1
Wood County Schools SIG2 Letter of Intent
Appendix A Information
LEA Name
NCES ID#
5401620
School Name
NCES ID #
VanDevender Middle
540162001180
Tier
I
Tier II
Tier
III
x
Attachment 2
Wood County Schools
Needs Assessment and Root Causes
Requirement 1: The LEA has analyzed the needs of each Tier I, Tier II and Tier III school
identified in the LEA's application and has selected an intervention model (Tier I and Tier II) or
activities (Tier III) for each school.
As part of the requirements for the WV five year strategic plans, each district and school in the
State must annually complete and/or update a comprehensive needs assessment. The sections of
the needs assessment require each district and every school to review and analyze data in the
following categories:
• Overview of school AYP data
• External trend data
• Student achievement data
• Other student outcome data
• Analysis of culture, conditions and practices
Accordingly, to align the grant application with the current requirements for the needs assessment
in the district and school strategic plans, each LEA submitting an application for 1003(g) school
improvement funds must analyze the needs of each Tier I, Tier II and Tier III school identified in
the LEA's application using the indicators below. In addition, Wood County Schools has
provided additional information for many of these indicators.
WVDE Category 1  Overview of school AYP data
•
AYP status
o Identification of the AYP targets the school met and missed
o Student participation rate on State assessment in reading/language arts and
mathematics by grade and subgroup
o School improvement status and applicable sanctions
o Number of required instructional days/minutes within the school year
o Number of instructional days/minutes fulfilled annually (excluding days of
instruction lost for inclement weather or other emergencies
•
Summarize the conclusions reached after examining AYP data.
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Wood County Schools SIG2 Letter of Intent
Wood County Schools Overview of AYP Data:
Van Devender Middle School (VMS) made AYP last year. VanDevender also made AYP two
years ago, except in the special education subgroup. VanDevender’s participate rate has
continued to improve over the past few years. Over 99% of students participate in the state
assessment. VanDevender continues to be on the restructuring stage of improvement and offers
both school choice and SES services. However, if VanDevender makes AYP this year, they will
be off of improvement and no longer offer these services.
VanDevender offers 180 days of instruction and fulfills this requirement, excluding days of
instruction lost for inclement weather or other emergencies.
The school and district has reached several conclusions upon review of the data. While VMS
continues to do well in comparison to other middle schools in terms of overall achievement, the
school continues to struggle with the special education subgroup. The number of continually
enrolled students in this cell was 49 last year and thus not counted. One more student and this
cell would have been counted for AYP. The percentage of students proficient in this category is
extremely low.
WVDE Category 2  External trend data
•
Local demographic trends are reviewed for the impact on student achievement
o District and school poverty rates
o Mother's educational level
o Number of college graduates in the district
o Median age of district population
o Substance abuse
o Unemployment rate
o Mobility rate of students
o Readiness for School Indicators
o Number of pre-k centers and pre-k enrollment
•
Summarize the conclusions reached after examining AYP data.
Wood County Schools External Trend Data:
In reviewing the data, Wood County continues to serve thousands of students in poverty. Wood
County ranks 4th highest of all West Virginia counties in the number of poverty students aged 517. While the total number of students in Wood County (5-17) decreased last year, the total
number of students in poverty increased. Wood County serves 2,520 students in poverty, which
is an increase of 249 students over last year’s number. Wood County is also only 9 students away
from taking 3rd place in the number of students in poverty. The percentage of students in poverty
is now 20.8%, which is higher than last year’s 19.0%.
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Wood County Schools SIG2 Letter of Intent
As a district, Wood County has some of the highest poverty schools in WV, based on
free/reduced lunch percentage. The percent of students receiving free and reduced meals at
VanDevender is 69.44 (10th highest among middle school in the state).
According to Kids Count, 18.3% of students are born to mothers with less than a 12th grade
education. In addition, Wood County has one of the highest percentages in WV of students that
are in single parent families (25.6%). Wood County has a high number of people with a
bachelor’s degree or higher (15.2%). The median age of Wood County residents is 39 years old.
The unemployment rate in Wood County is 9%.
At VanDevender, 15.3% of 6th graders and 34.8% of 8th grade students stated that they used
alcohol in the past year. While these numbers are below the national average, VanDevender
students reported that they used illicit drugs more than the national average. Over 23% used illicit
drugs compared to the national average of 16%.
Student mobility is high for VanDevender. VanDevender had 89 mobile students which is 24%
of the 374 students.
In terms of readiness for school, Wood County is involved with the Preschool Assessment of
Local Students (PALS) screening which provides a general picture of a child's growth and
development to determine if there is a need for early intervention. Physicians, dentists,
optometrists, nurses, speech pathologists, audiologists and developmental specialists screen
health, dental, vision, speech and language, hearing and development progress. In addition, all
pre-school students are assessed with the creative curriculum assessment and students wishing to
enter Kindergarten early take the First Step program.
Wood County is close to universal pre-kindergarten. This year, there are 40 classes and 740
students registered.
In reviewing the data, poverty continues to be a problem for both the LEA and VMS. Overall
alcohol and drug use continues to be a problem at VMS. The elimination of the Safe and Drug
free Schools program (Title IV) will make it harder to actually obtain this data in the future, so it
will be very difficult to determine if we make gains in these areas. Pre-K is a bright spot as we
may be universal soon.
WVDE Category 3  Student achievement data
•
Assessment Data
Data analysis includes review of student achievement trends over time from several data
sources, not just WESTEST 2 scores.
o Percentage of students at or above each performance level on State assessments in
reading/language arts and mathematics by grade and subgroup.
o Average scale scores on State assessments in reading/language arts and
mathematics by grade, for the "all students" group, for each performance level and
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Wood County Schools SIG2 Letter of Intent
o
o
o
o
o
o
for each subgroup
Percentage of limited English proficient students who attain English language
proficiency
Number of classes utilizing Acuity, Writing Road Map and techSteps and the
benchmark results from these assessments
Results of PLAN and EXPLORE assessments (if applicable)
Comparative gap analysis for all subgroups
Number of students failing reading and mathematics per grade level
Grade distribution per teacher (i.e., % of A, B, C, D, and F)
• Summarize the conclusions reached after examining AYP data.
Wood County Schools Student Achievement Data:
Although the benchmarks changed for mastery, making direct comparisons difficult, the WVDE
calculated what the percentages would have been had last year’s benchmarks been used. This
allowed Wood County to compare the results for schools and subgroups.
VanDevender made AYP in all subgroups. VanDevender has made AYP every other year for the
last several years. VMS continues to see gains in mathematics, with an 8.21% gain in 7th grade.
Overall, VMS was tied or better than both the county and state in all grade levels in mathematics.
Reading scores, however, are down in both 6th and 8th grade and both of these grades are below
the county and state. Seventh grade reading scores, however, increased 11.5%. Seventh grade
scores were above the state average and slightly below the county average. The following charts
indicate the reading and math proficiency of the school and each grade level.
Percentages Reading Proficiency
School
County
State
Novice
34.10
27.66
30.19
Below Mastery
28.71
27.79
27.86
Mastery
23.07
24.57
23.78
Above Master
10.51
14.71
13.62
Distinguished
3.58
5.25
4.53
390
8,672
180,326
37.16
44.53
41.93
Number Tested
Proficient
Percentages Math Proficiency
School
County
State
Novice
35.56
30.38
32.33
Below Mastery
19.84
25.75
25.70
Mastery
19.84
23.56
22.44
Above Master
19.58
14.77
14.31
Distinguished
5.15
5.51
5.19
Number Tested
388
8,669
180,403
44.57
43.84
41.94
Proficient
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Wood County Schools SIG2 Letter of Intent
Mathematics Scores by Grade
Class
06
07
08
Teste
FAY Teste
d
Enr.
d
Enr.
155 140
121 110
115 99
154
121
113
FAY
Tested
Part.
Rate
Novice
Below
Above
Mastery
Proficient
Mastery
Mastery
140
99.35 31.43
110 100.00 28.18
99
98.26 40.40
20.00
15.45
20.20
22.86
25.45
14.14
20.00
24.55
20.20
48.57
56.36
39.39
Reading Scores by Grade
Class
06
07
08
Tested FAY
Tested
Enr. Enr.
155 140
121 110
115 99
155
121
114
FAY
Tested
Part.
Rate
140 100.00
110 100.00
99 99.13
Novice
40.00
22.73
32.32
Below
Above
Mastery
Proficient
Mastery
Mastery
27.14
28.18
27.27
20.00 10.71
32.73 10.00
21.21 15.15
32.86
49.09
40.40
There are only two LEP students at VanDevender and this is not a countable cell for AYP.
Nearly all classes in all schools are using Acuity, Writing Roadmap and TechSteps. In many
cases the benchmarks are determined by administrators and shared with teachers. The schools
have used the data to improve instruction. The data have shown areas where students have been
taught a concept, but not in the way it is assessed on Acuity. The data have also shown which
teachers are teaching the CSOs, and which teachers need to make changes in what they teach and
in their teaching style. The TISs have been a key component in assisting teachers in using all
technology-based assessments.
ACT EXPLORE scores for VanDevender show a 13.6 in English, a 15.1 in Math, a 15.5 in
Science, and a 14.6 composite. All of these scores are higher than last year’s results, except for
the science score which remained flat with a 1/10 of a point drop. While the composite is lower
than all other schools in the county, it was close to the other schools. With the exception of
Jackson Middle, all other middle schools ranged from 14.7 -16.1. VanDevender had the second
highest score in Math as compared to other Wood County middle school students.
In analyzing the gap between the all group and the special education cell at VMS, the gap is very
large in terms of proficiency. The gap between the all category and the special education category
is the largest among middle schools in Wood County. The special education scores are also well
below the county average. VMS only has 2 LEP students.
Grade distribution problems have improved over last year as some of the teachers who gave Ds
and Fs to most of their students have left the school. There continues to be a couple of teachers at
VMS who give failing grades to 20% of their students and this issue is being reviewed by the
Title I Assistant Principal.
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Wood County Schools SIG2 Letter of Intent
In reviewing the data, VMS made AYP in all subgroups on the benchmarks. In the area of
mathematics, VMS students achieved scores that compared to both the county and state. Reading
is still an area of concern for 6th and 8th grade because the scores were below the county and
state.
WVDE Category 3  Other student outcome data
• Dropout rates (if applicable)
o
o
o
o
o
Attendance
Student-teacher relationships
Promotion/Retention Rates
Dropout Rates (if applicable)
Discipline
• Summarize the conclusions reached after examining AYP data.
Wood County Schools Other Student Outcome Data:
VanDevender has had problems with attendance over the past several years. The conclusion has
been that attendance rates at the elementary and middle school level are mainly a parent problem
and not a student problem. For this reason, VanDevender has hired, through ARRA funds, a
Truancy Diversion worker. School and county officials believe that this position will assist the
school in improving attendance rates.
In terms of out of school suspensions, VanDevender had 83 incidents where they gave out of
school suspensions. Most of these were for insubordination and habitually breaking class rules.
Student teacher relationships are very positive in all schools and the teachers care about the
students. Nearly all of the administrators spend countless hours beyond the regular work week to
make sure the students have everything that they need. There are a couple of teachers, however,
that do not treat students as well as they should.
The top reasons at VMS for office referrals were because of disobeying staff in willful manner,
failure to attend detention, and indecent act/language toward staff. The retention rate and
dropout rate is 0%. Discipline is an area of concern for VMS with too many suspensions and
office referrals.
The VMS administration is aware of these issues and working hard with the assistance of the
Truancy Diversion Worker to try and minimize disruptions. In addition, the new gender based
model that they started this year will continue to expand with the hopes of assisting with
discipline issues.
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Wood County Schools SIG2 Letter of Intent
WVDE Category 4  Analysis of culture, conditions and practices

Analysis includes a review of the following data:
o Cultural Typology or Cultural Survey results conducted by the State System of
Support (SSOS)
o Current governance structure – presence of engaged principals, teacher input into
decision-making, the organization of teachers by teams
o Instructional Practices Inventory conducted by the SSOS
o Use of standards-based instructional practices
o Availability of current technology and degree to which technology is integrated
into instruction
o Federal monitoring reports for NCLB, IDEA and state reports for the Office of
Education Performance Audits
o Questionnaires or observations completed by staff or external evaluators
o Description of the overall culture, conditions and practices that exist in the school
o Results of classroom walkthroughs
o Highly qualified teacher data
o Number of administrators in the building, definition of roles, years experience,
specialized training and advanced degrees
o Use of professional and paraprofessional staff to support students
o Number of content and program specialists (e.g., counselors, health staff and
social workers)
o Professional development (e.g., opportunities available to teachers and principals,
number of days dedicated to professional development and the amount of teacher
generated professional development, percentage of teachers regularly attending
professional development)
o Teacher average monthly attendance rates
o Parent training and support for families
o Degree of meaningful parent involvement and amount/frequency of
communication with parents.

A description of the conclusions reached after examining the culture, conditions and
practices.
Wood County Schools analysis of culture, conditions, and practices:
A High Yield Practices Inventory Report was conducted by the WVDE at Franklin last year.
This report has not been conducted at the other schools.
All teachers are involved with professional learning communities and have grade level teams and
subject matter teams depending on grade configuration and school type. Professional learning
communities are embedded into each school. Routine staff meetings and faculty senate meetings
give teachers input into decision making at the school level. Administrators at all schools have
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Wood County Schools SIG2 Letter of Intent
an open door policy for suggestions on ways to improve the learning process.
Mr. Taylor and Ms. Pierotti attend the WVDE session on IPI at Stonewall earlier this year and
looking at implementation in the near future.
Standards based instructional practices and formative assessments are being used by all teachers
and verified through walkthroughs and classroom observations.
Wood County spent a great deal of ARRA funds on technology and professional development
for technology. VanDevender has six computer labs, seventeen interactive whiteboards, and
laptops for many teachers. In addition, VanDevender has 9 document cameras, and 4 sets of
responders. VanDevender also has a Technology Integration Specialist (TIS) who is responsible
for assisting teachers with integrating technology into the curriculum. The TIS is a researchbased method of improving student achievement.
Wood County Schools has not been monitored by the USDE in over 5 years. VanDevender has
not been visited by the Office of Education Performance Audits since 2001.
Teacher observations are done by the three administrators in the building. Once these
observations are complete, the administrator and the teacher have a brief conference regarding
the lesson. Walkthroughs occur on a weekly basis and feedback is given to the teachers. Team
planning time is used for the administrators to present important information about students’
achievement, attendance and discipline.
VanDevender Middle School is currently using gender based classroom curriculum. The 6th
grade students are in single-sex classrooms for their core subjects. During their rotation schedule
these students are in mixed-gender classes. The single-sex classrooms will be implemented into
the 7th grade next year and, in 2012- 2013, all of VanDevender will have the single-sex
classroom design.
Classroom observations have been conducted by principals as part of their walkthroughs. In
addition, central office staff often observes lessons at these schools. The county support team
schedules monthly meetings with VMS administration and staff.
At VanDevender the most recent walkthrough focused on CSOs, student engagement,
differentiated instruction, critical thinking, and assessments. Teachers are working with the
teacher coaches and the assistant principal of curriculum to assist with student engagement.
Teachers are using flex time for Tier II instruction. Each teacher has 13 students during flex and
every teacher assists with Tier II during this time. Engagement is occurring through hands-on
activities such as using basic fraction skills to make a bag of trail mix that had the proportion of
pretzels, nuts, etc. as the teacher directed. Students are participating in the use of motivating and
engaging hands-on visual tools and technology such as Smart boards, teacher laptops with
projectors, and Elmo’s, being used in basically every classroom. The extend refine lesson
embedded in each learning focused unit emphasizes higher order thinking skills. Students are
asked to analyze, compare/contrast, synthesize, and justify data. All core teachers are using
Acuity for benchmarking. They have also targeted CSOs that were below the county scores to
track each grading period. They are using formative assessment along with Acuity to determine
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Wood County Schools SIG2 Letter of Intent
if these CSOs are being met.
VanDevender does have one teacher who is currently taking classes to become highly qualified.
By the end of this school year, 2010-2011, this teacher will be highly qualified. VMS also has
one special education teacher who is working on permit for the area of multi-categorical.
VanDevender is in the implementation of restructuring stage of school improvement. The
principal at VanDevender has been there more than 10 years, but has a new assistant principal of
curriculum. Wood County is fortunate to have brought experienced leaders to the schools.
At VanDevender, Principal Steve Taylor has 24 years of experience and a Masters degree with
additional hours. Assistant principal in charge of curriculum, Jodie Pierotti has 10 years of
experience in education with one year in administration. She also has a Masters with additional
hours. Kenneth Edge has 26 years in education with two in administration. He has a Masters
with additional hours as well.
VanDevender has a staff of Title I teachers and special education teachers that support
instruction. In addition, music, PE and library teachers also support instruction directly and
indirectly by allowing content area teachers to collaborate and plan.
VanDevender has a full time counselor and full time health teacher. There is not a social
workers hired for the schools, although the Truancy Diversion worker has provided similar
services.
VanDevender Professional Development Plan
DATE
TOPIC
AUDIENCE
MODE
6/10/10
Technology Just for Fun
VanDevender Teachers
Randi Tranquill, TIS
8/16/10
Technology Overload Made Easy
WV Writes, Acuity, Grade Quick
VanDevender Teachers
Randi Tranquill, TIS
New teachers to
VanDevender Middle
School
Team Leaders
Teachers new to VanDevender
received training on Learning
Focused Strategies, introduction to
VanDevender Middle School
students and school goals. New
teachers also meet on a monthly basis
to cover classroom management,
parent conferences etc. (see substeps)
8/27/10
Virtual Schools
Jodie Pierotti
Judy Johnson, Curriculum
Director and WVDE
presenter
8/30/10
Special Education Survival Guide
Jodie Pierotti
Board of Education Special
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Wood County Schools SIG2 Letter of Intent
Randy Edge
Steve Taylor
Education Department
9/15-16/10
Title 1 Improvement Conference
Jodie Pierotti
Steve Taylor
Randi Tranquill
WVDE Title 1 Department
9/17/10
Analyzing Student Data
Jodie Pierotti
Teacher Coaches
Tammy McKnight
Tammy Stout
9/20/10
Strategic Plan Workshop
Jodie Pierotti
Steve Taylor
Randi Tranquill
John Merritt – Title 1
Director
9/22-23/10
New Principals Academy
Jodie Pierotti
WVDE
9/27/10
Analyzing benchmarks and
WESTEST2 data and developing an
action plan
Collaborative Teams
Teacher Coaches
Sandy McKinney, Tammy
McKnight and Robin Stout,
Jodie Pierotti, C&I
Assistant Principal
WESTEST2 data analysis
Special education staff
Special Needs Academic
Coaches – Robin and Kelly
9/27/10
Accelerated Reading – Why We
Should Do It
Language Arts Teachers
Jodie Pierotti, C&I
Assistant Principal
Steve Taylor, Principal
9/28/10
Tim Brown
Jodie Pierotti
Linda Hindman
Tim Brown
John Merritt
9/29/10
IPI Training
Jodie Pierotti
Steve Taylor
WVDE
9/30/10
WVEIS Workshop
Jodie Pierotti
Steve Taylor
Bob Mathews, MIS
Department
9/30/10
Employee Code Workshop
Jodie Pierotti
Karen Brunicardi, Assistant
Superintendent of
Elementary
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Wood County Schools SIG2 Letter of Intent
10/6/10
New Administration Training
Jodie Pierotti
Central Office Staff
10/7-11/10
National Gender Based Education
Conference – Las Vegas
Jodie Pierotti
Randy Edge
Dustin Garrison
Meredith Hahn
Jay Lindamood
Dr. Sax and other
presenters throughout the
country
10/11/10
Destiny
Edline/Grade Quick
WV Writes
Acuity
Tech Academy Website
VanDevender Teachers
Bill Stokes, Media
Specialist
Me Read No Way!
Collaborative Team
6th Grade - Gender
Jodie Pierotti, C&I
Assistant Principal
10/18/10
Acuity Training with Special Ed
Teachers
Special Education Staff
Randi Tranquill, TIS
10/19/10
Accelerated Reading Meeting
Language Arts Teachers
Jodie Pierotti, C&I
Assistant Principal
10/25/10
Data Analysis
Jodie Pierotti
Teacher Coaches
10/27/10
Lock System Training
Jodie Pierotti
Randy Edge
Bob Mathews, MIS
Department
11/3/10
Sonday Training
Jodie Pierotti
Shawn Haught
Brenda Twyman
Ali Harper
Cheryl Gray
Judy Johnson, Curriculum
Director and WVDE
11/14-17/10
Learning Focused Workshops –
Tampa, Florida
Jodie Pierotti
Learning Focus Teams
from North Carolina
11/16/10
Acuity and TechSteps
Van Devender Staff
Randi Tranquill, TIS
12/1-2/10
New Principals Academy Step 2
Jodie Pierotti
WVDE
12/6/10
Working with Benchmark Data
Collaborative Team – 8th
Grade
Jodie Pierotti, C&I
Assistant Principal
Jami Riddle and Mackenzie
Lackey, 6th grade teachers
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Wood County Schools SIG2 Letter of Intent
12/7/10
Parent Involvement Training
Afternoon and Evening
Edline
Odyssey
Acuity
WV Writes
Parents
Randi Tranquill, TIS and
Jodie Pierotti C&I
Assistant Principal
12/16/10
Literacy Teams – The Reason Why,
What, How, and When
Jodie Pierotti
Helen Holt
Linda Hindman
Ali Harper
Briana Devore
Noel Clinton
Judy Johnson, Curriculum
Director and WVDE
1/4/11
RTI – Understanding Tiers
Literacy Team
Jodie Pierotti
Helen Holt
Linda Hindman
Ali Harper
Briana Devore
Noel Clinton
Jodie Pierotti, C&I
Assistant Principal
1/14/11
How to Schedule and Do Calendars
to get needs met
Special Education Staff
Jodie Pierotti, C&I
Assistant Principal
1/14/11
Data and Grouping
Collaborative Teams
Jodie Pierotti, C&I
Assistant Principal
1/18/11
Understanding the ACT EXPLORE
Results
Collaborative Teams
8th grade
Jodie Pierotti, C&I
Assistant Principal
1/18/11
RTI – Strategies and Uses for
developing a school wide plan
Literacy Team
Jodie Pierotti
Helen Holt
Linda Hindman
Ali Harper
Briana Devore
Noel Clinton
Jodie Pierotti, C&I
Assistant Principal
1/19/11
Single – Sex Based Education
Collaborative Teams
6th grade team
Encore Team
Mr. Chadwell, Director of
Single – Sex Education,
state of South Carolina
Parent Workshop in the
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Wood County Schools SIG2 Letter of Intent
evening
1/20/11
Single – Sex Based Education
Strategies that Work
10 Classroom Teachers
C&I Assistant Principal
Mr. Chadwell, Director of
Single – Sex Education,
state of South Carolina
1/25/11
Working with Benchmark Data
Collaborative Teams
Jodie Pierotti, C&I
Assistant Principal
1/25/11
How to Engage Students Learning
Literacy Team
Jodie Pierotti
Helen Holt
Linda Hindman
Ali Harper
Briana Devore
Noel Clinton
Jodie Pierotti, C&I
Assistant Principal
1/26/11
On-Line Writing Workshop
Jodie Pierotti
Steve Taylor
Dianne Boggess, Testing
Coordinator
1/27/11
FLEX and How it Works
Collaborative Teams
Jodie Pierotti, C&I
Assistant Principal
1/27/11
Title 1 Improvement Meeting
Jodie Pierotti
Steve Taylor
Randy Edge
Central Office Heads
1/31/11
Title 1 Monitoring Workshop
Jodie Pierotti
Mackenzie Lackey
John Merritt, Title 1
Director
Frank Bono
1/31/11 – 2/6/11
FETC (Florida Educational
Technology Conference)
Technology Workshops
Orlando, Florida
Steve Taylor
Randi Tranquill
Presenters across the
country
1/31/11 and
2/1/11
Understanding 8th Grade Schedules
Collaborative Team
8th grade
Jodie Pierotti, C&I
Assistant Principal
Kelly Ubbens, PHS
Counselor
2/2/11
Working with Benchmark Data
Collaborative Team
8th grade
Jodie Pierotti, C&I
Assistant Principal
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Wood County Schools SIG2 Letter of Intent
2/4/11
Working with Benchmark Data
Collaborative Team
7th grade
6th grade
Jodie Pierotti, C&I
Assistant Principal
2/4/11
Presenting to the Legislator about
Truancy Workers in the schools –
trying to help pass a bill
Legislators
Randy Edge, Assistant
Principal of Discipline
2/10/11
RTI – Designing RTI for Middle
Schools
Literacy Team
Jodie Pierotti
Helen Holt
Linda Hindman
Ali Harper
Briana Devore
Noel Clinton
Judy Johnson, Curriculum
Director and Teacher
Coaches
2/14/11
Understanding EXPLORE Test
Results
8th grade teachers
8th grade students
8th grade parents
Jack Wiseman
Working with 8th grade students
Parent Workshop
2/14/11
Me Read? No Way!
Collaborative Teams
Jodie Pierotti, C&I
Assistant Principal
2/15/11
Presenting to the Legislator about
Truancy Workers in the schools –
trying to help pass a bill
Legislators
Randy Edge, Assistant
Principal of Discipline
2/15/11
Bullying Workshop
Randy Edge
WVDE
2/17/11
Technology Training
Student Engagement
Special Education Staff
Teacher Coaches
Kelly Swisher
Robin Goldsburg
Randi Tranquill, TIS
2/21/11
RTI – Workshop for Teachers to
understand the RTI process and
strategies to use in the classroom
VanDevender Staff
Literacy Team
Jodie Pierotti
Helen Holt
Linda Hindman
Ali Harper
Briana Devore
Noel Clinton
2/23/11
Technology Training - Mimio
Collaborative Teams
Teacher Coaches
Tammy McKnight
Robin Stout
Randi Tranquill, TIS
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Wood County Schools SIG2 Letter of Intent
2/28/11
How to Handle Parents
Strategies to use in the Classroom
Collaborative Teams
Teacher Coach
Sandy McKinney
3/2/11
Title 1 Improvement Meeting
Jodie Pierotti
Steve Taylor
Randy Edge
Central Office Staff
3/7/11
Mock Monitoring with Dr. Bono
Title 1 Staff
VanDevender Staff
Dr. Frank Bono
John Merritt, Title 1
Director
3/15/11
RTI – Middle School Training for
Administrators
Jodie Pierotti
WVDE
3/16/11
RTI – How it Works
Akron, Ohio
Literacy Team
Jodie Pierotti
Helen Holt
Linda Hindman
Ali Harper
Briana Devore
Noel Clinton
Presenters that have been
working with RTI
3/18-19/11
Math Safari
Kelly Sandy
Presenters across the state
3/28/11
Stations that Work
How to Manage Stations
Collaborative Teams
Teacher Coaches
Kelly Swisher
Robin Goldsburg
4/5/11
WESTEST 2 Training
Jodie Pierotti
Steve Taylor
Dianne Boggess, Testing
Coordinator
4/6-7/11
New Principals Academy Step 3
Jodie Pierotti
WVDE
4/7/11
APTA Workshop
Cheryl Gray
Steve Taylor
Dianne Boggess, Testing
Coordinator
4/25/11
WESTEST 2 Training
VanDevender Staff
Jodie Pierotti, C&I
Assistant Principal
Steve Taylor, Principal
4/11
Read Night – WV Authors
VanDevender Staff
Parents
WV Authors
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Wood County Schools SIG2 Letter of Intent
4/11
Personal Finance – Math Night
VanDevender Staff
Parents
WESBANCO
Teacher absences have been calculated for SB6 and illness. Approximately 112 days have been
missed by teachers last year. This averages out to about 3 days per teacher over the course of the
year.
Parent involvement has been a central component of Wood County Schools Title I program.
Wood County believes that parents are the key component to a student’s success in school.
Many events are planned and implemented by all Title I schools. VanDevender strives to
communicate with parents by using a variety of methods. The most important contact is done
daily on Edline. Several parents log on to Edline to see what is taking place in the classroom and
in the school. This communication tool also allows parents to check their child’s grades.
Parent workshops have been held throughout the school year for parents to learn how to access
the Edline site. The school sends home a monthly newsletter with important information and
dates along with the monthly menu. All the newsletters are posted onto each teacher’s Edline
page. Wood County Schools has Channel 15 on the TV that runs 24/7 with important school
related events. VMS posts all workshops for parents on this channel. Wood County Schools also
has a school messenger phone system that allows administrators to call parents to inform them of
important school related events. This phone system also calls parents when the child is absent
from school.
VanDevender has provided 14 different parent involvement activities this year including Single
Sex Education, Personal Finance, Educational Computer Programs, and Understanding Title I
are a few examples of these events. More information regarding parent involvement may be
found in the school parent involvement polices and compacts included in each school’s strategic
plan.
Root Causes
After the data have been examined and analyzed each school is required to determine the root causes
from the results of the needs assessment. The root causes are identified for the following areas:
• Administrators) and teachers (i.e., teacher qualifications, number of years experience)
• Curriculum and resources (i.e., use of Teach 21 and balanced assessment system)
• Master schedule, classroom schedules and classroom management/discipline
• Students and parental involvement
Determining root causes means moving from problem finding to problem solving.
Wood County Schools Root Causes (from 5 year plan):
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Wood County Schools SIG2 Letter of Intent
VanDevender Middle School
Examine Possible Reasons for Not Meeting Objectives
Ask "WHY?” Five Times
Curriculum and
Schedule and
Administrator(s) and Students and Parental
Resources
Classroom
Teachers
Involvement
Too much to cover
Discipline
Not covering grade
Absenteeism
from large skill gaps
level CSOs
Inconsistency of
Classroom support
programs from grade from special
level
education teachers
More PD with
accountability
No motivation
Insufficient personnel Special Education
coverage for
inclusion classes
Unwilling to change
Dislike school
Lack of modifications Lack of involvement
in SES, Critical
Skills, and Extended
year.
Selection of an Intervention Model
Based on the needs assessment and determination of root causes, Wood County Schools will
incorporate components of the Transformation Model for VanDevender. Wood County
Schools believes that developing teachers and school leader effectiveness, implementing
comprehensive instructional reform strategies and providing sustained support will improve
VanDevender Middle school.
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Wood County Schools SIG2 Letter of Intent
District Capacity Index
Each LEA must complete a self analysis of the capacity it has to assist the low performing schools in the
implementation of the selected intervention. This will be determined utilizing a scale of 1-3 ranking from poor (1),
satisfactory (2) and commendable (3) for the following criteria:
LEA governance
State takeover district
Title I audit reports
Findings in areas
requiring a repayment of
funds
Satisfactory
2 points
Limited SEA
intervention
Findings in areas
noted-repayment of
funds not required
LEA overall
achievement ranking
Bottom
(5% = 3 districts)
Middle
(70% = 38 districts)
Top
(25% = 14 districts)
3
Approval of the district
strategic plan by the
SEA
Not approved by the SEA
Approved by the
SEA with revisions
Approved by the SEA
without revisions
3
0-50% of the Title I
schools met AYP.
51-75% of the Title I
schools met AYP.
76-100% of the Title
I schools met AYP.
3
The practice of PLCs
is deeply embedded
in the culture of the
school. It is a driving
force in the daily
work of the staff. It
is deeply internalized
and staff would resist
attempts to abandon
the practice.
3
A specific district
leadership team is
identified and one or
more persons are
assigned for
monitoring
implementation.
3
Criteria
Poor
1 point
(entire plan, not just the Title
I section)
Percentage of Title I
schools that met AYP
in the last testing cycle
Development of schools
as professional
learning communities
Identification of district
leadership team and
assignment of
responsibilities
The school has not yet
begun to address the
practice of a PLC or an
effort has been made to
address the practice of
PLCs, but has not yet
begun to impact a critical
mass of staff members.
No district leadership
team nor identified
person assigned for
monitoring
implementation
A critical mass of
staff has begun to
engage in PLC
practice. Members
are being asked to
modify their thinking
as well as their
traditional practice.
Structural changes
are being met to
support the transition.
Lacks specific
identification of
personnel for the
district leadership
team and for
monitoring
implementation.
Commendable
3 points
Points
Earned
No SEA intervention
3
No findings in the
fiscal area
3
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Wood County Schools SIG2 Letter of Intent
Criteria
School Leadership
Team
Poor
1 point
Satisfactory
2 points
School leadership team
members are identified
on the district and school
level, but little evidence
is produced to document
whether the requirements
of NCLB Sections 1116
and 1117 have been met.
School leadership
team members are
identified on the
district and school
level and evidence is
produced to
document whether
the requirements of
NCLB Sections 1116
and 1117 have been
met.
Commendable
3 points
School leadership
team members are
identified on the
district and school
level and include a
wide range of
stakeholders (e.g.,
parents;
representatives of institutions
of higher education;
representatives of RESA or
representatives of outside
consultant groups)
Points
Earned
3
Evidence is produced
to document whether
the requirements of
NCLB Sections 1116
and 1117 have been
exceeded.
Total Points
24
Districts must obtain a score of 20 out of 24 possible points to demonstrate capacity to provide adequate resources
and related support to each Tier I, Tier II and Tier III school identified in the LEA’s application in order to
implement fully and effectively the selected intervention/activities in each identified school.
Attach documentation or evidence for the above information.
1.
2.
3.
4.
5.
6.
7.
The WVDE can verify that Wood County Schools is not under any SEA intervention.
The WVDE can verify that Wood County Schools did not have any findings in the fiscal area during the
last monitoring.
The WVDE can verify that Wood County Schools is in the top 25% of districts on the WESTEST. Wood
County was 14th in math, 9th in Reading, 7th in Science, and 5th in Social Studies. This data was obtained
from the WVEIS private data site.
The WVDE approved both the county plan and the Title I plan.
The WVDE can verify that all Wood County Title I Schools made AYP last year.
PLCs are in place in Wood County Schools. Wood County Schools uses the term collaborative teams,
which are the same as PLCs. Wood County Schools produces a curriculum and instruction guidebook
(known as the “White Book”, which all schools follow. The page dealing with collaborative teams is
attached.
There is both a county level support team and a county/school support team in place for VanDevender. A
sign in sheet for both groups follows In addition, a school –based leadership team is in place and may be
verified through the strategic plan.
20
Wood County Schools SIG2 Letter of Intent
21
Wood County Schools SIG2 Letter of Intent
22
Wood County Schools SIG2 Letter of Intent
Preliminary Budget Form
District Name: Wood County Schools
School Name by Tier
Intervention Models: Select the model that will be
implemented in each Tier I and Tier II school.
Turnaround
Restart
Closure Transformation
Tier I School:
Tier II Schools:
Tier III Schools: VanDevender Middle
Not applicable to Tier III schools.
Complete a separate table for each Tier I school or Tier II school. Estimate the amount of funds
required to implement the intervention model selected for each school.
School Name:
Tier:
PreYear 1
Year 2
Year 3
Total
Turnaround Model
Implementation
Replace the principal
Use locally adopted competencies to measure the effectiveness of
staff who can work within the turnaround environment
Screen all existing staff and rehire no more than 50 percent of
existing staff
Select new staff
Implement strategies to recruit, place and retrain staff
Provide high quality, job-embedded professional development
Adopt a new governance structure
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
Promote continuous use of student data to inform and differentiate
instruction
Establish schedules and implement strategies to increase learning
time
Provide appropriate social-emotional and community-oriented
supports for students
Additional options (specify activities)
Any of the required and permissible activities under the
transformation model or a new school model (e.g., themed, dual
language academy)
Total:
Restart Model
PreImplementation
Year 1
Year 2
Year 3
Total
Convert or close school and reopen under a charter school
operator, a charter management organization (CMO), or an
education management organization (EMO) that has been selected
through a rigorous review process.
Enroll, within the grades it serves, any former student who wishes
to attend the school.
23
Wood County Schools SIG2 Letter of Intent
Total:
PreImplementation
School Closure Model
Year 1
Close the school
Enroll the students in other higher-performing schools in LEA
Total:
PreImplementation
Transformation Model
Year 1
Year 2
Year 3
n/a
n/a
n/a
n/a
n/a
n/a
Year 2
Year 3
Total
Total
A. Develop teacher and school leader effectiveness
Replace the principal
Use rigorous, transparent and equitable evaluation systems that
take into account data on student growth
Identify and reward school leaders, teachers and other staff who
have increased student achievement and the graduation rate
Provide high quality, job-embedded professional development
Implement strategies to recruit, place and retain staff
Other permissible activities as defined in the regulations (specify
activities)
Subtotal:
B. Comprehensive instructional reform programs
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
Promote the continuous use of student data to inform and
differentiate instruction
Other permissible activities as defined in the regulations (specify
activities)
Subtotal:
C. Increasing learning time and creating community-oriented
schools
Establish schedules and strategies that provide increased learning
time as defined by ED and create community-oriented schools
Provide ongoing mechanisms for family and community
engagement
Other permissible activities as defined in the regulations (specify
activities)
Subtotal:
D. Provide operating flexibility and sustained support
Give schools operating flexibility to implement fully a
comprehensive approach
Ensure that the school receives ongoing, intensive technical
assistance and related support from the LEA and/or the SEA
Provide intensive technical assistance and related support from a
designated external lead partnership organization
Other permissible activities as defined in the regulations (specify
activities)
Subtotal:
Total for Transformation Model:
For each Tier III school, estimate amount of funds required to conduct school improvement activities.
School Name:
PreYear 1
Year 2
Year 3
List School Improvement Activities
Imple
Total
24
Wood County Schools SIG2 Letter of Intent
mentation
Professional Development and Support:
Provide high quality, job-embedded professional development
(AP of Curriculum, TIS)
165,000
165,0000
165,000
495,000
Total:
165,000
165,000
165,000
495,000
The budget should take into account the following:
1. The number of Tier I and Tier II schools that the LEA commits to serve and the intervention model
(turnaround, restart, closure, or transformation) selected for each school.
2.
The budget request for each Tier I and Tier II school must be of sufficient size and scope to support full and
effective implementation of the selected intervention over a period of three years. The year one budget
may include ‘pre-implementation’ activities that will be conducted prior to the beginning of the 2011-2012
school term.
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Wood County Schools SIG2 Letter of Intent