan Long
(5th), Megan Snyder (4th), one Spec. Ed. Teacher, Katie Keener, a Reading Interventionist,
Denise Jeran, and one administrator, Dr. Sara Stankus. They developed the vision for this grant
out of frustration with the current reading program and a true desire that students achieve
meaningful, lasting learning experiences that can be achieved through differentiated instruction
and culturally relevant teaching practices.
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Union Elementary School
Our innovation is the use of genre studies. Genres are a category of artistic composition
marked by a distinctive style, form, or content as defined by Farlex. A school-wide genre study,
involves each grade level immersing themselves in month-long literature units that evoke student
engagement and motivation. With goals that are linked to our strategic plan, we will use
technology, creative dramatics, storytelling, the arts, author studies and vertical teaming among
the grade levels. Increasing higher level thinking skills and better preparing our students for the
21st Century, we will frame the reading block around the 21st century 3Rs (rigor, relevance and
relationships), in order that students are more engaged in the reading and language experience,
ultimately increasing unlocking the reading experience and student achievement.
We are not satisfied with our student’s current level of comprehension, WESTEST
achievement scores, and levels of motivation to read outside of the classroom. Reading is the key
to academic success across the curriculum. According to the research, it is critical that students
receive an engaging curriculum during their earliest experiences with language (APPENDIX E).
At Union Elementary, we want to excite our students about reading, writing and thinking! We
have a number of new teachers, many teachers who are ready to retire; it is a critical time to
inject innovation into our teaching methodology. We have a history of excellence, not
mediocrity, and we want to keep the momentum! Using the 3R’s as the basis, students
participate as knowledgeable, reflective, creative, and critical members of a variety of literary
communities. They will be able to use spoken, written, and visual language to accomplish their
own purposes; for learning, enjoyment, persuasion, and the exchange of information (NCTE
National Standards, 2010).
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Union Elementary School
The goals of the innovation include three SMART GOALS (see APPENDIX C) 1) To build
and sustain a school culture that challenges 21st century students through rigorous and
relevant coursework in order to increase the percentage of students who score at mastery or
above on the WESTEST II. We will use a number of methods to increase student engagement
and rigor throughout the school. 2) Provide students with critical thinking and problem
solving skills to increase success in the 21st Century by using a number of experiential
learning methods to better prepare our students for their ever-changing world. 3) To increase
understanding of critical and logical thinking using higher level thinking skills to compete
academically and professionally in the 21st century through the use of 21st century tools.
How the innovation is expected to work:
Implementation of the innovation zone will kick off by presenting the students an initiative to
gather oral language during the summer break. Challenging students to participate in the local
library’s reading program and Snowbird’s reading challenge. In the fall, Genres will be
introduced to the school population on a “Walk to Genre Day.” Students will complete a pre-test
to assess current knowledge of genres and literary skills. The teacher-developed genre units will
be implemented based on monthly themes. We will center our learning experiences around:
Fantasy, Mystery, Biography, Historical Fiction, Realistic Fiction, Science-Fiction,
Informational text, Poetry and Folklore.
For example, in our innovation zone, student may create and publish of a mythical-being or
talking animal story. Another example may include, first and fifth grade reading buddies
presenting a mystery dinner theatre for parents, or poetry pizzazz coffee house reciting their
student-created poetry. The genre possibilities are endless. We are limited only by our time to
innovate!
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Union Elementary School
How does the innovation solve the stated problem or create a new idea?
The i-Globe proposal is based on increasing student engagement during the
reading/language arts block. Students will learn that they can READ, WRITE, THINK AND
LISTEN! This will take place in a supportive environment (Zone of Proximal Development,
Vygotsky). Teachers will utilize differentiated instruction, collaborate and create lessons to
engage students in the learning process. Teachers will increase the rigor of the curriculum by
increasing the level of thinking and problem solving in more complex and interesting 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 in order to meet the demands of the 21st Century. This
involves thinking – creating and presenting information using available resources such as the
Teach 21 resources that provide a new and innovative way to address the WV CSO’s. Teachers
will develop Project-Based Learning units and lesson plans that can be uploaded to the Teach 21
website pending approval from the WVDE. These teacher-created materials are not only aligned
with our CSOs but will provide a rich source for changing the way they are taught.
The i-Globe innovation at Union Elementary will make provision of greater flexibility and
control while meeting the needs of Union students:
Our i-Globe innovation will allow teachers to utilize the 90 minute Reading Language Arts
block in a new and innovative way. The students will be immersed in the study of genre, while
increasing comprehension in a language rich environment. Students will be immersed in PBLs
using traditional and non-traditional teaching methods. We will continue to utilize the effective
research-based programs to identify and remediate students who qualify for the Response to
Intervention program. In addition, educators will determine the materials and structures that
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Union Elementary School
would best meet the needs of individual students. These students will be identified based on data
and assessment for learning.
Include an estimation of the number of students affected by the project design, and
estimation of professional staff and service personnel affected by the project design.
The number of students that will be affected by the project design is 314. The estimated
number of professional is 28; the number of service personal is 12.
How will the proposed innovation change how the school is currently operating?
“Reading is not a subject. Reading is a foundation of life, an activity that people who are engaged
with the world do all the time.” Rafe Esquith, author Teach like Your Hair’s on Fire
Currently, one can walk the halls at Union Elementary and hear teachers using scripted
lesson plans which require rote responses from the students as a main requirement of the reading
program. Whole group reading instruction requires that students sit in instruction where their
needs are not being met. Students are becoming passive, disinterested learners and discipline
problems ensue. After school, students wait in the gym for their buses for as long as forty-five
minutes without meaningful engagement. With the proposed innovation, students will become
engaged learners, aware that they are the main stakeholders in their education. They will have
choices, read for a real purpose, interact meaningfully with others and make wise use of their
time. After school, students will form Kindle clubs, continuing their engagement in learning,
collaboration, and discussion.
The proposed plan will change the school by creating a more student oriented 21st Century
School. By designing a learning environment with more hands-on, differentiated instruction, and
use of different types of technology, we will give students the opportunities to expand their
knowledge base through learning experiences that could otherwise not be offered... Our teachers
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Union Elementary School
will have more opportunities to expand their knowledge base through Professional Development
and Professional Learning Communities. (See Appendix B)
Evaluation:
Establishing an Innovation Zone will require continuous monitoring in both the planning and
implementation phases. Student success is measured by more than standardized test proficiency.
The initiative at Union will focus on teaching reading instruction using genre studies. We want
excite our students to fall in love with reading. We plan to incorporate creative dramatics,
storytelling, the arts, author studies and vertical teaming between grades while improving student
achievement, enhancing life experiences, and positive attitudes toward learning. Our ultimate
test for success will be WESTEST 2 results. As part of the planning, Union Elementary will use
qualitative/quantitative data to measure student’s acquisition of knowledge and skills through
cumulative analysis. We will monitor our progress through the use of vertical teaming, in which
older students mentor and model for younger students. This creates a learning environment in
which students understand high expectations, the importance of academic rigor, relevance and
deepens relationships. As goals, objectives, and benchmarks are established for the program, a
comprehensive evaluation plan will be developed. There will be a variety of evaluation
measures and instruments used to determine the effectiveness of professional development and
student engagement. Examples employed to measure progress and success will include pre-tests
and post-tests, questionnaires, surveys, checklists, portfolio assessments and rubrics. Data will
be collected from student performance in the classroom as well as state assessments in order to
complete a gap analysis identifying areas of need.
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Union Elementary School
Scalability and Sustainability:
The project will be scaled to a statewide level through the Teach 21 website. Union
Elementary teachers will develop the genre lessons/units and share with teachers across the state
through the Teach 21 Website and any other means possible. To ensure sustainability,
continued, embedded professional development for educators is a priority. We anticipate a high
rate of turnovers due to retirements and attrition during the next five years. Innovation zone
embraces seamless professional development activities where learning outcomes are clearly
articulated and carefully monitored. We expect this project to be impactful at our school and plan
to share it at a state level in order for others to use and replicate our model. In addition to Teach
21 component of change, teachers will need collaborative time to sustain the efforts of the
program, extending the work day and planned collaboration during the school day, to provide for
planning, professional growth, vertical teaming, and data/student portfolio analysis will occur.
Successful implementation will require planning and design of PBLs, and genre studies in order
to increase critical 21st Century Skills for all students. Implementation will include third through
fifth grades the first year with the following year phasing in kindergarten through second grades.
Once implemented, the program will be self-perpetuating, due to the fact that the planning and
units will have been developed and implemented with fidelity.
Policies or Code that Prohibit or Constrain the Design:
o
o
o
o
_____Waiver Requested of County Policy:
__X__Waiver Requested of WVBOE Policy or Regulation: WVBE-Policy 2445.44
_____Waiver Requested of Statute:
_____ N/A (No Waiver Requested)
Innovation Zone
School/Consortium
Union Elementary
Request (Specify
section and article)
State Policy Waiver
(Specify section and
article)
WVBE- Policy 2445.44
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Union Elementary School
Impact of waiver
Waiver of policy is
regarding the use of
School
officially adopted
textbooks, in order to
implement this program
using other texts, PBLS,
and technology when
necessary that pertain to
the genres as discussed in
the objectives.
Budget Narrative
The i-Globe innovation zone planning budget directly correlates to the goals and objectives
set forth in the Phase I Planning for the Innovation Zone. The budget is focused on providing
professional development (PD) and tools for teachers to acquire knowledge and understanding of
standards, portfolio development, genre unit plans, student engagement, integrating 21st Century
skills and tools for our low SES and special education populations that we serve. Teachers will
be immersed in research-based, best practices with presentations and consultants from around the
country. The budget facilitates learning for quality teachers and embedded PD. Teachers will
experience, apply, understand and present current best practices taught at conferences held by
experts in the field. The budget also supports i-Globe innovation zone professional development
for staff to delve into embedded Professional Learning Communities, research-based, effective
teaching strategies, and integrating 21st Century technology tools.
The planning budget for the innovation zone at Union Elementary was based on the need for
professional development for quality teachers to ascertain research-based, exemplary teaching
strategies as well as implementing a high-impact curriculum while understanding the culture of
our targeted population. The budget totals $ 48,416.58 (See appendix C for detailed budget
chart).
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Union Elementary School
SUPPORTING D OCUMENTS
APPENDICES
APPENDIX A – D EMOGRAPHIC D ATA
APPENDIX B – OUTLINE
APPENDIX C – SMART GOALS FOR I-GLOBE
APPENDIX D - BUDGET FOR I-GLOBE PLANNING PHASE I
APPENDIX E – RESEARCH BASE
APPENDIX F – D EFINITIONS
APPENDIX G – BIBLIOGRAPHY
APPENDIX H- LETTERS OF SUPPORT
Appendix A
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Union Elementary School
Demographic Data
Union Elementary is a rural West Virginia elementary school in Upshur County with
approximately 314 students enrolled and 40 staff. Because of geographic limitations, cultural
and socio-economical isolation, a majority of our students lack the experiences and environment
that provide background and enrichment to facilitate learning. Our state assessment data
indicates a need to address the achievement gap. The data demonstrates a gap between the “all”
group and the low SES population. Another area of need indicates that we have an unacceptable
rate of achievement for our special education population (46% in Reading at proficient). Our
assessment results indicate that 43% of our low SES students are performing below mastery in
literacy and 15% in Reading in the “All” group. In addition, 20% of our special education
population is below mastery in literacy.
Reading
Below Mastery
Low SES
Special Education
All
43%
20%
15%
*This data indicates a 5% discrepancy in the achievement of special education students, and a
28% in low SES population.
Based on this data, Union Elementary must develop a comprehensive plan to close the
achievement gap. The discrepancy between the total school population and the low SES and
special education groups continue to widen. The county graduation rate indicates a direct link
among these groups and dropout rates. School attachment theory, the belief that students who
are more connected to school and have strong relationships with teachers, peers and club
supervisors have higher achievement levels, supports the idea of programs such as the i-Globe
innovations. According to the trend data demonstrated on the graph below, graduation rates for
Upshur County continue to decline in the Low SES subgroup.
Graduation Rate Details for Upshur County/Buckhannon Upshur High School
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Union Elementary School
09-10
08-09
07-08
06-07
05-06
04-05
ALL
88.1
80.59
81.73
80.73
80.94
82.76
LOW SES
78.5
75.35
73.23
66.67
69.17
80.45
SPECIAL
84.8
63.93
63.64
Not Reported
64.71
75.00
ED.
*WV Achieves Data
Through the proposed innovations, students will develop relationships, increase
attachment, and motivation for learning. The i-Globe innovations will address remediation and
enrichment through a comprehensive, experiential approach to learning.
The goals of the i-Globe innovation are:

To build and sustain a school culture that challenges 21st century students through
rigorous and relevant coursework.

To provide students with critical thinking and problem solving skills that will enable
them to be successful in the 21st century.

To increase understanding of critical and logical thinking using higher level thinking
skills to compete academically and professionally in the 21st century.
Appendix B
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Union Elementary School
i-GLOBE Innovation...... Engaging, Creative Literary Journey at Union Elementary School
The program at Union Elementary supports the development of children through a genre study that evokes
independent and collaborative, listening, speaking and viewing skills through a creative arts literacy curriculum. Based on
research, the i-Globe program is a whole-child initiative that advocates a comprehensive, supportive and nurturing approach to
learning and teaching. At Union we recognize that successful young people must be not only be knowledgeable as they advance
in their educational career, but problem-solvers and innovative thinkers.
We believe every child deserves a 21st century education that fully prepares him or her for college, work, and
citizenship. We are ready to prepare our students to compete and thrive in a global world. Due to policies and scheduling, we
cannot offer enriching, academic creative arts to our students during the core reading program. We are proposing a waiver to
our Reading Core curriculum to allow us an innovative way to teach reading. Our hope is to begin a whole-school, genre study
using creative arts to foster speaking, listening, and viewing skills in order to allow our students to access oral language and
vocabulary through a rigorous and relevant approach.
i-Can Read, Write, Think and Listen. This is a student-centered program based on extending the students’ learning
through re-inventing the Reading and Language Arts Content Standards and Objectives as personal goals. The students
will create invigorating “I can” proclamations about what they can achieve using our genre study. Students will take
ownership of their learning by preparing a cumulative portfolio of “I Can” statements based on the West Virginia Content
Standards and Objectives in Reading and Language Arts.
Genre Study Through differentiated instruction, students will use prior knowledge, fluency and phonics acquisition,
vocabulary development and comprehension strategies to develop higher-order thinking skills and learn to read for the
love and joy of reading as life-long readers do. The whole-school will delve into a nine month genre study. Teachers will
vertically team and align learning experiences in each genre for students to showcase their knowledge.
Leaders of Learning – Students will use creative drama and story-telling to extend their literature studies. They will create
st
and produce a video documentary of their studies and publish a literary magazine. While incorporating 21 Century skills,
instructional practices will include relevant and rigorous application of knowledge.
Oral Language and Vocabulary Development- Research has shown that a child’s oral language acquisition is declining
and upon entering school they are less ready to acquire literacy skills. Students will enhance their vocabulary through
interactive read aloud, story-telling and creative dramatics.
Born to Read- Through the excitement generated by an interactive hands-on, print rich reading environment student
will become the readers they were born to be.
Engaged Learning- Active, questioning, performing, teaching others, discussing, critiquing, problem-solving, rating,
inspiring, motivating and thinking. Students will be involved with activities that encourage networking, collaborating,
st
evaluating and use of 21 Century tools for interactive learning. Using technology; flip cams, voice threads, vlogs, small
wonders, electronic collaboration, wikis, blogs and other multi-media.
Appendix C
SMART GOALS
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Union Elementary School
Describe the methods or strategies to be used to achieve the goals and objectives of the innovation:
SMART GOAL: To build and sustain a school culture that challenges 21st century
students through rigorous and relevant coursework.
Objectives, Methods and Strategies To Attain Goals:

To increase the percentage of students who score at mastery or above on the WESTEST II in
all subject areas and subgroups annually while reducing the achievement gap for the special
education and low SES populations through use of our early identification process (3-Tier
Model, SAT)

Use of the We Teach and We Learn survey (Daggett) and the IPI process (Valentine) results
to indicate increases in student engagement indicators as well as diminished gap between the
perceptions of teachers and learners

Use of the quadrant model to increase the rigor in the Reading/Language Arts block.

Use of data notebooks to organize and analyze data during collaborations. Use of student
portfolio to assess learning of students.

Teacher collaboration, through professional learning communities (PLC), in order to develop
the PBLs and learn about differentiated instruction strategies.
Professional Development:

Innovation Zone Team attends the Model School Conference

Research based remediation and teaching best practices. Implementation of Quadrant D
instructional strategies. Provide staff development and instructional coaching to follow this
model.

Remediation and targeted reading instruction for struggling readers embedded in the school
day, based on assessment and portfolio data. Data Analysis to determine areas of need.

To review the literature and research factors that impact student performance in order to
determine the status and progress of each subgroup (low SES/Sp. Ed) performance.
Resources: READ-WRITE-THINK lessons, PBLs development from Teach 21 and teacher
made. Professional development regarding innovative teaching practices and research based
inquiry, project/problem based learning, Consultant to assist teachers and principal to generate
findings and conclusions related to student performance and use of outside resources to offer
recommendations for consideration as a result of the findings.
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Union Elementary School
SMART GOAL: Provide students with critical thinking and problem solving skills to
increase success in the 21st Century.
Objectives, Methods and Strategies To Attain Goals:

To use creative arts as experiential learning to increase the learning power of inquiry,
design, and collaborative learning methods utilizing 21st Century teaching methodology.

Teach reading school-wide through a comprehensive approach by means of differentiated
reading instruction using genre studies.

Incorporation of technology, creative dramatics, storytelling, the arts, author studies and
vertical teaming among the grade levels, in order to increase higher level thinking skills and
better prepare our students for the 21st Century.

Students read a wide range of print and nonprint texts to build an understanding of books, of
themselves, and of the cultures of the United States and the world; to acquire new
information; to respond to the needs and demands of society and the workplace; and for
personal fulfillment.
Professional Development:
Cheryl Ware Consultant, WAC digital storytelling, bookmarking using Lintor Publishing
products, Literature trainings (Graphic organizers, poetry pizzazz, scrapbooking as writing,
origami writing party, Internet as a writing tool, comic book party, etc.)
Marc Harshman- Author/Consultant-focus on reading and writing, Laura RobbAuthor/Coach-written Redefining Staff Development: A Collaborative Model for Teachers and
Administrators and Teaching Reading: A Differentiated Approach and Differentiating Reading
Instruction
Judy Byers- Author/Consultant-focus on reading and writing.
Resources: Teach 21 strategy bank, book study, PLC’s, Technology Integration Specialists at
the county and state level.
SMART GOAL: To increase understanding of critical and logical thinking using higher
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Union Elementary School
level thinking skills to compete academically and professionally in the 21st century
Objectives, Methods and Strategies to Attain Goals:

To increase use of social networking, multimedia, electronic collaboration, wikis, blogs, and
email to connect culturally and globally

Increase use of 21st technology tools in order to facilitate a student-focused, relevant
application of knowledge
Professional Development:
Cindy Lane (Discovery presenter/training)
Mark Moore (Thinkfinity Consultant)
Specialized consultants used to teach teachers how to use 21st century tools Global 21, Teach 21
strategy bank, i-Touch, Flip Cameras, digital microscopes, voice threads, vLogs and small
wonders, Mac operating systems.
Resources: Community resources: business partners, school-parent partnerships, volunteer
programs, RESA VII, WVDE, Upshur County Technology Integration Specialist and
Technology Director, Mrs. Glenna Clutter
Appendix D
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Union Elementary School
Budget
Item
Narrative Description of Item
Proposed
Amount
Funded by
Others
1
Model Schools Conference for 5 Team members all
inclusive by International Center for Leadership in
Education
Professional Learning Communities at Work
Conference Summit: New Insights for improving
school for 2 team members all inclusive
Professional Learning Communities in order to
sustain and build professional knowledge: After
school 1 day weekly (2 Hours0 for planning team to
meet and plan innovation. Planning Tea to include:
Principal, Counselor, Evaluator, 1 Special
Education teacher, 1 Regular Education teacher,
Reading Interventionist, Reading Coach, County
Office Representative (8 members)
Consultant: Laura Robb - Heinemann Professional
Dev group
Specialist: Judy Byers – Author
Specialist: Cheryl Ware – Author
Specialist: Marc Harshman – Author
Discovery Education Presenter
Folk Legend Presenter: Illen Evens
(2) E-Readers for training purposes
(2) Mobies from e-instruction
(2) Apple MacBooks for training
(2) iTunes cards for online book purchases
(8) Books for Book Study: Understanding by
Design: Professional Development Workbook by
Jay McTighe, Grant Wiggins
(25) books-Project Based Learning Handbook for
teacher book study
Student Genre library books
$10,000.00
$2,000.00
(Step VII)
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
$3,583.28
$14,400.00
$4,800.00
$1,000.00
$1,000.00
$1,000.00
$5,000.00
$1,200.00
$552.00
$798.00
$1,932.30
$60.00
$216.00
$875.00
$8,000.00
$54,416.58*
TOTAL BUDGET
*
Total Funding Requested -- $48,416.58
Appendix E
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Union Elementary School
$4,000.00
(Title II)
$6,000.00
WVDE
Office Use
Only
Research Base
Union Elementary has a noticeable achievement gap most apparent among our low
socioeconomic and special education populations. Therefore, further research regarding best
practices to close the achievement gap will be investigated and implemented to deepen the
understanding of our school specific needs. The i-Globe planning grant will provide a wide
variety of professional development opportunities for teachers at Union. Professional
development will be delivered in such a way that teachers will be engaged in learning, focused
on standards and assessment, and increasing student engagement. Additional time will be spent
on creating conditions for innovation and reform that supports quality educators in order to
provide instruction for low performing and struggling students.
The purpose of the innovation zone professional development and shared leadership
model is to assure all stakeholders have a common language, and firm foundation of the vision iGlobe innovations. All participants will receive a PBL handbook from the Buck Institute.
Participants will also be trained on topics such as professional learning communities, standardsbased units, data-driven instruction, formative assessment, Low SES characteristics, focusing on
the 21st Century content tools, standards and objectives relevant to their grade-level and content.
In order to make data driven instructional decisions, with the objective of closing the
achievement gap and moving students to mastery and beyond, and student engagement must be
increased. Based on the research completed by the International Leadership in Education, Rigor
and Relevance, teachers can assess student products/ performances. During PLCs, teachers will
review the WVDE’s peer review process adapted from Wiggins and McTighe Understanding by
Design. This will be the major innovation of our i-Globe project, using systematic professional
development; teachers at Union Elementary will be better prepared to offer real world
applications, through engaging, experiential learning activities. Teachers will learn to use the
TEACH 21 website more effectively, gaining valuable knowledge regarding the important
teaching tools that are available to all West Virginia teachers.
Teachers will participate in Webinars; in addition, use of local technology integration
specialists, county technology director, and state level technology leadership will be utilized to
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Union Elementary School
assist in piloting the i-Globe comprehensive, and sequential technology curriculum. Through
professional development activities and use of currently established resources, teachers at Union
Elementary’s i-Globe innovation will increase understanding of differentiated reading
instruction. We will utilize other resources to establish engaging project based learning
experiences such as the WV Department of Education and the Arts, Division of Culture and
History, WV Library Commission and the unlimited resources at the WV Department of
Education.
According to DeFour (2002), Professional learning communities (PLC) create a schoolwide system of interventions that provide all students with additional time and support. Union’s
PLC’s will be a place where teachers can share ideas, solve problems and discuss the latest
research about effective instruction. We will utilize a shared leadership model which provides
for a leadership team of teachers and administrators to regularly meet to design and monitor the
implementation of the Innovation Zone and the school’s i-Globe, outlining goals, objectives and
activities set by the school to improve the student outcomes. Regular time to collaborate and
for staff development will be provided for all teachers on a regular basis within and outside of
the instructional day. Student leaders will also participate in the shared leadership model,
providing feedback on school related activities as well as insight into student-centered issues to
the teacher leadership team.
In order to assure instruction in the i-Globe innovation zone is rigorous and relevant;
teachers will participate in the Thinkfinity training, Discovery Learning, Google training, as well
as participating in free trainings such as the Intel Teach Essentials and Intel Thinking with
Technology. This will prepare teachers in assisting students in familiarity with information and
communication technology, wikis, blogs, problem solving, critical thinking and collaboration.
Teachers will attend trainings with reading experts, such as Marc Harshman, Cheryl
Ware, Laura Robb, Rafe Esquith, Renzulli Learning System, as well as study various topics in
the professional learning communities; making use of the accountability structures established
through the WVDE for the Framework for High Performing School Systems,
http://wvde.state.wv.us/21stcenturydigitalresource/PDF%20Elementary%20School%20Framewo
rk.pdf (elementary schools)
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According to Linda Darling-Hammond at Stanford University’s School of Education,
students are more successful when they are taught “how” to learn, as well as, “what” to learn.
Two proven learning methods that put powerful questions and problems at the center of learning
in all subjects are inquiry, which is question-based, and design, which is problem-based. Bernie
Trilling stated that inquiry and design based projects rooted in driving questions and real world
problems can be the key to unlocking increased student motivation and engagement, deeper
understanding and effective use of knowledge, and the mastery of 21st century skills. According
to DuFour and Eaker (1998), “The most promising strategy for sustained, substantive school
improvement is developing the ability of school personnel to function as professional learning
communities” (pg XI) By increasing the inquiry based teaching techniques of teachers at Union
Elementary, we will be better prepared to design our experiential learning activities during the
reading block.
Michael Fullan states that effective schools virtually always have strong school leaders.
The measure of the strong school leader is one who develops the school’s capacity to engage in
reform. Principal, Dr. Sara Stankus, will serve teachers using transformational leadership
strategies, following the Shared Leadership Model. With a shared leadership model, more
stakeholders are in positions to make decisions and bring about change. Governance structure
involves all members of the school community, administrators, teachers and students. The
school leadership team is responsible for the development and oversight of the school goals,
objectives and activities and monitor’s the schools success. The key to the success of using the
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 insure their actions are openly and frequently
communicated to the staff. Using these standards, Dr. Stankus and the leadership team will
focus on learner-centered leadership strategies to assure that operations of the i-Globe
innovation support student, adult and school learning needs. In addition, we will invest in
comprehensive professional development for all adults working with the students at Union
Elementary to encourage the adults to expand and make better use of their available networks
(i.e., TEACH 21, RESA, County and other WVDE resources) to bring new knowledge and
resources to Union Elementary i-Globe.
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Much research points to the importance of engaging students in the literacy process.
Dating back to the earliest of child development research “If the environment presents no such
[challenging] tasks to the adolescent, makes no new demands on him, and does not stimulate his
intellect by providing a sequence of new goals, his thinking fails to reach the highest stages, or
reaches them with great delay (Vygotsky, 1978). The figure below illustrates the importance of
increasing engagement in order to increase student achievement and literacy.
NCREL Quick Key Action Guide: Using Student Engagement to Improve Adolescent Literacy
At Union Elementary, we will accept no limits with regard to the learning potential of
any child regardless of their socioeconomic status or disabilities. In 2005, the National Center
for Research on Evaluation, Standards and Student Testing (CRESST) supported educational
accountability with consideration to subgroup performance. The accountability system
endeavors to give attention to these groups of students by requiring the separate reporting of
results for economically disadvantaged students, students with disabilities, limited English
proficient students and by race/ethnicity (Linn, p. 7). Through disaggregated reporting of results,
we are better able to monitor the achievement of lower performing groups and narrowing those
achievement gaps (Linn, 2005). We will use disaggregated results to develop plans to eliminate
the achievement gap for these populations.
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In order to enhance the quality of student performance, the following objectives will be
addressed: 1) to review the literature and research factors that impact student performance; 2) to
determine the status and progress of subgroup performance; 3) to review programs and strategies
being used to close the achievement gap between subgroups in West Virginia public school
initiatives; 4) to generate findings and conclusions related to student performance at Union
Elementary.
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Appendix F
Definitions
Knowing Doing Gap: The disconnect between knowledge and action. The mystery of why
knowledge of what needs to be done so frequently fails to result in action or behavior consistent
with that knowledge. (Pfeffer and Sutton, 2000)
Reciprocal Accountability: For every increment of performance we ask of educators, there is
an equal responsibility to provide them with capacity to meet that expectation (Elmore, 2006).
Law of Few: The ability of a small close knit group of people to champion an idea or proposal
until it reaches a tipping point and spreads like an epidemic throughout an organization
(Gladwell, 2002).
SMART GOALS: Goals that are strategic, specific, measurable, attainable, results oriented and
time bound (Conzemius and O’Neill, 2005).
Learning Destination: A small group focused on a specific area of content inquiry and
experiential learning.
Positive Deviants: Individuals, schools, districts whose behavior and practices lead to solutions
to problems that others in the group who have access to exactly the same resources have not yet
been able to solve....”they provide demonstratable evidence that a solution exists within the
community for a problem” (Jerry Sternin of Save the Children, quoted in Richardson, 2004)
Reading- a complex and purposeful socio‐cultural, cognitive, and linguistic process in which
readers simultaneously use their knowledge of spoken and written language, their knowledge of
the topic of the text, and their knowledge of their culture to construct meaning with text (NCTE,
2004).
Zone of Proximal Development: often abbreviated ZPD, is the difference between what a
learner can do without help and what he or she can do with help. It is a concept developed by
Soviet psychologist and social constructivist Lev Vygotsky (1896 – 1934).Vygotsky stated that a
child follows an adult's example and gradually develops the ability to do certain tasks without
help or assistance. Vygotsky's often-quoted definition of zone of proximal development presents
it as the distance between the actual developmental level as determined by independent problem
solving and the level of potential development as determined through problem solving under
adult guidance, or in collaboration with more capable peers
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Appendix G
Bibliography
Blank, M., and A. Berg. All Together Now: Sharing Responsibility for the Whole Child.
Alexandria VA: Association for Supervision and Curriculum Development, 2006.
Collins, J. Good to Great and the Social Sectors: A Monograph to Accompany Good to
Great. New York: HarperCollins, 2005.
Collins, J., Good to Great: Why Some Companies Make the Leap…and Others Don’t.
New York: HarperBusiness, 2001.
Darling-Hammond, Linda., M. LaPointe, D. Meyerson and M. Orr. Preparing School
Leaders for a Changing World: Lessons From Exemplary Leadership Development
Programs. Stanford Educational Leadership Institute, Stanford University, 2007.
DuFour, R. “Beyond Instructional Leadership: The Learning-Centered Principal.”
Educational Leadership. Vol. 59, No. 8 Alexandria, VA: Association for Supervision
and Curriculum Development, 2002.
DuFour, R. and R., Eaker, R. (2008). Revisiting Professional Learning Communities at
Work, New Insights for Improving Schools. Solution Tree: Indiana.
DuFour, R. and R., Karhanek, Gayle (2004). Whatever It Takes: How Professional
Learning Communities Respond When Kids Don’t Learn. Solution Tree: Indiana.
DuFour, Richard and Eaker, Robert (1998). Professional Learning Communities at
Work: Best Practices for Enhancing Student Achievement. Solution Tree: Indiana.
DuFour, R. and R., Eaker, R. (2005). On Common Ground: The Power of Professional
Learning Communities. Solution Tree: Indiana.
Eaker, R., and DuFour, R. and R. (2002). Getting Started: Reculturing Schools to
Become Professional Learning Communities. Solution Tree. Indiana
Education Week. Leading for Learning. Bethesda, MD: Editorial Projects in Education,
2004, 2005, 2006, and 2007.
Ellis, D., and K. Hughes. Partnerships by design: Cultivating Effective and Meaningful
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School-Family-Community Partnerships. Portland, OR: Northwest Regional Education
Library, 2002.
Esquith, Rafe. Teach Like Your Hair’s on Fire. Viking. 2007.
Friedman, T.L. The World Is Flat: A Brief History of the Twenty-First Century. New
York: Farrar, Straus and Giroux, 2006.
Fullan, M. “Change the terms for Teacher Learning.” Journal of Staff Development.
Vol. 28, No. 3 Oxford, OH: National Staff Development Council, 2007.
Leithwood, K., K. Seashore Louis, S. Anderson, and K. Wahlstrom. How Leadership
Influences Student Learning. New York: The Wallace Foundation, 2004.
Linn, R. (2005). Fixing the NCLB accountability system. (CRESST Policy Brief 8, p. 7).
Los Angeles,CA: University of California, National Center for Research on Evaluation,
Standards and Student Testing (CRESST).
Marzano, R. J. (2003). What works in schools: Translating research into action.
Alexandra, VA: Association for Supervision and Curriculum Development.
National Council for Teaching English, (NCTE) 2004. How to Teach Reading in the 21st
Century.
Partnership for 21st Century Skills. Learning for the 21st century. Washington, DC:
Author.
Payne, Ruby K. PhD (1998) A Framework For Understanding Poverty R. Ed.
RFT Publishing Co. Texas
Peterson, L. Supporting Parents as Leaders: Stories of Dedication, Determination, and
Inspiration. Boston: Institute for Responsive Education, 2002.
Prensky, M. Don’t Bother Me Mom-I’m Learning! St. Paul, MN: Paragon House
Publishers, 2006.
School Leadership for the 21st Century Initiative. Leadership for Student Learning:
Reinventing the Principalship. Washington, D.C. : Institute of Educational Leadership,
2000.
Senge, P. The Fifth Discipline: The Art & Practice of the Learning Organization.
Revised Edition. New York: Currency, 2006.
Tilly, W.D. “Response to Intervention: What Is It? Why Do It? Is It Worth It? The Special
Edge. Vol. 19, No. 2. Sacramento, CA: California Department of Education’s
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Special Education Division, 2007.
Vygotsky, L. (1978). "Interaction between learning and development." (pp. 79-91). In
Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.
Appendix H: Letters of Support
Certification
School/Schools Staff Commitment
Department/Departments/Subdivision/Subdivisions
Staff Commitment
Use this form to report the staff commitment regarding the innovation
application and plan. A copy must be forwarded to the Innovation Zone
Committee with the application and the plan.
School: ___Union Elementary School__________________________________
Department (if applicable): _________________________________________
Notice of Meeting (Date provided to faculty or department/subdivision): ____________
Meeting Date: __ December 7, 2010_________________________________
Faculty Senate Elected Officers:
President: Brandi Nesbitt________ Signature: ___________________________
Vice-President: Carrie Mills_______ Signature: ___________________________
Secretary: Louella M. Marteney____ Signature: ___________________________
Treasurer: Jannie Hoover________ Signature: ___________________________
Other: (Name) _________________ Signature: ___________________________
Service Personnel Representative:
Name: Mrs. Brenda Hyre_________ Signature: ___________________________
Position: Special Education Aide________
Parent Representatives:
Name: _Janie Miller_____________ Signature: ___________________________
Name: _Suzanne Bohman________ Signature: ___________________________
Name: _Suzanne Gompers________ Signature: ___________________________
LSIC Representatives:
Name: _Mr. Charles Andregg_____
Signature: ___________________________
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Name: _Mrs. Lynne Petrosky_____
Signature: ___________________________
Name: _Mrs. Ann Osburn_________ Signature: ___________________________
We certify that 80 percent of the faculty affected by the application/plan has voted to
support the application/plan.
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December 2, 2010
Donna Peduto, Coordinator Innovation Zone Initiative
Office of Organizational Effectiveness and Leadership
Division of Educator Quality and System Support
Building 6, Room 617
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
Dear Mrs. Peduto,
I am writing this letter as a father of a former Union student, as well as, a
representative of First Central Bank of Buckhannon which is actively involved in
supporting Union Elementary as a partner in education.
Union Elementary is representative of school that truly strives to provide an
excellent learning environment for all students. Therefore, when hearing the
excitement of the Union staff members discussing the possibilities for an i-Globe
innovation zone and the possible benefits for the children I was immediately
willing to express my support. If there is a group of teachers that could make such
an endeavor successful it would be the teachers and staff at Union Elementary.
Upshur County is a diverse but rural community. Union Elementary is
comprised of a student population that mirrors the local population. There is an
obvious divide or gap between the “haves” and the “have nots”. An initiative such
as i-Globe would positively increase the experiences and understanding of our
neediest children. I applaud any attempt to assist those lacking opportunities for
success.
Sincerely,
Thomas Dale Nesselroade
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UNION ELEMENTARY SCHOOL
A West Virginia School of Excellence
20 HEAVENER ROAD
BUCKHANNON, WV 26201
Dr. Sara Stankus
Principal
304-472-1394
FAX 472-2780
December 2, 2010
Donna Peduto, Coordinator, Innovation Zone Initiative
Office of Organizational Effectiveness and Leadership
Division of Educator Quality and System Support
Building 6, Room 617
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
Dear Mrs. Peduto:
Please accept this letter as our indication of full support from the faculty and staff of Union
Elementary for the i-Globe Innovation Zone. As an educational team, Union Elementary faculty and staff
are determined that students will be ready for the world that awaits them.
Arriving at Union Elementary School, one will experience a warm welcome by students, staff and
parents. The School Mission Statement provides a quality education through a safe, student-centered
learning environment in a respectful, caring atmosphere. Our core beliefs and values are that ALL
students deserve a quality education preparing for the 21st century. Present policies and scheduling
prohibits the enhancement opportunities of enrichment in the academic creative arts. Our staff believes
each student deserves the right to actively participate in a supportive environment with adult role models.
Students demonstrate social, emotional, psychological and academic growth when accesses to mentors,
counselors, teachers, role models or advisors are available.
Union Elementary School’s i-Globe innovation would offer students access to a genre study that would
focus on collaborative projects, networking and utilization of 21st Century tools through creative arts to
teach listening, viewing, speaking, and reading. The i-Globe innovation curriculum would revise the core
reading series with an intense, rigorous, whole-school study of the nine genres. Students would delve into
mysteries, science-fiction, non-fiction, realistic and historical fiction, biographies, poetry and informative
units to produce a cumulative portfolio to show student’s acquisition of oral language and vocabulary
while making inferences, predictions and generalizations to comprehend literature.
We compassionately empathize and rigorously share the strong desire to postulate each student with a
well-rounded education. We believe in our students and want each one to have extensive opportunities to
enhance his/her life. The innovations proposed in the i-Globe program will ensure that we following our
vision of creating a 21st century education system that is connected to our culture as readers and life-long
learners.
Sincerely,
The Faculty and Staff of Union Elementary School
Please See Attached list of faculty and staff signatures indicating commitment and support of our
Innovation proposal.
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Union elementary school
parent/teacher organization
To whom it may concern,
December 3, 2010
We the Parent/Teacher Organization of Union Elementary support
the goals and ideas presented in the i-Globe/ Innovation Zone Grant.
We hope that this program becomes a reality for our children,
offering them more 21st Century learning during the regular
instructional day. It would provide an opportunity for our children that
may not otherwise be possible and would enrich the lives of other
children.
Sincerely,
President: Mrs. Brandi Nesbitt________________________________
Vice President: Carrie Mills__________________________________
Secretary: Louella Marteney_________________________________
Treasurer: Jannie Hoover____________________________________
20 Heavner Grove Road, WV 26201
304-472-1394 phone | 304-472-2078 fax
unionelempto@verizon.net |
https://www.edline.net/pages/Union_ES
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Union Elementary Local School Improvement Council
20 Heavner Grove Road
Buckhannon, WV 26201
Donna Peduto, Coordinator Innovation Zone Initiative
Office of Organizational Effectiveness and Leadership
Division of Educator Quality and System Support
Building 6, Room 617
1900 Kanawha Boulevard, East
Charleston, WV 25305-0330
Please accept this letter of support of the innovation zone grant application for Union Elementary. The
Local School Improvement Council is in full support of the i-globe innovation plan. This program proposal
programming aligns with our LSIC goals and objectives as outlined below:
The goals of the Local School Improvement Council are aligned to those of the Upshur County Board of
Education and Superintendent Lampinen.
Goal #1:
Union Elementary School will assure that all students achieve proficiency in
Reading/Language Arts by 2014.
Goal #2: Union Elementary School will assure that all students achieve proficiency in Math by 2014.
Goal #3: Union Elementary School will create stronger and more cohesive partnerships between
community, parents, and school staff.
Goal #4: Union Elementary School will assure that all students will be educated in a safe environment.
Sincerely,
UNION ELEMENTARY SCHOOL LOCAL SCHOOL IMPROVEMENT COUNCIL MEMBERS 2010-2011:
Mrs. Ann Osburn
President, Teacher
___________________________
Mrs. Janie Miller
Parent
___________________________
Mrs. Suzanne Bohman
Parent
___________________________
Mrs. Brooke Scott
Teacher
___________________________
Mrs. Lynne Petrosky
Teacher
___________________________
Mr. Phillip Abel
Bus Driver
___________________________
Mrs. Terry Karickhoff
Service Personnel
___________________________
Dr. Amy Pearson
Business Member
___________________________
Mr. Charles Andregg
Dr. Sara Stankus
Community Member
Principal
___________________________
__________________________
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