WEST VIRGINIA
1003(g) SCHOOL IMPROVEMENT GRANT
APPLICATION COVER
TIER I AND TIER II SCHOOLS
Complete a separate application for each school served by the LEA.
County: Kanawha
LEA Superintendent: Dr. Ronald Duerring
E-mail: rduerring@kcs.kana.k12.wv.us
LEA Elementary Assistant Superintendent: Jane Roberts
E-mail: jroberts@kcs.kana.k12.wv.us
LEA Title I Director: Pam Padon
E-mail: ppadon@kcs.kana.k12.wv.us
Transformation Specialist: George Aulenbacher
E-mail: gaulenbacher@kcs.kana.k12.wv.us
Others may be added as needed by the LEA.
Superintendent Signature__________________________________________ Date____________
LEA Title I Director Signature ______________________________________Date____________
Provide a brief summary of the LEA’s proposed Title I school improvement grant program.
As written in the Letter of Intent (Attachment 1) for funding under the ESEA Title I 1003(g) school
improvement grants for Watts, the leading indicators demonstrate a need to provide funding for
additional support at Watts to foster total school reform. Westest 2 results for the 2009-10 school year
show Watts having the lowest student achievement in math in the state (16.92% mastery and above)
and the second lowest in reading/language arts (15.87% mastery and above). In addition to low
student achievement, the student transiency rate for Watts is 40.47% Twelve of 14 teachers are new
to Watts Elementary this year.
Based on these and other leading indicators identified in the Letter of Intent, Kanawha County
Schools is submitting this application to provide funding for the following to provide additional
support to the students, parents and staff of Watts Elementary School:

Hire two additional Title I teachers to provide reading/language arts and math Tiered
interventions.

Provide additional funding for extended learning opportunities for students.

Expand the number of Family Learning Nights.

Provide funding for professional development for staff including training in the WVDE
teacher evaluation system and training for Leadership Team members in WVDE sponsored
SIG 2 trainings.

Provide funding for a Community Walk and Fair.

Provide additional classroom materials and supplies as a reward for teachers showing
increased student achievement.
In addition to the school budget, KCS is requesting funding for the following through a separate LEA
budget:

Hire an LEA funded Contracted position Academic Coach/Demonstration Teacher to provide
job embedded professional development and teacher mentoring in the design and delivery of
research based instruction and tiered interventions. This individual will be assigned .50 to
Watts and .50 to Malden Elementary a SIG 1 school.

Provide additional support for the assignment of a Transformation Specialist to Watts (incounty and out-of-county travel).

Provide tuition reimbursement to foster teacher/leader effectiveness and recruitment/retention
in all SIG schools.
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LEA APPLICATION
I. SCHOOLS TO BE SERVED: List each Tier I and Tier II school the LEA commits to serve,
provide principal information and check the applicable box for the intervention model that the
LEA will implement in each Tier I and Tier II school.
Tier I Schools:
School Name/
NCES ID#
Watts NCES ID#
5400600
Tier II Schools: NA
School Name/
NCES ID#
II.
Principal
Email Address
Intervention
Turnaround
Evelyn Haynes
Principal
Restart
Closure
ehaynes@kcs.kana.
k12.wv.us
Transformation
X
Email Address
Intervention
Turnaround
Restart
Closure
Transformation
DESCRIPTIVE INFORMATION: Address the following information in the LEA
application for the 1003(g) school improvement grant.
A. The needs assessment and capacity index were previously provided in the letter of intent to apply.
The letter of intent to apply has been evaluated according to the established criteria and if it was
deemed to have met the standard, no further action is required. If revisions were required,
attach a copy of the revised letter of intent with changes highlighted. Please see Attachment
1.
B. Provide a summary of the LEA consultation with relevant stakeholders regarding the
LEA’s application and implementation of school improvement models in its Tier I and Tier
II schools. Each LEA shall include a description of the meeting format, stakeholder groups
consulted, key discussion points and the outcomes from the discussion.
Initial stakeholder notification/involvement occurred during December 2010 when a Freedom of
Information Act (FOIA) request was filed by the Charleston Gazette/Daily Mail with the West
Virginia Department of Education to obtain access to the list of those schools identified as Tier
schools under the second round of 1003(g) school improvement grant funding. As a result of the
request, an article was published in the Charleston Daily Mail on December 13, 2010 informing
the general public of the WVDE’s submission of the application (Attachment 2). Following the
news article, information was provided to the Kanawha County Schools Superintendent and the
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Director of Federal Programs, Title I of the inclusion of Watts as an identified Tier I school
eligible for 1003(g) funds. A management team meeting including the Superintendent, the
Assistant Superintendents of Elementary, Middle School, High School and Curriculum and
Instruction, the Directors of Title I, Special Education, Technology, and Staff Development and
the SIG 1003(g) Transformation Specialists was held on December 15, 2010 to discuss the
feasibility of pursuing funding for Watts as well as the implications that, if awarded, accepting
these funds could have. During that meeting, the decision was made to pursue the application
with the understanding that although Watts Elementary is slated to be consolidated with J.E.
Robins Elementary in a new second West Side Elementary, funds will be utilized to increase the
level, frequency and intensity of instruction through the Response to Intervention model to
benefit the academic achievement of students.
On February 1, 2011, an LSIC/PTO meeting was held at Watts Elementary to discuss the
possibility of applying for a SIG 2 grant (Attachment 3). Since only four persons attended that
meeting, a second LSIC meeting was held on Thursday, April 7, 2011 (Attachment 4) to review
the key components of the grant. This time, eleven persons attended including the principal, the
Title I Director, one service personnel representative, three parents, and five teachers. A Power
Point presentation was given by the Title I Director outlining the key components of the SIG
application. Questions and discussions centered on how the two additional Title I teachers and the
Instructional Coach included in the SIG 2 budget would interface with existing instructional
practices. It was explained that the teachers would provide additional Tiered instruction in
partnership with the classroom teachers and the current Title I teachers. Information was shared
on how the Academic Coach/Demonstration Teacher would model research based interventions,
assist teachers in developing lesson plans, plan and provide additional professional development
for staff and mentor teachers that may be in need of additional support. Overall, those in
attendance were very supportive of the application and the possibilities it provides for students as
well as staff and parents. As a result of a suggestion made by one of the teachers in attendance,
the principal will be posting the Power Point presentation on the school’s website through
EdLine®. This will allow for additional stakeholder involvement of parents and the community.
C1. Develop measurable summative and growth goals that will be used by the LEA to monitor
progress of student achievement on the State’s assessments in both reading/language arts
and mathematics. Annual growth goal example: “The percentage of students who exhibit
typical growth in grades 6-8 in mathematics will increase annually as measured by the
WESTEST 2.”
School Name: Watts Elementary
Annual Summative Achievement Goal for Reading/Language Arts: All students in grades 3-5 will
increase reading achievement by 3%. In the year 2010-2011 the reading language
arts proficiency level was 16%. Increasing 3% will bring the achievement to 19% proficient.
Annual Growth Goal for Reading/Language Arts: The percentage of students who exhibit typical
growth in grades 3-5 in reading/language arts will increase annually as measured by the
WESTEST 2.
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Annual Summative Achievement Goal for Mathematics: All students in grades 3-5 will increase
math achievement by 3% in the year 2010-2011. The math proficiency level will bring the
achievement to 20% proficient.
Annual Growth Goal for Mathematics: The percentage of students who exhibit typical growth in
grades 3-5 in mathematics will increase annually as measured by the WESTEST 2.
Respond to the following:
 How were these goals determined?
Summative achievement and annual growth goals were determined by a thorough staff review of
balanced assessment results including WESTEST 2 data, DIBELS, Scholastic Math Inventory,
Everyday Math assessments and Pearson Success Net results. As a result of not making Annual
Yearly Progress (AYP) in both reading/language arts and mathematics in the all subgroup and
being identified as the lowest performing school in the State in mathematics, the staff focused on
taking a more in-depth look at WESTEST 2 results including confidential roster reports,
confidential item analysis summaries, confidential summary reports, the new 2009 to 2010
WESTEST 2 Improvement Report, trend data and TestMate Clarity reports which further
analyzed the WESTEST 2 results to determine our achievement goals.

What interim assessment activities will be used throughout the school year by the school
staff to track progress toward meeting the annual goals?
Watts utilizes a variety of balanced assessment instruments to track student progress throughout
the school year. Major instruments include:
DIBELS® – Beginning of Year, Middle of Year and End of Year benchmarks of reading fluency.
Pearson Successnet® – Monitoring of student reading performance and comprehension.
Acuity® – Three yearly benchmarks to track student performance on content standards and
objectives (CSOs) and Depth of Knowledge (DOK). Teachers also use interim teacher designed
Acuity assessments to monitor student performance on specific assignments or troublesome
CSOs.
Scholastic Math Inventory® - Monitoring and tracking student progress in mathematics and
subsequent placement in the Everyday Math® program.
Everyday Mat Assessments® - Monitoring of student performance in the Everyday Math®
program.
Teacher Made Assessments – Monitoring of student performance on assignments and class
work.
The staff meets weekly for common planning as well as once per month in collaboration meetings
to discuss student data and strategies for modifying instruction based on benchmark data.
Professional Learning Communities also analyze data and discuss student achievement issues.
Student Assistance Team (SAT) meetings are held on a regular basis to provide teachers and
parents an opportunity to meet to discuss data regarding those students who are having academic
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difficulty. Progress monitoring occurs during the year to review and analyze DIBELS data for
students.
C2. Describe below how the summative and growth goals will be utilized by the LEA to evaluate
the school’s academic progress.
As an identified target school, the principal of Watts is required to meet with key central office
personnel on a monthly basis including the Assistant Superintendent of Curriculum and
Instruction, the Director of Federal Programs – Title I, Title I reading and math specialists and
county curriculum specialists. Data is reviewed during these meetings to assist the principal in
identifying areas of concern as well as areas of success towards achieving the summative
achievement goals. Acuity benchmark results are monitored by the Title I Data Analyst and the
Assistant Superintendent of Elementary to determine progress towards summative achievement
goals as well as growth goals once established by the WVDE. DIBELS benchmark data is
monitored by the Title I Reading Specialist assigned to Watts. Having a mostly new teaching
staff, the LEA has provided additional professional development in Acuity, TestMate Clarity and
Scholastic Math Inventory to assist Watts’ staff in better analyzing student achievement data and
progress towards their summative and growth goals. The principal of Watts is also required (as
are all KCS principals) to utilize the Concerns Based Adoption Monde (CBAM) to monitor
teacher’s skills in the area of data analysis. Cumulative information from all data sources is
routinely reviewed by LEA personnel and assistance is provided to staff to assist them in meeting
their summative achievement and growth goals. If awarded the 1003(g) SIG grant, an additional
layer of support will be provided through the assignment of a Transformation Specialist and an
Academic Coach/Demonstration Teacher to Watts. These individuals will also oversee student
achievement progress and implement additional tools to monitor progress such as the
Instructional Practices Inventory (IPI).
III.
TRANSFORMATION MODEL ACTIVITIES: Design interventions and establish
timelines for implementation consistent with the final requirements for the selected
intervention model(s) as directed below.
LEAs serving Tier I and Tier II schools implementing the transformation model shall address all
items under Sections A through D.
TRANSFORMATION MODEL
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A. Develop teacher and school leader effectiveness
1a. Replace the principal
Kanawha County (name of district) has selected the following method to meet the transformation
model requirement addressing the replacement of the principal. The new principal must be placed in
this position on or before the first day of administrative employment for the 2011-2012 school year.
School Name
Watts Elementary School
Tier
Method of Replacement
(Choose a, b, or c as
described below)
Start Date
of the Principal
I
a
08/13/2009
a. The principal has been replaced within the past two years, (defined by ED as the fall of 2008
or more recently), as required of an identified Title I school in years four and beyond placed
in restructuring as defined in NCLB §1116(b)(8)(B)(ii). This change in leadership meets the
requirement of restructuring the school governance for a fundamental reform. Evaluation of
the individual’s performance will be conducted within the guidelines of WV Code §18A-2-12
and WV BOE Policy 5310.
b. The principal has been or will be replaced through a mutual agreement (i.e., voluntarily
applies to transfer to another available position within the district) as outlined in WV Code
§18A-2. Evaluation of the individual’s performance will be conducted within the guidelines
of WV Code §18A-2-12 and WV BOE Policy 5310.
c. The principal has been or will be replaced through the performance evaluation of school
personnel process as outlined in WV Code §18A-2-12 and WVBOE Policy 5310.
1b. Describe the leadership competencies the district will require for principals placed in the
schools implementing the transformation model. See “School Turnaround Leaders:
Selection Toolkit” as a resource:
http://www.publicimpact.com/publications/Turnaround_Selection_Toolkit.pdf
In addition to the regular duties identified in the Kanawha County Schools job description for
Elementary principals, KCS has modified this job description to incorporate additional
leadership requirements that have been identified as critical to the school transformation process
and are integral to characteristics that one would expect to find in high performing leaders.
These competencies have been identified from sources such as those included in the document
“School Turn Around Leaders Selection Preparation Guide” developed for the Chicago Public
Education Fund and the District of Columbia Public Schools (June 2008). These characteristics
are identified below. The complete job description can be found in Attachment 5.
At a minimum address the following areas:
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Achievement: The drive and actions to set challenging goals and reach a high standard of
performance despite barriers
Develops, implements, and continually evaluates curriculum, instructional programs and
support activities to improve student achievement and ensure continual progress to meet or
exceed national, state and local academic standards; works actively with teachers and staff in
determining effective instructional practices; uses multiple data sources to assess, identify and
apply instructional improvements and to positively impact student achievement.
Impact and Influence: Acting with purpose of affecting the perceptions, thinking and
actions of others
Supports the development of interdisciplinary teacher teams that are integral to the school
improvement process; involves staff in the decision making process; shows the capacity to
motivate other people; recognizes staff contributions and accomplishments.
Monitoring and Directiveness: The ability to set clear expectations and to hold others
accountable for performance
Demonstrates the ability to solve problems; reflects the ability to work with people; involves
staff in the decision making process; creates an atmosphere conducive to good staff morale;
demonstrates unbiased attitude in fulfilling administrative responsibilities; follows the
established evaluation procedures for evaluating all school staff; uses multiple data sources to
assess, identify and apply instructional improvements and to positively impact student
achievement; creates, manages and sustains a safe and orderly school environment, setting and
communicating high expectations for student behavior and ensuring effective prevention and
intervention strategies.
Team Leadership: Assuming authoritative leadership of a group for the benefit of the
organization
Supports the development of interdisciplinary teacher teams that are integral to the school
improvement process; establishes an environment of collaboration and empowers and engages
staff in participatory decision making; builds and promotes a positive and supportive school
climate that shows interest and caring for students.
Self-Confidence: A personal belief in one’s ability to accomplish tasks and the actions that
reflect that belief
Demonstrates the ability to solve problems; reflects the ability to work with people; utilizes selfappraisal for the improvement of administrative skills.
2.
Describe how each participating school will use rigorous, transparent and equitable
evaluation systems that take into account data on student growth.
Evaluating staff is a critical component in an effective performance management system and should
be connected to other areas of educator support. In particular, a rigorous approach to evaluation
should be clearly connected to a district’s system for providing professional development so that
8
growth opportunities are well-aligned with teachers’ and school leaders’ areas of weakness
(Milanowski, Heneman, & Kimball, 2009). When professional evaluation systems are tied to
compensation or other high-stakes outcomes, it is especially important that they be accurate,
objective, fully transparent, and linked to growth opportunities.
Frequently, evaluation systems fail to adequately differentiate between teachers at different
performance levels (Weisberg, Sexton, Mulhern, & Keeling, 2009), or to differentiate among teachers
based on specialized roles and specific contexts (Chait, 2009; Toch & Rothman, 2008). To be
effective, teacher evaluation systems must be understood by teachers and should result in the
identification of actual differences in performance (Danielson & McGreal, 2000; Milanowski, Prince,
& Koppich, 2007). Everyone involved in the evaluation process should undergo training in the use of
the assessment instruments including the use of classroom observations, portfolio reviews, or other
methods employed. In addition, evaluations should be conducted frequently, using multiple measures,
in order to gain a comprehensive and accurate picture of a teacher’s competencies. Those responsible
for conducting classroom observations and evaluation should provide immediate formative feedback
to improve a teacher’s instructional practices.
School administrators must also be evaluated. Their evaluations should be based on clear standards
and objective criteria that are a matter of description and not assumption. Evaluations should be
straightforward, helping leaders to identify strengths as well as weaknesses. Administrators should be
provided an opportunity to give feedback to the district and to shape the decisions that will improve
their effectiveness (Reeves, 2009). For both teachers and school leaders, the evaluation system must
be monitored for its perceived usefulness and to guide revisions to the evaluation process.
In order to meet this requirement for the 1003(g) SIG program, Kanawha County Schools will
become an “early adopter” of the WVDE revised educator performance evaluation system that takes
into account data on student growth. To determine the adequacy of growth in Title I 1003(g) grant
recipient schools, WVDE will first identify a suitable normative group to whom students in these
schools can be compared. WVDE proposes that this normative group be composed of all students in
the state of West Virginia. Furthermore, WVDE proposes that typical growth targets must be
differentiated for students based upon their prior academic performance on WESTEST 2. This
approach will allow WVDE to set realistic and individualized expectations for growth that are not
based on subgroup membership. The process of documenting student growth in Title I 1003(g) grant
recipient schools begins with identifying this normative group.
Each year, an LEA having a Title I 1003(g) grant recipient school will receive a school growth report
from the WVDE containing: (1) a school-wide median growth percentile value for each assessed
content area and (2) a median growth percentile value for each content area disaggregated by grade
level. The report will also include the percentage of students who achieved at or above typical levels
of growth. This information will be presented for each assessed content area and disaggregated by
grade level. This report will be utilized as part of the WVDE revised educator performance evaluation
system that takes into account data on student growth and to identify and reward school leaders and
teachers who have increased student achievement.
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The school growth report will be incorporated in evaluating teacher and school leader effectiveness as
described below.
Tier I and Tier II schools accepting Title I 1003(g) funds will be required to adopt the newly
developed framework for a multiple measure professional educator evaluation system. As a result,
these schools will be labeled as “early adopters” in the timeline of implementing this framework. The
timeline below illustrates the implementation stages for this new framework:

2009-2010: State task force was established to study the WV teacher and leader performance
evaluation system and review the work that has been completed on the teaching standards.

2010-2011: State task force continues to meet and recommends revisions to Policy 5310 and
WV teacher and leader performance evaluation system.

Summer 2011: Professional development will be provided to teachers and administrators on
the newly revised WV teacher and leader performance evaluation system.

2011-2012: Continued professional development and implementation of revised WV teacher
and leader performance evaluation system as an “early adopter”.
3. Describe how the district will identify and reward school leaders, teachers and other staff
who have increased student achievement and the graduation rate.
Nationally, reward-based compensation is becoming common as a school reform strategy because of
an emphasis on teacher effectiveness and increased student achievement. The goal of this type of
compensation structure is to significantly motivate employees to perform well and encourage the
retention of highly effective teachers in low achieving schools. According to NCLB Section 1117,
each state may financially reward schools that improve student achievement and help the school meet
its goals for improvement. The rewards program may also recognize and provide financial rewards to
teachers teaching in a Title I school identified for improvement that consistently makes significant
gains in academic achievement in the areas in which the teacher provides instruction or to teachers or
principals designated as distinguished.
While WV Code §18A-4-4 and§18A-4-5a limits the options for rewarding teachers, Kanawha
County Schools will implement the following procedures for meeting this criteria. The rewards will
be based on student achievement results and implementation of individual action steps to achieve the
school goals. The information contained in the school growth report provided by the WVDE will be
utilized to determine reward-based compensation.
All professional staff members will be part of a collaborative team (professional learning community)
and participate in regularly scheduled team activities. As part of the team activities, each staff
member will be asked to identify specific individual action steps. The teacher will commit to
completing the identified tasks as part of the overall strategies to achieve the school’s summative and
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growth goals for reading/language arts and mathematics. The completion of these individual action
steps will be monitored quarterly by the building administrator.
Each year, an LEA having a Title I 1003(g) grant recipient school will receive a school growth report
from the WVDE. After reviewing the school growth report, the LEA will determine if the school met
its summative and the annual school growth goals for reading/language arts and mathematics.
Additionally, the building administrator will determine if the teachers completed his/her individual
action steps. The administrator’s supervisor will in turn determine if the principal completed his/her
individual action steps.
If it is determined that the school met the summative and annual school growth goals for
reading/language arts and mathematics and each professional completed their individual action steps,
then the professional staff members (principal and teachers) will be rewarded. Current WV Code does
not permit a bonus to be paid to individuals, thus the following options are being suggested as
appropriate rewards.
Check the option(s) the county will use to provide rewards:
Reward Options




Materials or supplies for teachers’ classrooms
Attend an out of state conference
Utilize the funds towards tuition for advanced coursework
and LEA HQ teacher plan
Other (specify) - _________________________
SEA approval required
Amount per
Staff Member
$500*
*This will be in addition to materials and supplies already provided under the Title I Part A
program.
4. Describe how high quality, job-embedded professional development will be provided.
Identify any activities that will be completed as ‘pre-implementation’ (see APPENDIX A if
applicable).
a. All schools that receive a Title I 1003(g) school improvement grant will be required to
have PLCs as a means for providing job-embedded, sustained professional development
that will lead to lasting change. Describe the format for the professional learning
communities in the district and further delineate where the individual school differs, if
applicable. The description must address the following items:
 Structure (e.g., grade level, content area, facilitators)
 Frequency of meetings
 Major areas of focus for the work of the PLCs
 Monitoring the effectiveness of the PLCs
Kanawha County Schools will begin its fifth year of Professional Learning Communities (PLCs)
beginning with the 2011-12 school year. Each teacher in the district is a member of a local school
11
PLC. Each PLC has at least one trained facilitator (depending on school size) who receives extensive
professional development three times during the school year. Facilitators received training in
facilitation skills prior to the implementation of PLCs in 2007. New facilitators receive this training
each school year at the beginning of the school term. Facilitators receive a stipend paid with Title II
funds for their additional work and are required to submit online summaries upon the completion of
each PLC. This enables central office staff to monitor the work that is being accomplished and the
effectiveness of each PLC and to provide feedback to the facilitators.
Schools have the flexibility to determine the structure and frequency of meetings of their PLCs. Watts
Elementary had decided to structure its PLC vertically including a teacher from each grade level. To
provide sufficient time for PLC activities, Kanawha County Schools has adopted a two hour early
dismissal of students once per month. This time is used by the schools for PLCs as well as other times
throughout the month such as cooperative planning time. District leaders require a minimum of one
PLC during each early dismissal day and encourage the use of other times such as ISE days, before
school and after school meetings. PLCs at Watt meet at least once per month.
The focus for all PLCs this year has been the use of the Concerns Based Adoption Model (CBAM)
(Loucks-Horsley & Stiegelbauer, 1991) process to monitor their success in 3 areas of change and
reform- assessment, instructional strategies emphasizing Depth of Knowledge, and technology and
the development of SMART goals. Using CBAM, principals are required to monitor staff progress
towards successful implementation of the three key of reform and regularly review this with staff
through the PLC process. Status and progress of staff members on CBAM will be utilized to
determine job embedded professional development needed to fully integrate each key reform area into
common practice to impact student achievement. SMART goals are designed to correlate with the
CBAM process including analyzing data for the determination of Depth of Knowledge (DOK) levels,
modification of instruction to raise DOK levels, and the incorporation of technology into formative
and summative assessments for a more in-depth and continuing analysis of student achievement in
order to guide the PLC process throughout the school year.
To monitor the PLC process, key central office staff review the on-line summaries of PLC activities
submitted by facilitators at the end of each PLC activity. This allows central office staff to provide
additional support to a school’s PLC if needed. KCS will also continue to conduct an annual
culminating survey of the PLC process. The most recent results of the survey are shown in the chart
below:
“Using a scale of 1 – 5, with 5 being the highest, please rate your level of implementation with the
following-”
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PLC Focus
Area
5
4
3
2
1
Corrective
Instruction
27%
46%
19%
5%
2%
Second
Chance
Opportunities
43%
32%
17%
4%
4%
Selfassessment
24%
38%
27%
8%
3%
Student goal
setting
22%
32%
34%
8%
4%
Alternative
grading
practices
24%
35%
24%
11%
6%
In addition to quantitative data gathered by the survey, members of the KCS Management Team also
reviewed comments from PLC members. These two sources of information along with feedback from
facilitator’s trainings, CBAM and SMART goals serve to guide the monitoring and design of PLC
structures annually.
b. Provide an overall description of the professional development plan for the school that
describes the focus of the PD and how it will fundamentally change teaching and
learning in the school.
Professional development activities at Watts have been and will continue to be multifaceted and
focused. With a majority of the teaching staff being relatively recent university graduates and new to
the school and with the low achievement rate in mathematics, professional development has focused
on instruction in mathematics and analysis of student achievement data. To increase student
achievement in mathematics, the staff has participated in professional development in Every Day
Math, the newly adopted Scholastic Math Inventory, Guided Math and math strategies. Additional
support is provided on a daily basis by the Title I ARRA math coach. The math coach works with
teachers on creating research based instructional strategies to use within the classroom. The coach
also works with teachers during common planning times and after school to assist them in planning
and developing their lessons and interventions. All professional development activities in math were
designed to assist teachers in the construction and implementation of intervention lessons, to maintain
fidelity to the core in Every Day Math Instruction, the use of SMI to benchmark student progress
throughout the year and to provide a common foundation for monthly teacher collaboration meetings.
In concert with the county-wide focus on analysis of student achievement data and Depth of
Knowledge, the staff has also received professional development from the Title I Data Analyst in the
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Acuity platform and TestMate Clarity. Both platforms are utilized by the staff as part of their bimonthly meetings on formative assessment and differentiated instruction. The use of these
instruments has enabled staff to better identify targeted students in need of additional interventions
and/or differentiated instruction and to determine programmatic strengths and weaknesses. Re-teach
strategies, teacher rotation to reach differentiated needs and the establishment of learning centers has
been a direct outcome of the professional development provided in data analysis. Every fifteen days,
teachers reassess students’ abilities and re-group the student based on their performance. Teachers
utilize research based strategies in intervention groups and common assessments to re-group students.
Collaboration meetings are held to make adjustments to the groups and to the teaching strategies used
with each group. Each teacher creates a SMART goal for each intervention group and uses the goal to
drive the instruction.
As a result of the professional development activities, Watts’s staff has engaged in aggressive and
focused delivery and monitoring in the effort to meet NCLB and state content standards and academic
achievement standards. The principal's emphasis has been on monitoring programs and teacher
performance to meet these standards. Emphasis has been placed upon teacher monitoring of student
progress through test results, DIBELS, benchmark assessments, Saxon assessments, report cards and
other monitoring instruments. Monitoring of teaching strategies has included co-teaching situations,
the three tier intervention model, classroom activities, tutoring, interventions, and collaboration
between classroom teachers and their support team members.
Classroom, Title I and special education teachers have planned together through frequent curricular
team congruency planning sessions where student progress is monitored and curriculum changes and
delivery methods are modified to meet the ever changing needs of the students. These sessions have
insured that each teacher's students receive a complete review of their progress frequently throughout
the school year. Students found deficient in skills are grouped according to needs and extra
instructional time is adjusted accordingly. Some students have been referred for after-school tutoring
program conducted by Watts’s teachers, volunteer tutors, interventionists and peer tutors. Groupings
are fluid and change frequently. Classroom instruction is delivered by the classroom teacher with coteaching assistance from instructional aides, Title I and Special Education teachers. Students needing
extra help have received services in the classroom, in small group pullouts and in one on one
situations with teachers, aides and volunteers.
As part of this application, a request is being including to provide funding through the LEA portion of
the budget to hire a contracted position Academic Coach/Demonstration Teacher. This individual will
be assigned 50% to Watts and 50% to Malden Elementary, a Year 1 1003(g) Tier I school. It will be
this individual’s primary responsibility to provide in-school and in-class, job embedded professional
development to teachers through activities such as:



Assisting new teachers with instructional strategies, lesson plan development, classroom
management strategies, room set up, etc.
Modeling “co-teaching” strategies with classroom teachers and/or Title I teachers.
Modeling effective lessons and providing feedback and coaching to teachers.
14





Analyzing data and assisting classroom teachers in planning appropriate interventions.
Providing assistance in the use of current resources and interventions.
Planning and providing professional development to staff as needed/requested.
Modeling the integration of 21st century skills and technology tools in lessons.
Modeling differentiation of instruction in lessons for grades K-5.
This individual will also participate as a member of each assigned school’s Professional Learning
Communities. They will also collaborate with the principal, the school Leadership Teams and the
Transformation Specialist with regards to the implementation of the SIG 2 grant as it relates to
student achievement and overall school academic improvement. This collaboration will occur in
concert with and as part of the school’s regularly scheduled Leadership Team meetings. This will
provide a venue for key personnel to become involved with all aspects of the SIG 2 grant through a
distributed leadership process that will in-turn involve input from all stakeholders within the school
with equal levels of accountability and responsibility for student achievement and school
performance. A copy of the job description is found in Attachment 6.
c. In addition, provide a specific description of professional development activities by year
in the charts below. Note: All professional development must be both research-based
and sustainable.
‘Pre-Implementation’ (see APPENDIX A): June 2011 - August 2011
Date
Topic
1003(g) SIG Leadership Team – Teacher Evaluation,
July 20-21
Stonewall Jackson Resort
Presenter(s)
WVDE
8/1-4/11
Watts SIG (a) Teacher Academy – Effective teaching
strategies, strategic plan development, WESTEST 2 data
analysis, building positive PLCs
Trainer Led
8/11/11
All teachers – Teacher Evaluation, Charleston Civic Center
WVDE
8/17/11
Countywide School Based Staff Development
Trainer Led
8/25/11
Title I Reading Teacher Orientation – 2011-12 Title I
reading best practices such as using DIBELS Next, research
based reading instructional practices, interventions and
differentiated instruction.
Title Reading
Specialists
8/26/11
Title I Math Teacher Orientation – 2011-12 Title I math best
practices such as Every Day Math and Scholastic Math
Inventory (SMI), research based math instructional
practices, interventions and differentiated instruction.
Title I Math
Specialist
8/29/11
School Based Staff Development - Research based reading
Trainer Led
15
strategies
Year One: September 2011 - August 2012
Date
Topic
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Presenter(s)
Central Office
Staff
9/12,13,15/11
Elementary PLC Facilitator Training – Module 11 Depth of
Knowledge
Central Office
Staff
9/28/11
District wide PLC meetings
PLC
10/3/11
School Based Staff Development – Reading Strategies
Trainer Led
10/5/11
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
10/11/11
IS Day – Professional Development, Faculty Senate, PLCs
School staff
10/17/11
School Based Staff Development – Math Strategies
Trainer Led
10/18-19/11
SSOS SIG 2 Training – Leadership Team at Bridgeport
Conference Center
WVDE
10/19/11
School Based Staff Development – Technology Integration
Trainer Led
10/26/11
District wide PLC meetings
PLC
11/2/11
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
11/7/11
School Based Staff Development – Technology Integration
Trainer Led
11/30/11
District wide PLC meetings
PLC
12/1/11 (pm
only)
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
12/5,8,9/11
Elementary PLC Facilitator Training – Module 11 Depth of
Knowledge
Central Office
Staff
12/13/11
Elementary Principals Curriculum Meeting
Central Office
Staff
12/21/11
District wide PLC meetings
PLC
1/4/12
Leadership Series for Administrators - Collaboratives and
Central Office
9/5/11
16
Job-Alikes
Staff
1/9/12
School Based Staff Development – Research based Reading
Strategies
Trainer Led
1/13/12
Continuing Education Day
Trainer led
1/25/12
District wide PLC meetings
PLC
2/2/12
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
2/9/12
School Based Staff Development –Technology Integration
Trainer Led
2/14-15/12
SSOS SIG 2 Training – Leadership Team at Charleston
Civic Center
WVDE
2/15/12
District wide PLC meetings
PLC
2/20/12
IS Day – Professional Development, Faculty Senate, PLCs
School staff
2/21/12
Elementary Principals Curriculum Meeting
Central Office
Staff
3/7/12
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
3/13/12
Elementary Principals Curriculum Meeting
Central Office
Staff
3/20/12
School Based Staff Development – Math Strategies
Trainer Led
3/26,27,30/12 PLC Facilitator Training – Module 11 Depth of Knowledge
Central Office
Staff
Central Office
Staff
4/11/12
Leadership Series for Administrators - Collaboratives and
Job-Alikes
4/1718(am)/12
SSOS SIG 2 Training – Leadership Team at Charleston
Civic Center
WVDE
4/18/12 (pm)
Teacher Evaluation Training – Leadership Team at
Charleston Civic Center
WVDE
4/20/12
School Based Staff Development – Research based Reading
Strategies
Trainer Led
4/25/12
District wide PLC meetings
PLC
5/2/12
Leadership Series for Administrators - Collaboratives and
Central Office
Staff
17
Job-Alikes
5/9/12
District wide PLC meetings
PLC
5/15/12
School Based Staff Development – Technology Integration
Trainer Led
5/29/12
IS Day – Professional Development, Faculty Senate, PLCs
School staff
Year Two: September 2012 - August 2013
Date
Topic
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Presenter(s)
Central Office
Staff
9/12 TBA
Elementary PLC Facilitator Training – Module 12
Central Office
Staff
9/12 TBA
District wide PLC meetings
PLC
10/3/12
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
10/12 TBA
IS Day – Professional Development, Faculty Senate, PLCs
School staff
10/12 TBA
Elementary Principals Curriculum Meeting
Central Office
Staff
10/12 TBA
District wide PLC meetings
PLC
11/7/12
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
11/12 TBA
District wide PLC meetings
PLC
12/5/12 (pm
only)
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
12/12
Elementary PLC Facilitator Training – Module 12
12/12 TBA
Elementary Principals Curriculum Meeting
Central Office
Staff
Central Office
Staff
12/12 TBA
District wide PLC meetings
PLC
1/4/13
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
1/13 TBA
Continuing Education Day
Trainer led
9/5/12
18
1/13 TBA
District wide PLC meetings
PLC
2/6/13
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
2/13 TBA
District wide PLC meetings
PLC
2/13 TBA
IS Day – Professional Development, Faculty Senate, PLCs
School staff
2/13 TBA
Elementary Principals Curriculum Meeting
Central Office
Staff
3/6/13
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
3/13 TBA
Elementary Principals Curriculum Meeting
3/13 TBA
Elementary PLC Facilitator Training – Module 12
Central Office
Staff
Central Office
Staff
3/13 TBA
IS Day – Professional Development, Faculty Senate, PLCs
School staff
4/3/13
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
5/1/13
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
5/13 TBA
District wide PLC meetings
PLC
5/13 TBA
IS Day – Professional Development, Faculty Senate, PLCs
School staff
Year Three: September 2013 - August 2014
Date
Topic
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Presenter(s)
Central Office
Staff
9/13 TBA
Elementary PLC Facilitator Training – Module 12
Central Office
Staff
9/13 TBA
District wide PLC meetings
PLC
10/2/13
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
10/13 TBA
IS Day – Professional Development, Faculty Senate, PLCs
School staff
10/13 TBA
Elementary Principals Curriculum Meeting
Central Office
Staff
9/4/13
19
10/13 TBA
District wide PLC meetings
PLC
11/6/13
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
11/13 TBA
District wide PLC meetings
PLC
12/4/13
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
12/13 TBA
Elementary PLC Facilitator Training – Module 12
12/13 TBA
Elementary Principals Curriculum Meeting
Central Office
Staff
Central Office
Staff
12/13 TBA
District wide PLC meetings
PLC
1/8/14
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
1/14 TBA
Continuing Education Day
Trainer led
1/14 TBA
District wide PLC meetings
PLC
2/5/14
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
2/14 TBA
District wide PLC meetings
PLC
2/14 TBA
IS Day – Professional Development, Faculty Senate, PLCs
School staff
2/14 TBA
Elementary Principals Curriculum Meeting
Central Office
Staff
3/5/14
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
3/14 TBA
Elementary Principals Curriculum Meeting
3/14 TBA
Elementary PLC Facilitator Training – Module 12
Central Office
Staff
Central Office
Staff
3/14 TBA
IS Day – Professional Development, Faculty Senate, PLCs
School staff
4/2/14
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
5/7/14
Leadership Series for Administrators - Collaboratives and
Job-Alikes
Central Office
Staff
20
5/14 TBA
District wide PLC meetings
PLC
5/14TBA
IS Day – Professional Development, Faculty Senate, PLCs
School staff
5. Describe the strategies the district staff will utilize to recruit, place and retain staff in the
school served with the 1003(g) grant.
The Human Resources Department of Kanawha County Schools are the principle individuals
responsible for staff recruitment. Staff from the HR Department travel to college job fairs throughout
West Virginia and bordering states to actively recruit new teachers and administrators. During the
2010-11 school year, a new staff member was added to the HR Department to focus more intensely
on recruitment efforts. Principals have been asked to and have accompanied HR staff to various
recruitment events throughout this school year as well. To supplement these efforts, the HR
Department had developed a recruitment packet for potential teachers. This packet contains
information about the Charleston area and Kanawha County in general. A Digital Video Disc (DVD)
is included in the packet that highlights Kanawha County Schools.
This DVD highlights the many available activities and features of living in the Kanawha Valley
including the presence of the West Virginia State Capitol complex, the arts (Clay Center, West
Virginia Symphony), sports (Appalachian Power, local college and high school sports), restaurants,
shopping, public transportation, and the availability of Yeager airport. The DVD also features many
of the key components of Kanawha County Schools including U.S. News ranking of George
Washington High School as one of the best high schools in the nation, Education Week’s ranking of
our technology as some of the best in the nation, the number of National Schools of Excellence and
Blue Ribbon Schools in KCS, and our International Baccalaureate Program and our College Summit
Program that were both the first in the nation. All of this is presented along with the guiding
philosophy of KCS that “Our Children Come First”.
Another important component of recruiting efforts includes the availability of housing. The KCS
Human Resources staff has worked with local area landlords to waive the security deposit for teachers
new to Kanawha County Schools to assist them with their move. This waiver allows new teachers to
enter the area and find suitable housing without having the need to pay a deposit prior to receiving
their initial paycheck. KCS is also pursuing a partnership with Pioneer Federal Credit Union to
provide $2,000.00 interest free loans to new teachers beginning July 1, 2011.
Professional growth opportunities play a pivotal role in both recruitment and retention. Kanawha
County Schools offers many such opportunities through the availability of pursuing advanced or
additional coursework through the many local colleges and universities as well as on-line programs
available through both West Virginia University and Marshall University. Kanawha County Schools
also provides for professional growth through our Beginning Teacher Academy, our Beginning
Principal’s Academy, our Leadership Academy designed for aspiring administrators, and our
beginning teacher and principal mentoring programs as well as the many and varied professional
development opportunities offered through the Professional Learning Communities.
21
Benefits also play a major role in the recruitment and retention of staff. Kanawha County Schools
offers a comprehensive benefit package (detailed in the enclosed KCS Employee Handbook) which
includes the following –


















Competitive salaries
Dental Insurance
Optical Insurance
Long-Term Disability Insurance
Additional Optional Life Insurance
PEIA Health Insurance
Retirement Benefits
Additional Optional Dependent Life Insurance
Liability Insurance
403(b) Tax Deferred Annuities
Government Bonds
Credit Union
Worker’s Compensation
Personal, Sick, and Bereavement Leave
Vacation Leave for 261-day employees
An Employee Assistance Program
Pathways to Wellness through PEIA
Flexible Spending Accounts
The KCS website also affords new and existing staff the opportunity to view available jobs within
KCS and to apply for these positions on-line. Application for positions through the KCS website is
available 24 hours per day, 7 days per week including holidays. Applications are received and
processed by the KCS Human Resources Department. This feature allows individuals to review and
apply for positions that they are interested in without having to physically visit the Human Resources
office.
As part of the SIG 2 grant, Kanawha County Schools is requesting, through the LEA budget, funding
in the amount of $50,000 in Year 1, $25,000 in Year 2 and $25,000 in Year 3 of the SIG 2 grant to
provide tuition reimbursement for teachers in all SIG schools. Turnover of staff has been high in most
of these schools during Year 1 implementation of SIG. There is a consensus among Management
Team members and SIG principals that the availability of tuition reimbursement will help principals
to recruit and retain staff in the core academic areas and counseling. A draft agreement was developed
with the guidance of KCS General Counsel, Mr. Jim Withrow, as follows;
22
Application for Tuition Reimbursement under the Kanawha County Schools
ESEA Title I 1003(g) School Improvement Grant Program
As part of the ESEA Title I 1003(g) School Improvement Grant (SIG), teachers and administrators
working within schools that are recipients of SIG funds have the opportunity to seek tuition
reimbursement for coursework leading to an advanced degree (i.e. Master or Doctorate degree) or
certification/specialization in the areas of reading/language arts, mathematics and/or
administration. Such reimbursement is contingent upon funds from the grants being allocated and
available for such purpose.
For the school year 2010 – 2011, $5,000 has been allocated for this purpose. Reimbursement for
coursework completed during the 2010 – 2011 school year will be available until these funds have
been exhausted. In accordance with Kanawha County Schools Administrative Regulation Series
G69A, individuals accepting tuition reimbursement must agree to remain under contract for a
minimum of two consecutive years following completion of the advanced degree or certification.
Those who terminate their employment contract within this period or who do not complete the
advanced degree or certification/specialization will be required to repay the reimbursed funds.
To apply for tuition reimbursement, the applicant must submit documentation of the coursework
completed including an official college issued receipt for tuition paid, an official college transcript
reflecting a minimum 3.0 GPA or equivalent for the coursework being claimed, and evidence that
the coursework is part of an approved program of study leading to the advanced degree or
certification/specialization. Only coursework completed from an accredited institution of higher
education recognized by the West Virginia Board of Education will be accepted. Furthermore, only
coursework leading to an advanced degree or certification/specialization in the areas of
reading/language arts, mathematics or administration is eligible for reimbursement. Coursework not
related to the above specified areas or taken solely for the purpose of advanced salary classification
is not eligible for reimbursement under this program.
By signing below and submitting the required documentation, the applicant hereby agrees to the
conditions contained within this document:
I, the applicant, have read and understand the requirements for tuition reimbursement under the
Kanawha County Schools ESEA Title I 1003(g) School Improvement Grant. By my signature, I agree to
abide by the requirements set forth in this document.
___________________________________
______________________________
Signature of Applicant
School
____________________________________
______________________________
KCS Email Address
Date
23
After further discussions with principals, the Transformation Specialists and staff from the WVDE, it
has been recommended to revise this application process to specify that tuition reimbursement will be
limited to up to $500 per semester for staff in the SIG schools who successfully complete advanced
coursework in the areas of administration, counseling, science, social studies, reading/language arts
and/or math. If the SIG 2 grant is awarded, these amendments will be addressed once again with KCS
General Counsel and presented to members of the Management Team for approval. Upon
Management Team approval, principals in the SIG schools will be advised of the availability of this
opportunity and applications will be emailed to teachers requesting this assistance.
6. Describe other permissible activities, as defined in the regulations, the district staff
chooses to implement in the school to develop teacher and school leader effectiveness.
In addition to the activities mentioned in prior sections of the application (PLC Facilitator trainings.
job embedded professional development through the PLCs, Leadership and Beginning Teacher
Academies, district level professional development, professional development through external
consultants, participation in monthly target school meetings, etc.), KCS staff from the central office
and from Watts Elementary along with other KCS Tier schools will participate in the school
leadership team workshops that will be sponsored by the West Virginia Department of Education as
listed in the detailed schedule of professional development activities in this application. Each school
will send a five member team consisting of the principal, two teacher leaders, the Title I Director and
the assigned School Transformation Specialist as part of the Memorandum of Understanding between
KCS and the WVDE.
As early adopters of the WVDE’s new teacher leader evaluation system, staff from all KCS Tier
schools including Watts will participate in professional development sessions sponsored by the
WVDE. These sessions will begin in the summer of 2011 and continue throughout the 2011 – 12
school year. Funds will be budgeted as part of pre-implementation activities for summer training and
throughout the school year.
The staff of Watts Elementary will once again participate in a summer leadership academy as part of
their Title I SIG (a) grant. This four day academy will focus on a review of the strategic plan;
WESTEST 2 data analysis; effective standards based math and research-based reading strategies;
building a positive Professional Learning Community, and; technology implementation in the
classroom. Professional development will be sustained throughout the school year at Watts through
monthly PLC meetings, bi-monthly professional development sessions and coaching provided by the
SIG 2 funded academic coach, Title II reading and math demonstration teachers, Title I and county
curriculum specialists and the .5 FTE Title I Part A math coach at Watts.
Finally, as part of an effort to impact and foster teacher leadership, stipends for teachers who serve as
members of Leadership Teams at Watts will receive a $500 stipend each semester for their work. This
is reflected in the grant budget section as a means to promote the continuous growth of identified
teacher leaders. Leadership team members will be responsible for meeting with the principal on a
monthly basis to discuss issues relevant to identified areas of school, student, and teacher needs. They
will also be responsible for conducting meetings with their identified teams to focus on specific areas
24
of need such as curriculum and instruction, culture and climate, assessment, technology integration
etc.
B. Comprehensive instructional reform programs. Identify any activities that will be completed
as ‘pre-implementation’ (see APPENDIX A if applicable).
1. Describe how the school staff will use data to identify and implement an instructional
program that is research-based and vertically aligned from one grade to the next as
well as aligned with State academic standards.
Watts’s staff will continue aggressive and focused delivery and monitoring in the effort to meet
NCLB and state content standards and academic achievement standards. Emphasis will continue to be
placed upon teacher monitoring of student progress through test results, DIBELS, Acuity benchmark
assessments, Saxon assessments, Pearson Success Net, Scholastic Math Inventory screening, teacher
observations, report cards and other monitoring instruments. Monitoring of teaching strategies will
continue to include co-teaching situations, the three tier intervention model, classroom activities,
tutoring, interventions, and collaboration between classroom teachers and their support team
members.
In concert with the county-wide focus on analysis of student achievement data and Depth of
Knowledge, assistance from the Title I Data Analyst in the Acuity platform and TestMate Clarity
reports will continue to be provided. Both platforms will continue to be utilized by the staff as part of
their bi-monthly meetings on formative assessment and differentiated instruction. The use of these
instruments will continue to enable staff to better identify targeted students in need of additional
interventions and/or differentiated instruction and to determine programmatic strengths and
weaknesses. Re-teach strategies, teacher rotation to reach differentiated needs and the establishment
of learning centers will continue to be priorities. Every fifteen days, teachers will reassess students’
abilities and re-group the students based on their performance. Teachers will utilize research based
strategies in intervention groups and common assessments to re-group students. Collaboration
meetings will continue to be held to make adjustments to the groups and to the teaching strategies
used with each group. Each teacher will continue the use of SMART goals for each intervention
group and will use these goals to drive instruction. If awarded the 1003(g) SIG grant, an additional
layer of support will be provided through the assignment of a school transformation specialist and an
Academic Coach/Demonstration Teacher to Watts. These individual will also oversee student
achievement progress in conjunction with the staff of Watts and provide additional direction and
support to teachers in meeting the identified needs of students based on analysis of data.
2.
Describe how the school will promote the continuous use of student data to inform and
differentiate instruction.
As an identified target school, the principal of Watts is required to meet with key central office
personnel on a monthly basis including the Assistant Superintendent of Curriculum and Instruction,
25
the Director of Federal Programs – Title I, Title I reading and math specialists and county curriculum
specialists. Data is reviewed during these meetings to assist the principal in identifying areas of
concern as well as areas of success towards achieving the summative achievement goals. Acuity
benchmark results are monitored by the principal, the Title I Data Analyst and the Assistant
Superintendent of Elementary to determine progress towards achievement goals. DIBELS benchmark
data is monitored by the principal and the Title I Reading Specialist assigned to Watts.
As stated previously, classroom, Title I and special education teachers will continue to plan together
through frequent curricular team congruency planning sessions where student progress is monitored
and curriculum changes and delivery methods are modified to meet the ever changing needs of the
students. These sessions will insure that each teacher's students receive a complete review of their
progress frequently throughout the school year. Every fifteen days, teachers will reassess students’
abilities and re-group the students based on their performance. Teachers will utilize research based
strategies in intervention groups and common assessments to re-group students. Collaboration
meetings will continue to be held to make adjustments to the groups and to the teaching strategies
used with each group. Each teacher will continue the use of SMART goals for each intervention
group and will use these goals to drive instruction. Students found deficient in skills will be grouped
according to needs and extra instructional time is adjusted accordingly. Some students will be referred
for after-school tutoring program conducted by Watts’s teachers, volunteer tutors, interventionists and
peer tutors. Groupings are fluid and change frequently. Classroom instruction will continue to be
delivered by the classroom teacher with co-teaching assistance from instructional aides, Title I and
Special Education teachers. Students needing extra help will receive services in the classroom, in
small group pullouts and in one on one situations with teachers, aides and volunteers. The Academic
Coach/Demonstration Teacher will provide assistance to teachers in constructing and implementing
research based interventions that are aligned with student needs.
The instructional focus of the 1003(g) SIG grant, if awarded, will be to refine and solidify existing
practices particularly in the areas of strategies for classroom management; provide for the further
development of expertise in reading and math strategies including comprehension and vocabulary,
and; to refine the analysis of data to pinpoint areas of teacher need. This will be accomplished
through the identification of specific CSOs that all teachers will focus on. Commonly missed items on
Acuity will be reviewed to identify those CSOs that require additional attention. Teachers will be
partnered to develop common lesson plans, common assessments and common grading practices. The
development of common grading practices will be based on the research of Ken O’Connor from his
book “How to Grade for Learning - Linking Grades to Standards”. This book is utilized by all KCS
PLCs and PLC facilitators have been trained in its contents and philosophies.
The SIG 2 funded Academic Coach/Demonstration Teacher will collaborate with the principal and
teachers to develop Plans of Action to assist new and struggling teachers in designing and
implementing effective classroom management strategies, lesson plans and interventions designed to
meet their student’s academic needs and promote achievement. The Sig 2 funded Title I
interventionists will provide additional support to students through Tier II interventions, co-teaching
and differentiated instruction. They will partner with the two Part A funded Title I teachers and the
26
SIG 2 funded academic coach to expand the school’s ‘Walk to Intervention’ model to increase the
numbers of WTI groups and the frequency of interventions.
Describe other permissible activities, as defined in the regulations, the school staff will
implement as comprehensive instructional reform programs (if applicable).
As with prior funded SIG 1 schools, a Transformation Specialist will be assigned to Watts to oversee
the implementation of the SIG 2 grant and monitor teacher effectiveness as it relates to
comprehensive instructional reform programs. This individual will work in concert with the principal
and the school staff to identify areas of need that may impede progress towards total school reform.
This individual will assist staff in modifying areas that impact comprehensive reform such as school
culture and climate, student engagement (using the Instructional Practices Inventory) and teacher
leader effectiveness. The Transformation Specialist will attend all SSOS meetings with the
Leadership Team and utilize the skills they gain through the WVDE School Improvement
Networking sessions to assist the staff in implementing reform measures.
C. Increasing learning time and creating community-oriented schools. Identify any activities
that will be completed as ‘pre-implementation’ (see APPENDIX A if applicable).
1. Describe how the school staff will establish schedules and strategies that provide
increased learning time and create community-oriented schools. An additional 300
hours per year is recommended by ED.
Community involvement and extended learning opportunities can and should go hand-in-hand in
order to reach as many students and families as possible. Currently, Watts provides extended learning
opportunities after school 3 days per week for 1 hour per day for 32 weeks during the school year. In
prior years however, Watts has partnered with a local non-profit organization, the Bob Burdette
Community Learning Center at Emmanuel Baptist Church, to provided extended learning time
opportunities. The Bob Burdette Center provides after school activities such as homework assistance,
a computer lab, one on one mentoring, and tutoring for children grades K through 12 who are below
average in reading and math. As part of the SIG 2 grant, Watts plans to partner once again with the
Center to provide a 3 week extended year program during the summer of 2012. This will be
accomplished by providing teachers to the Center to serve as tutors. Funds from the SIG 2 grant in
combination with Title I Part A funds will be used to pay teachers at their daily rates to provide
summer tutoring. Watts will also increase their school based extended learning time from one hour
per day, three days per week to two hours per day, 3 days per week for 32 weeks. This will double the
hours available at the school for extended learning opportunities from 96 hours per year to 192 hours
per year. At-risk third grade students will also continue to be eligible to participate in the state funded
summer Critical Skills program which is currently housed at Grandview Elementary School.
27
2. Describe how the school will provide ongoing mechanisms for family and community
engagement.
Parent involvement meetings are very well attended at Watts. During the 2010 – 2011 school year,
over 100 parents attended the Family Reading and Math nights. These sessions afforded parents the
opportunity to experience and learn hands-on activities that they can use with their children at home
to strengthen their child’s reading and math skills. If the SIG 2 grant is awarded, the staff at Watts
plans to increase the frequency of Family Learning Nights to two reading and two math with an
additional technology component. Watts also has experienced a 90% parent participation in Student
Assistance Team Meetings where information is shared with parents regarding difficulties their child
may be experiencing at school, whether academic, behavioral or other. Title I Part A funds will
continued to be used to provide substitute personnel to provide coverage for teachers to attend these
meetings. Watts will continue to provide parents with monthly newsletters, EdLine access to review
their child’s homework assignments and school information, and student assignment books. All of
these efforts will continue to be funded as part of Watts Title I Part A allocation in an effort to blend
funding to increase parental involvement.
To increase community involvement and to familiarize the community with the staff of Watts, a
Spring 2011 community walk has been planned by staff to meet and greet member of the Watts
community. If funded, the SIG 2 grant will support an additional walk in the fall at the beginning of
the school year which will culminate in a community fair at the school. The community at-large will
continue to have access to the school’s website through EdLine to promote community awareness of
school events, news and successes.
Watts has also been identified as a partner in the WVDE Community Development Pilot. This pilot is
a combined effort of the Hope Community Development Program, Stonewall Jackson Middle School,
Westside Elementary, J.E. Robins Elementary, Grandview Elementary, and Watts. In July 2010,
Senate Bill (SB) 2009 authorized the State Superintendent of Schools to establish a Community
Development School Pilot Program with the following stipulations:

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The public schools designated by the state superintendent for the pilot shall have significant
enrollments of low SES, minority, special education and under-achieving students as
identified by state standardized test scores.
The designated public schools will work under the directions of the county board and county
superintendent working with higher education, community organizations and the West
Virginia Department of Education.
The designated schools will include but not be limited to Westside Elementary, Robins
Elementary, Watts Elementary, Grandview Elementary and Stonewall Jackson Middle
School. Designated schools will work with the Westside Community Clearing House which
will provide a designated area for tutoring, mentoring and intensive community support.
28
The primary focus of the Community Development Pilot Program is:
 The development and implementation of research based strategies that could be replicated in
other public schools, districts and/or counties with similar enrollments of Low SES,
minority, special educations and/or under-achieving students.
 The duration of the grant will not exceed five calendar years. Each year will be evaluated
based on the formative and summative assessments. The following forms of assessment will
be used to document the community outcomes and will include but not limited to:
Kanawha County Schools Assessments: Scholastic Reading Inventory (SRI), Scholastic Math
Inventory (SMI), READ 180, DIBLES, PEARSON, Attendance, Discipline, WESTEST 2
Scores, ACT Explore, and NAEP results.
 Participating schools will provide a supplemental contract for a teacher who will serve as the
community school coordinator. Their responsibility will include but not be limited to
communication with the HOPE Youth Development Specialist, community organizations,
school and teacher communication.
HOPE Youth Development Specialist: (Please see attached job description provided by
HOPE Foundation)
Supervising Student Mentors (WVSU), Communicating with KCS member schools,
Overseeing after school tutoring (Hope Clearing House Community Center)
A synopsis of the grant activities follows:
Project Goal
To re-activate the HOPE Youth Development Movement at Stonewall Jackson Middle School and
Grandview, J.E. Robins, Westside and Watts Elementary Schools as a component of the Community
Development School Pilot to develop best practices for implementation in other schools.
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Identify target schools in each county
Convene a meeting of the school principals, county superintendent, transformation specialist,
other partners and the HOPE Staff
Recruit mentors from faith- and community-based organizations
Conduct criminal background check on potential mentors
Conduct mentoring training and orientation sessions for mentors
Identify specific youth to be mentored and tutored
Obtain written parental consent for youth to participate in the initiative. Schedule meeting
with parents and students to discuss the initiative. Conduct parent and student interviews.
Develop an individual service strategy for each youth and customize Family Plan for each
family who is willing to participate.
Obtain report cards and school records for baseline information and each student
Match mentors and students
Conduct kickoff campaign at each school
Coordinate in-school and after school tutoring in conjunction with respective principals
29
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Collect and review weekly mentoring reports from mentors
Address issues or concerns delineated in the mentors’ reports
Conduct bi-weekly meetings with mentors
Re-assign mentor matches as needed
Serve as liaison between youth, mentors, teacher and parents
Keep parents informed of their child’s progress
Schedule and arrange field trips
Collect report cards and evaluate the youth’s progress
Meet with mentors to discuss the youth’s progress
Meet with teachers and counselors to discuss the youth’s progress
Compile monthly progress report and submit to teachers, principals, transformation specialist
and county superintendent.
Compile quarterly report to be discussed with HOPE Project Director and President
Obtain final report cards for review
Conduct exit interviews with each mentor, have mentors to complete evaluation form.
HOPE Youth Development Movement
Community Development Pilot Work Plan

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
Conduct exit interviews with youth and have them to evaluate the initiative
Convene for awards celebration banquet
Compile yearly evaluation report and submit to principals, transformation specialist, and
county superintendent.
If funded, this grant will ‘mesh’ with the efforts of the SIG 2 grant and will provide additional support
to struggling students through the assignment of community mentors, provide parents additional
support for their children, and bridge efforts not only across the schools involved, but also with the
West side community at-large through partnering with the Hope Community Development Program.
A copy of the application is included in Attachment 7.
3. Describe other permissible activities, as defined in the regulations, the school staff will
implement to increase learning time and create community-oriented schools (if
applicable).
D. Provide operating flexibility and sustained support.
1. Describe the operational flexibility (e.g., staffing, calendar, time, budget) the school staff
will be given in order to fully implement a comprehensive approach to substantially
improve student achievement outcomes and increase the graduation rate.
30
The planned use of 1003(g) funds to hire additional Title I teachers is designed to give Watts
Elementary School the additional personnel that they have identified a need for within their five-year
strategic plan. Flexibility in designing the roles that these individuals will fill will be the
responsibility of the school leadership team based on the analysis of student data and need. Flexible
scheduling of Title I teachers may need to occur for an identified need for specific extended learning
time opportunities for students. The additional staff will also provide the opportunity for increased
Walk to Intervention and will reduce the number of students in each WTI group throughout the day.
The SIG 2 funded Academic Coach/Demonstration Teacher will work a 4 day 10 hours per day week
to allow for before school and after school meetings with teachers and additional professional
development opportunities. Staff will also be given to opportunity to work additional days paid at
their daily rate throughout the calendar or school year for additional professional development
activities focused on instruction and student achievement. This time may occur outside of the school
year as with the SIG (a) summer academy or within the school year (working holidays, breaks or
scheduled out-of-school environment days). Flexibility will be afforded to the school’s staff in
determining when these days occur. Additionally, staff will continue to be provided the opportunity to
hold after-school professional development sessions and activities for parents. The staff may select to
use SIG 1003(g) funds along with Title I Part A funds to provide substitute professional personnel
during the school day to afford staff additional time for student monitoring meetings, analysis of
student achievement data, and collaboration.
Staff will also be able to utilize 1003(g) and Title Part A funds to meet identified professional
development needs outside of opportunities provided by the district and the WVDE. They will be able
to select consultants and presenters for staff development activities, determine which, if any,
conferences they wish to attend, and utilize funds to provide for professional substitute personnel to
permit teachers to participate in selected professional development activities. During the three (3)
years of 1003(g) funding, the principal in consultation with the Watts Leadership Team, other
teachers, staff and parents will monitor and revise their 1003(g) budgets with guidance and assistance
from the KCS Title I Director and the Transformation Specialists much like the Title I Part A schools
do now. Technical assistance and support will be provided by the Title I Director on permissible
budgeting and guidance on aligning the budget to identified school needs will be provided by the
assigned Transformation Specialist.
KCS has already established ample time within the regular school calendar through IS days and earlyout days for professional development opportunities. KCS has also provided the framework for PLCs
which are principally supported through Title II funds. Each school has the flexibility to determine
the agendas for PLC meetings and has sufficient resources for conducting those meetings through a
variety of fiscal sources. KCS will sustain these efforts through the continued use of the Professional
Learning Community model and through the continued technical assistance provided by key KCS
personnel.
31
2. Describe the ongoing, intensive technical assistance and related support from the SEA
and LEA.
a. SEA Technical Assistance
The SEA will provide technical assistance to the LEA and the schools served with 1003(g)
funding. The West Virginia Department of Education Title I school improvement coordinators
will regularly monitor to ensure that each LEA receiving a grant is implementing a school
intervention model fully and effectively in Tier I and Tier II schools.
As indicated in the WVDE State System of Support (SSOS) School Improvement Model, the
grant effectiveness of Tier I and Tier II schools will be monitored by the Title I office as part of
the SSOS process in conjunction with the Office of School Improvement. In addition, Tier I and
Tier II schools will be assigned a SEA Title I school improvement coordinator who is responsible
for continuous monitoring of each school’s grant implementation. The coordinators will report
the school’s progress to the SSOS team on a monthly basis for Tier I and Tier II schools.
In addition, each school receiving a school improvement 1003(g) grant will be provided with
statewide training and support to include six days during the 2011-2012 school year. Additional
follow-up training to be announced for years 2 and 3.
b. LEA Technical Assistance: Provide a description of the ongoing, intensive
technical assistance and related support the LEA staff will provide to the school.
In addition to the PLC activities outlined in the Professional Development section of this application,
KCS will provide on-going technical assistance to Watts Elementary through the utilization of key
personnel already employed by KCS. KCS has employed two Transformation Specialists whose
primary function is to oversee the implementation of 1003(g) activities within the Tier schools. Both
of the individuals selected to serve in these roles are seasoned professional school administrators from
struggling schools that have shown growth in student achievement as evidenced by an analysis of
median scale scores from WESTEST and WESTEST 2 data. One of the Transformation Specialists
will be assigned work with Watts’s staff on a regular basis providing technical assistance to the
school in the areas of leadership, culture and climate, instruction and intervention, student
engagement through the IPI process, and analysis of student achievement data. They will work
collaboratively with the building administrator and the school staff through the schools’ PLCs and
Leadership Teams to provide technical assistance needed within the school.
Additional technical assistance will be provided to Watts by the KCS curriculum specialists, the Title
I specialists, the Title I Director, the Assistant Superintendents of Elementary and Curriculum and
Instruction along with other key personnel within KCS. This technical assistance will be in the form
of workshops, presentations, meetings, and visits to individual classrooms and with teachers and
principals. Although not exhaustive, specific technical assistance and support provided by key KCS
personnel will be as follows –
32
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KCS Curriculum Specialists – Core curricular and instructional assistance
Title I Specialists – Response to Intervention and specific intervention assistance
County Test Coordinator and Title I Data Analyst – Data analysis and interpretation
assistance
Director of Technology – Technology implementation assistance
Assistant Superintendents – Leadership and overall school performance assistance
Transformation Specialist – Implementation of 1003(g) grant components
Title I Director – Budgetary and compliance assistance
Director of Information Systems – Assistance with data related to WVEIS
Director of Special Education – Assistance with Tier III and other special education issues
Director of School Attendance – Assistance to assigned school social worker
As required of all target schools (schools who do not meet the State’s academic achievement
standards), Watts will continue to participate in monthly target school meetings. These meetings
focus on identification of school needs and remediation of concerns. Meetings are attended by the
Assistant Superintendents of Curriculum and Instruction and Elementary, KCS curriculum specialists,
Title I curriculum specialists, the Title I Data Analyst, the assigned 1003(g) School Transformation
Specialist and the Title I Director. This allows for a sharing of ideas and common scheduling of
technical assistance that will be provided to the school between target school meetings.
Finally, the Academic Coach/Demonstration teacher funded through the LEA section of the SIG 2
grant will provide technical assistance to Watts’ teachers who are in need of additional support in
lesson plan development, instructional delivery, intervention design and delivery and assessing
student progress. This individual will also provide assistance to the principal and staff in meeting
identified professional development needs that focus on student achievement.
3. Describe the intensive technical assistance and related support for the school staff that
will be provided by a designated external lead partnership organization, if applicable.
At this time, Watts has not identified a need for an external lead partnership organization.
4. Describe other permissible activities that the school staff will implement to provide
operating flexibility and sustained support (e.g., staffing, scheduling, and budgeting) (if
applicable).
Watts will blend and braid all existing funding sources to support a total school reform effort. These
funding sources and their purposes include:


Title I Part A – provide funding for Title I teaching staff, parent involvement, professional
development, extended day and year learning opportunities for students, classroom materials
and supplies and technology.
Title II – continued support of PLCs and PLC facilitator training as well as county sponsored
professional development activities such as the Leadership Series for administrators,
33
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IV.
Beginning Teachers Academy, teacher mentors, Beginning Principal’s Academy and
Leadership Academy for aspiring administrators.
IDEA Special Education – continued support of the special education program at Watts
including staff and materials for students as identified on each child’s Individualized
Education Program.
School Funds – provide support for the day to day operational needs of the school.
SIG (a) – provide continued support for the summer Teacher Academy for Watts’s staff.
SIG 2 School Funds – provide additional Title I staff; support for extended learning time
opportunities, increase the frequency of Family Learning Nights, provide support for
community involvement, provide support for job embedded professional development.
SIG 2 LEA Funds – provide for an Academic Coach/Demonstration Teacher to assist staff in
developing and delivering research based instruction and interventions as well as additional
job embedded professional development and teacher mentoring; provide the support of a
Transformation Specialist to focus on total school reform and oversee the implementation of
the grant; provide addition professional development funds for WVDE sponsored teacher
evaluation and leadership training.
ADDITIONAL INFORMATION: This section must be addressed for the school.
A. Procedures to recruit, screen, and select external partners, if applicable. Identify any
activities that will be completed as ‘pre-implementation’ (see APPENDIX A if applicable).

Describe the procedures the LEA staff will use to recruit, screen, and select external
partners. The process shall include input from a variety of stakeholders and a
specific timeline for completion of activities.
At this time, Watts has not identified a need for an external partner.

Provide a written explanation outlining the following items:
o How the selected external partner meets the identified needs of the school
o Projected work to be completed annually by the external partner
o A description of how the LEA staff will evaluate the effectiveness of the
external partner
At this time, Watts has not identified a need for an external partner.
B. Describe how the LEA staff and school staff will modify practices or policies to enable the
school staff to implement the interventions fully and effectively. Identify barriers and
discuss the willingness of the district to modify procedures as necessary. Identify any
activities that will be completed as ‘pre-implementation’ (see APPENDIX A if applicable).
34
Current West Virginia State Code prohibits all West Virginia school districts from fully
implementing the goals of true school transformation efforts. However, dependent on any
modification or, in some cases, rescission of those laws, KCS will implement means to reward
teachers financially for student achievement in accordance with the proposed teacher and leader
evaluation system. In the meantime, KCS will pursue acceptable, alternative ways to foster
teacher/leader effectiveness for meeting or exceeding student achievement through expansion of
available paid days for professional development, through tuition reimbursement for securing
advanced degrees and credentials, through additional classroom materials and supplies, and through
attendance at approved and appropriate state and national conferences.
KCS had modified our internal staffing structure by employing two school transformation specialists
with 1003(g) funds to oversee the implementation of the 1003(g) grants. One of the Transformation
Specialists will be assigned work with Watts’s staff on a regular basis providing technical assistance
to the school in the areas of leadership, culture and climate, instruction and intervention, student
engagement through the IPI process, and analysis of student achievement data. They will work
collaboratively with the building administrator and the school staff through the schools’ PLCs and
Leadership Teams to provide technical assistance needed within the school.
If awarded, KCS will also create new two new positions for Title I teachers at Watts through 1003(g)
funds to increase academic support to meet the identified needs of students. Title I Part A funds will
be used to employ a .50 FTE math coach to provide daily assistance to teachers in designing
appropriate math instruction and interventions. The other .50 FTE for this teacher which will also be
supported by Title I Part A funds will be that of a Title I math teacher to provide direct interventions
to identified students. SIG 1003(g) funds in combination with Title I Part A funds will provide for
five (5) Title I teacher positions at Watts. This position will be in addition to the Academic
Coach/Demonstration Teacher that will be hired through LEA SIG 2 funding.
KCS has also modified the roles of the existing Title I curriculum specialists to incorporate a more
structured emphasis on school improvement for all target schools by conducting additional mock
monitoring visits and utilizing the newly developed WVDE Title I schoolwide evaluation instrument
as external evaluators to provide on-going feedback to target schools. Finally, KCS has employed a
Title I Data Analyst who will continue to provide technical assistance to Watts’s staff in the use of
Acuity for benchmarking and TestMate Clarity for detailed analysis of WESTEST 2 data. The Data
Analyst will also be responsible for assisting the Watts principal and Leadership Team in
understanding and utilizing DP 21 for monitoring of other student data such as attendance and
discipline and its impact on student achievement
C. Describe how the LEA staff and school staff will sustain the reform efforts after the
funding period ends. Address funding, staffing and other resources that will be needed to
sustain improvement efforts. Identify any activities that will be completed as ‘preimplementation’ (see APPENDIX A if applicable).
35
KCS will continue to sustain transformation efforts through professional development activities
drawing upon the knowledge gained by teachers within the existing Tier schools through
demonstrated successes and experiences had throughout the transformation process and through skills
gained at attendance at the WVDE School Leadership Team Workshops. These individuals will
become leaders for those schools experiencing academic and achievement difficulties and their
expertise will become critical to preventing future failure and enhancing student, teacher, and school
successes. These staff persons will be able to draw upon skills learned that directly impact school
transformation that involve data usage and prioritized focus, culture and climate analysis, shared
vision, leadership, and core beliefs, collaboration and the change process, developing and evaluating
professional development activities aligned with needs, and strategic planning. The skills of these
school leaders will be embedded as a key component of the PLCs at each school.
Additionally, KCS will draw upon the knowledge and information gained by teacher leaders and
administrators in the area of the new WVDE teacher evaluation system. As all Tier schools receiving
1003(g) SIG funds are required to participate in the professional development and piloting of this
system, they will be called upon to share their knowledge with key KCS personnel, other teachers
within their building through the PLC process and other personnel throughout the school district.
Finally, KCS will sustain these efforts through the continued use of the Professional Learning
Communities and through continued technical assistance provided by key KCS personnel. Additional
efforts have been put in place to refocus the roles of the existing Title I specialists to incorporate more
emphasis on school improvement and intensive support to target schools through more frequent
classroom visits and the provisions of enhanced professional development to schools’ staffs.
36
V.
BUDGET: Include a budget and narrative indicating the amount of school
improvement funds the LEA will allocate per year.
The LEA’s proposed budget will span a three-year period, (SY 11-12; SY 12-13; SY 13-14), as the
SEA has applied for a waiver to extend the period of availability of funds. The overall LEA budget
must indicate how it will allocate school improvement funds, over a three-year period, as well as any
‘pre-implementation’ activities, among the Tier I and Tier II schools it commits to serve.
Submit budget spreadsheets and narrative as specified below:
1. LEA-level Detail
a. Budget Spreadsheet: Complete the LEA budget spreadsheet and detail how the
requested funds will be used at the LEA level to support the school improvement
models in Tier I and Tier II schools.
b. The budget narrative shall include the following items:
 An overview of the activities included in the budget
 A description of how other federal, state, and local funds will be leveraged to
further support the school’s improvement plan
 A description of any broad items in the budget (e.g., personnel, contracted
services, professional development, supplies, equipment, travel expenses)
2. School-level Detail
a. Budget Spreadsheet: The LEA will complete a separate budget spreadsheet for each
eligible school receiving school improvement funds.
b. The budget narrative shall include the following items:
 An overview of the activities included in the budget
 A description of how other federal, state, and local funds will be leveraged to
further support school improvement plans
 A description of any broad items in the budget (e.g., personnel, contracted
services, professional development, supplies, equipment, travel expenses)
Align other resources with the intervention as detailed in the budget and the budget narrative for each
school.
 The detailed budget narrative provides evidence of how other sources (e.g., regular school
Title I; Title I 1003(a); Title II, Part A; Title III, Part A; state/local commitment and
community resources) are aligned with the selected interventions.
 Provide a narrative description of how the LEA allocates other resources (e.g., personnel,
materials, services) to support the selected intervention model in the grant application.
37
LEA Budget Narrative
Kanawha County Schools is requesting funding at the LEA level to provide additional
support for the Transformation Specialist that will be assigned to Watts Elementary in
the form of travel, materials and supplies necessary to fulfill their job responsibilities;
to employ a full-time Academic Coach/Demonstration Teacher that will be assigned
50% to Watts and 50% to Malden, and; to provide tuition reimbursement for staff in all
SIG 1 and SIG 2 schools as a means of enhancing teacher/leader effectiveness and to
bolster recruitment and retention efforts. A summary of the proposed budget is shown
in the table below:
LEA SIG 2 Budget Summary
Funding Category
K-12 Instruction
Parent Involvement
Professional Development – 1.0 FTE
Academic Coach/Demonstration
Teacher; Tuition Reimbursement;
support for Transformation
Specialists
Indirect Cost @ 3.12%
Total
SY 11-12
0
0
SY 12-13
0
0
SY 13-14
0
0
Total Requested
0
0
$152,734.25
$130,795.53
$132,025.95
$415,555.74
$4,621.13
$157,355.38
$3,957.35
$134,752.89
$3,994.58
$136,020.53
$12,573.06
$428,128.80
The cornerstone of the LEA budget will be the addition of the contracted Academic
Coach/Demonstration Teacher. This individual will be assigned 50% of their time to
Watts Elementary and 50% to Malden Elementary, a SIG 1 school. It will be the
responsibility of the coach to perform the following activities in their assignment:
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Assist new teachers with instructional strategies, lesson plan development, classroom
management strategies, room set up, etc.
Model “co-teaching” strategies with classroom teachers and/or Title I teachers.
Model effective lessons and providing feedback and coaching to teachers.
Analyze data and assisting classroom teachers in planning appropriate interventions.
Provide assistance in the use of current resources and interventions.
Plan and provide professional development to staff as needed/requested.
Model the integration of 21st century skills and technology tools in lessons.
Model differentiation of instruction in lessons for grades K-5.
The coach will also work collaboratively with the building administrators, the school Leadership
Teams and the Transformation Specialist to provide input regarding the implementation of the
1003(g) SIG 2 grant activities relevant to increased student achievement and professional
development. This person will meet on a regular basis with the Leadership Teams and the
Transformation Specialist and will serve as a member of each school’s Professional Learning
Community. The coach will also work with the principal of Watts to develop action plans for teachers
who are in need of additional guidance and job embedded professional development in the areas of
38
lesson plan development, co-teaching strategies, classroom management skills, analyzing and
monitoring student data for academic growth, differentiated instruction techniques, and/or designing
and delivering effective Tiered interventions.
The second major focus of the LEA budget request is to provide sufficient funds for teachers in all
Kanawha County SIG schools to seek and obtain tuition reimbursement for pursuing advanced
coursework in the core subject areas of mathematics, reading/language arts, science and social studies
as well as in counseling and leadership studies. Reimbursement will be utilized as a means to both
recruit new teachers to these schools while retain those currently working in the schools. Several
inquiries have been received during the 2010-11 school year from teachers and administrators in the
existing five KCS SIG schools regarding the possibility of seeking reimbursement for tuition. After
further discussions with the Transformation Specialists and WVDE staff, it is felt that providing
tuition reimbursement will be advantageous to attracting and keeping key personnel in these
struggling schools. As always, funds for individuals in Title I Part A schools pursuing tuition
reimbursement for coursework necessary to meet the Highly Qualified standards under No Child Left
Behind will continue to be eligible to receive such reimbursement under Title Part A set-aside funds.
Funds for tuition reimbursement are also available from the WVDE and KCS Title II. Teachers have
and will continue to be referred to these two additional sources to seek reimbursement.
Finally, the LEA budget request will provide extended support to the Transformation Specialist that
will be assigned to Watts Elementary in the form of travel to attend the WVDE teacher evaluation
workshops, the State System of Support meetings, the School Improvement Specialists trainings, to
attend out-of-state workshops on school improvement and for in-county travel to work at Watts.
Funds are also requested to provide materials and supplies for the specialist to perform their day-today job functions.
As with all SIG funds, these funds will be used in conjunction with other funding sources to support
the overall school improvement of all SIG schools. Title I Part A funds will continue to be used to
support the salaries of the Director of Federal Programs Title I for overseeing all budgetary and
compliance issues associated with the SIG grants and for clerical/secretarial support necessary to
process all budget related activities. Title I Part A funds will also be used to provide the support of the
Title I reading and math specialists and the Data Analyst in the elementary SIG schools. SIG 1 LEA
funds will be used to support the salaries of the two Transformation Specialists. Title II funds will be
used to support PLCs within the SIG schools as well as supporting district wide professional
development opportunities for all teachers and principals. County funds will continue to be used to
support the involvement of curriculum specialists in these schools as well as the activities of the
Assistant Superintendents responsible for the overall performance of the schools. County funds are
also used to provide for principal curriculum meetings and monthly Leadership meetings as well as
target school meetings for low achieving schools including the SIG schools.
39
Watts Elementary Budget Narrative
The focus of the requested budget for Watts Elementary centers on several key school
improvement activities. These include additional staff to increase Tiered instruction and
intervention opportunities for students; funding to increase parent and community
involvement, funding for professional development activities including the new WVDE
teacher evaluation system, and; funding to expand extended learning opportunities for
students. A summary of the requested budget appears in the chart below:
Watts Elementary SIG 2 Budget Summary
Funding Category
K-12 Instruction – 2 additional Title
I teachers; extended learning time
Parent Involvement Professional Development –
Indirect Cost @ 3.12%
Total
SY 11-12
$203,226.58
SY 12-13
$209,349.15
SY 13-14
$215,471.42
Total Requested
$628,047.44
$13,804.20
$42,777.98
$7,860.78
$267,669.54
$13,804.20
$42,777.98
$8,046.02
$273,977.35
$13,804.20
$42,777.98
$8,231.27
$280,285.16
$41,412.60
$128,333.94
$24,138.07
$821,932.05
The hiring of two additional Title I teachers will increase the total Title I staff at Watts from
three to five. With the recent adoption of the Walk to Intervention model for Tiered instruction,
this will increase the number of intervention groups that can be formed, allow for more
flexibility in scheduling and reduce the number of students in each intervention group. This will
also allow for each Title I teacher to focus on more structured interventions with students as
well as provide opportunities for expanded team planning among Title I and classroom
teachers. One teacher will be hired to provide additional reading instruction and interventions
and one will be hired for mathematics.
K-12 Instructional funds will also be used to expand extended learning opportunities for
students. Currently, Watts provides extended learning opportunities after school 3 days per
week for 1 hour per day for 32 weeks during the school year. In prior years, Watts has
partnered with a local non-profit organization, the Bob Burdette Community Learning Center at
Emmanuel Baptist Church, to provided extended learning time opportunities. As part of the
SIG 2 grant, Watts plans to partner once again with the Center to provide a 3 week extended
year program during the summer of 2012. This will be accomplished by providing teachers to
the Center to serve as tutors. Funds from the SIG 2 grant in combination with Title I Part A
funds will be used to pay teachers at their daily rates to provide summer tutoring. Watts will
also increase their school based extended learning time from one hour per day, three days per
week to two hours per day, 3 days per week for 32 weeks. This will double the hours available
at the school for extended learning opportunities from 96 hours per year to 192 hours per year.
At-risk third grade students will also continue to be eligible to participate in the state funded
summer Critical Skills program which is currently housed at Grandview Elementary School.
40
Parent involvement funds will be used to expand the Family Learning Nights from two per year to
four per year. These events have been very well attended this year with over 100 parents attending
each learning night. Funds will also be used to hold another Community walk at the beginning of the
2011-12 school year. The staff from Watts will walk the Watts community, meeting and greeting
parents and community members in an effort to increase community awareness of and involvement in
the school. Plans are for the walk to culminate in a community fair at the school. SIG 2 funds will
also be used to supplement Title I Part A parent involvement funds to support all parent involvement
activities.
Finally, funding for professional development activities will focus on teacher training in the new
teacher evaluation system beginning with an all day session on August 11, 2011 at the Charleston
Civic Center. Teachers will be paid at their respective daily rates for attending the training. Funds will
also be used to support Leadership Team members’ attendance at the required WV State System of
Support SIG workshops throughout the 2011-12 school year. Additional SIG 2 funds will be
combined with Title I Part A funds to continue after school professional development sessions in
areas of need as identified by the staff, the academic coach/demonstration teacher, the principal
and/or the Assistant Superintendent of Elementary. Title II funds will continue to provide support for
PLCs and for PLC facilitator trainings. Funds are also being requested to provide a stipend of $1,000
per year for each Leadership Team member for the additional work they do with their respective team
and the additional professional development that they provide and participate in. This is similar to the
$1,000 per year provided to PLC facilitators under Title II.
Watts will blend and braid all existing funding sources to support a total school reform effort. These
funding sources and their purposes include:






Title I Part A – provide funding for Title I teaching staff, parent involvement, professional
development, extended day and year learning opportunities for students, classroom materials
and supplies and technology.
Title II – continued support of PLCs and PLC facilitator training as well as county sponsored
professional development activities such as the Leadership Series for administrators,
Beginning Teachers Academy, teacher mentors, Beginning Principal’s Academy and
Leadership Academy for aspiring administrators.
IDEA Special Education – continued support of the special education program at Watts
including staff and materials for students as identified on each child’s Individualized
Education Program.
School Funds – provide support for the day to day operational needs of the school.
SIG (a) – provide continued support for the summer Teacher Academy for Watts’s staff to be
held in August, 2011.
SIG 2 LEA Funds – provide for an Academic Coach/Demonstration Teacher to assist staff in
developing and delivering research based instruction and interventions as well as additional
job embedded professional development and teacher mentoring; provide the support of a
Transformation Specialist to focus on total school reform and oversee the implementation of
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the grant; provide addition professional development funds for WVDE sponsored teacher
evaluation and leadership training.
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VI. ASSURANCES: The LEA must include the following assurances in its application for a
school improvement grant (check applicable boxes or indicate as “not applicable”).
The LEA assures it will adhere to the following actions:
√Replace the principal in each Tier I or Tier II School it commits to serve as per the regulations of
the Title I 1003(g) grant program.
√Establish annual goals (summative and growth) for student achievement on the State’s assessments
in both reading/language arts and mathematics and measure progress on the leading indicators in
Section III of the final requirements in order to monitor the school.
√Use the school improvement grant to fully and effectively implement an intervention in the school
consistent with the final requirements.
√Become an “early adopter” of a rigorous, transparent and equitable evaluation system that takes
into account data on student growth as a significant part to educator performance evaluations.
√Organize the school staff into PLCs and provide high quality job-embedded professional
development.
√Participate in the SEA on-site monitoring and technical assistance trainings.
√Include in the contract or agreement a provision that the education management organization will
be held accountable for complying with the final requirements if implementing a restart model (if
applicable).
√Comply with all state statutes and federal laws related to the Title I, Part A, 1003(g) program.
Appropriate records will be provided to the State Educational Agency (SEA) as needed for fiscal
audit and program evaluation.
√Assure that funds made available through this statute will be used to supplement and not supplant
funds from non-federal sources.
√Maintain accurate program records which document progress in implementing the plans approved
in this application.
√Report to the SEA the school-level data required under Section III of the final requirements upon
request.
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VII. WAIVERS: The SEA has obtained waivers of requirements applicable to the LEA’s school
improvement grant. The LEA must indicate which of those waivers it intends to implement (check
applicable boxes).
√Extending the period of availability of school improvement funds.

“Starting over” in the school improvement timeline for a school implementing a turnaround
or restart model. NA
The LEA that chooses to implement one or more of these waivers will comply with section I.A.7 of
the final requirements.
The LEA assures that it will implement the waiver(s) only if the LEA receives a school improvement
grant and requests to implement the waiver(s) in its application. As such, the LEA will only
implement the waivers(s) in the school, as applicable.
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APPENDIX A
Pre-Implementation: As soon as it receives the funds, an LEA may use part of its first year
allocation (2011-2012) during the (2010-2011 school year) for SIG-related “pre-implementation”
activities. These pre-implementation activities shall be budgeted separately (see budget sheets). Preimplementation activities must (1) support the full and effective implementation of the intervention
model selected by the LEA, (2) address the needs identified by the LEA, (3) be reasonable and
necessary for full implementation, and (4) help improve student achievement. Possible activities that
an LEA may carry out during the spring or summer prior to full implementation may include the
topics listed below. This list should not be considered as exhaustive or required.
Preparation for Accountability Measures:
 Analyze data on leading baseline indicators.
 Develop and adopt interim assessments for use in SIG-funded schools.
Professional Development and Support:
 Train staff on the implementation of new or revised instructional programs and policies
aligned with the school’s comprehensive instructional plan and the school’s intervention
model.
 Provide instructional support for returning staff members, such as classroom coaching,
structured common planning time, mentoring, consultation with outside experts, and
observations of classroom practice, that is aligned with the school’s comprehensive
instructional plan and the school’s intervention model.
Instructional Programs:
 Provide remediation and enrichment to students in schools that will implement an
intervention model at the start of the 2011-2012 school year through programs with
evidence of raising student achievement (e.g., summer school for in-coming freshmen,
summer school programs designed to prepare low achieving students to participate
successfully in advanced coursework, such as Honors, AP or IB).
 Identify and purchase instructional materials that are research-based, aligned with State
academic standards, and have data-based evidence of raising student achievement.
 Compensate staff for instructional planning, such as examining student data, developing a
curriculum that is aligned to State standards and aligned vertically from one grade level
to another, collaborating within and across disciplines, and devising student assessments.
Family and Community Engagement:
 Hold community meetings to review school performance.
 Discuss the school intervention model to be implemented.
 Develop school improvement plans in line with the intervention model selected.
 Survey students and parents to gauge needs of students, families, and the community.
 Communicate with parents and the community about school status, improvement plans,
and local service providers for health, nutrition, or social services through press releases,
newsletters, newspaper announcements, parent outreach coordinators, hotline, and direct
mail.
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