WEST VIRGINIA
1003(g) SCHOOL IMPROVEMENT GRANT
APPLICATION COVER
TIER III SCHOOLS
Complete a separate application for each school served by the LEA.
County_____Wood County Schools____________________________________________________
LEA Title I Director_____John Merritt___________________________E-mail_jmerritt@access.k12.wv.us_
LEA Curriculum Director Judy Johnson___________________________E-mail_jdajohns@access.k12.wv.us_
LEA Special Education Director Yvonne Santin___________________
E-mail_ysantin@access.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.
Please note that the Executive Summary is located on the next page.
Executive Summary of Wood County Schools Improvement Grant Program
The mission of Wood County Schools (WCS) is to create a challenging and diverse educational
environment in which all students will master the essential curriculum and beyond to become
successful members of society. We believe that students are our most important community resource
and deserve the highest quality education we can provide, and that education is a valued partnership
shared by school, family, and community. The improvement grant application that follows meets the
mission, vision, and beliefs of Wood County Schools.
Most of our schools meet the standards set by the West Virginia Department of Education (WVDE).
In fact, 100% of our Title I schools made AYP last year (11 of 11.) The primary focus of this
application is to improve achievement and school climate at VanDevender Middle so that the students
achieve at high levels. We believe that with the assistance of the WVDE, we have a plan that will
enable the students at VanDevender to show long term growth.
The application plans to address the achievement and culture issues by emphasizing professional
development for staff. Wood County Schools has been working with national experts in school
reform and plans to continue and expand these partnerships should this application be funded. Wood
County Schools has planned a total of 8 days over the next year to work with these experts. In
addition, Wood County Schools plans to continue the assistant principal in charge of curriculum at
VanDevender Middle.
The application also requests funds to continue the services of the Technology Integration Specialist
at VanDevender. Wood County Schools believes that this position along with an Assistant Principal
in charge of curriculum at VanDevender will lead to school improvement. All schools on
improvement will now offer a uniform process to improving achievement.
Wood County Schools Superintendent, Dr. Patrick Law, Federal Programs Director, John Merritt,
Director of Secondary Education Mike Winland, VanDevender Middle Principal, Steve Taylor, and
the staff at VanDevender are committed to helping the students at VanDevender achieve. This grant
will allow WCS students to reach their full potential.
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LEA APPLICATION
I. SCHOOLS TO BE SERVED: List each Tier III school the LEA commits to serve and provide
principal information.
Tier III Schools:
School Name/
NCES ID#
VanDevender Middle School
NCES# 540162001180
II.
Principal
Steve Taylor
Email Address
staylor@access.k12.wv.us
DESCRIPTIVE INFORMATION: Address the following subsections.
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.
The WVDE requested a copy of the first page of the latest WVDE monitoring report and
documentation showing that the WVDE approved the county strategic plan. Both of these
documents are attached. The school leadership team members are also attached, although
information regarding the school support team membership was included on page 22 of the LOI.
B1. For each Tier III school the LEA will serve, 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: VanDevender Middle School
Annual Summative Achievement Goal for Reading/Language Arts:
The percentage of all students who reach proficiency on the WESTEST 2 will increase by at least 3%.
Annual Growth Goal for Reading/Language Arts:
The percentage of students who exhibit typical growth in grades 6-8 in Reading/Language Arts will
increase annually as measured by the WESTEST 2.
Annual Summative Achievement Goal for Mathematics:
The percentage of all students who reach proficiency on the WESTEST 2 will increase by at least 3%
Annual Growth Goal for Mathematics:
The percentage of students who exhibit typical growth in grades 6-8 in mathematics will increase
annually as measured by the WESTEST 2.
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Respond to the following:
 How were these goals determined?
VMS and WCS staff evaluated the WESTEST2 results and interim benchmarks.

What interim assessment activities will be used throughout the school year by the school
staff to track progress toward meeting the annual goals?
1. Acuity benchmarks are administered three times per year for both reading
and math. Study buttons are analyzed by the school leadership team.
2. All students are given the STAR Reading and STAR Math assessment at the
beginning and end of the school year.
3. All students participate in the Accelerated Reader program.
4. All students take the WV Writes assessment approximately six times per
year.
5. Selected groups take the Odyssey assessments several times a year.
6. Read 180 has several assessments throughout the school year that are given
to students in the Tier II setting.
7. Next year, the Sonday assessments will be given to students in the Tier III
setting.
8. The 8th graders take EXPLORE test once a year.
9. Grades are given for all classes four times per year.
10. Daily assignments, homework, quiz and tests are also analyzed to see if the
student has understood the skill.
11. Essential questions are answered daily by students in each class. Answers are
analyzed by teachers. Students are not permitted to leave the class without
answering the question.
B2. Describe below how the summative and growth goals will be utilized by the LEA to evaluate
the school’s academic progress.
WCS and the individual schools' staffs will review the WESTEST 2 results. The results will be
analyzed at the county level, school level, grade level and finally down to the student level to
determine if students' have met their growth goals. AYP will also be reviewed to determine
school growth based on the safe harbors provision.
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III.
TIER III ACTIVITIES: Identify activities and establish timelines for implementation
consistent with the final requirements as directed below. LEAs should address
applicable areas in subsections A-E. LEAs are required to complete subsection F and
Sections IV-VII.
A. 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.
2. Describe how the school staff will promote the continuous use of student data to inform
and differentiate instruction.
The staff members at VanDevender look at a variety of assessments for student’s data to help
differentiate the instruction. The following are the type of assessments that are analyzed
throughout the school year:
1.
2.
3.
4.
5.
6.
7.
Acuity benchmarks
STAR Reading and STAR Math
Accelerated Reader program
WV Writes Program
Odyssey
EXPLORE
Daily assignments, homework, quiz and tests
At the beginning of the school year staff members work with the Assistant Principal of
Curriculum and Instruction and Wood County Teacher Coaches on analyzing the WESTEST
2 scores. The teachers collaborate, looking at both the strengths and weaknesses of each
student. This helps teachers place students into the correct tier. This tiered placement is
important because it is used for scheduling students into the Read 180 and FLEX classes.
The Acuity Assessment is given three times throughout the school year. After each
assessment the Assistant Principal of Curriculum and Instruction compiles a list of
weaknesses for each level in the areas of Mathematics and Reading/Language Arts. At grade
level team meetings these areas are addressed. Students’ scores are reviewed so that their
placement may be switched according to the correct tier.
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3. Describe other permissible activities, as defined in the regulations, the school staff will
implement as comprehensive instructional reform programs (if applicable).
B. 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.
2. Describe how the school staff will provide ongoing mechanisms for family and community
engagement.
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).
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C. 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.
2. LEA Technical Assistance: Provide a description of the ongoing, intensive technical
assistance and related support the LEA staff will provide to the school.
Wood County Schools supports all schools on improvement. First, there is a County Support Team
dedicated to all aspects of school improvement. The team reviews all school plans and keeps track of
budgetary expenditures. This team meets monthly and includes the following members:
1.
2.
3.
4.
5.
6.
Dr. Patrick Law, Superintendent
Karen Brunicardi, Director of Elementary Instruction
Mike Winland, Director of Secondary Instruction
Judith Johnson, Director of Curriculum and Instruction
John Merritt, Director of Federal Programs
Sharon Steele, County Title I Reading Specialist
In addition, there is a VMS School Support Team. This team meets monthly at VanDevender Middle
(as well as Franklin Elementary) to discuss what is happening at the school and the progress of
improvement efforts. The members of the County Support Team include all of the members of the
above team except Karen Brunicardi. In addition, the School Support Team includes:
1.
2.
3.
4.
Steve Taylor, Principal
Jodie Pierotti, Assistant Principal of Curriculum
Randy Edge, Assistant Principal
Teachers
Teachers and other staff are invited to the meetings as their schedule will allow. Meeting times
change during the year to allow most staff the opportunity to attend meetings.
In addition to the support teams in place, additional training is provided by the LEA. Title I holds a
strategic planning meeting in the fall, budget meetings throughout the year, and numerous
professional development opportunities throughout the year. Title II funds also provide academic
coaches to work with the school. Schools on improvement receive more assistance from coaches than
do other schools.
All of this support will continue at VanDevender Middle School.
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3. Describe the intensive technical assistance and related support for the school staff will
be provided by a designated external lead partnership organization, if applicable.
WCS has been in contact with Solution Tree and has already requested dates for Tim Brown to work
with the school this summer on school culture and climate. If this grant is funded, WCS will contract
with Solution Tree for the remainder of 2011-2012 to work with Tim Brown and Anthony
Muhammad to continue the work on school culture and climate and to assist the school with creating
effective professional learning communities. WCS has been working with Solution Tree through
contracts with Tim Brown at Franklin Elementary. Mr. Brown’s work has been well received and
their culture and climate has dramatically improved over a one year period of time.
Mr. Brown has excelled at working with climate and culture. According to the Solution Tree’s
website, Tim Brown has been a principal at the elementary, middle, and high school levels and has
implemented the Professional Learning Communities at Work™ model in his district. At his last
school, Campbell Elementary in Springfield, Missouri, where 87 percent of the student population
was eligible for free and reduced lunch, Mr. Brown and his staff instituted the principles of PLCs with
amazing results. The school became a flagship of success and has been recognized as one of
Missouri’s Most Improved Schools. The school also received recognition as an Exemplary Practices
School and gained national recognition for its unique model of connecting the school to the business
community.
With over 20 years of experience in administration at both the elementary and secondary levels, Mr.
Brown excels at creating a positive school climate based on collaboration among educators. After
retiring from Springfield Public Schools, Mr. Brown became a project director for the Missouri
Professional Learning Communities Program. Working at a variety of school sites, he developed
presentations and training programs, conducted team meetings, and helped teams examine data and
write SMART goals. The schools he worked with all reported increases in student achievement. In
2005, he was selected to represent his state as the National Distinguished Elementary Principal. Now
a full-time Solution Tree associate, Mr. Brown has been active in numerous professional committees
and task forces and received several awards and honors for his leadership.
WCS administrators attended Mr. Brown’s sessions at the WVDE Leadership Institute a few years
ago. Mr. Brown’s amazing energy, enthusiasm, and knowledge of climate and culture will energize
the staff and assist them in improving the climate and culture of the school. VanDevender staff looks
forward to his work over the course of next year, and over the entire three year project. Anthony
Muhammad will be requested as well to assist the school in the areas of culture, climate, and
professional learning communities.
From Solution Tree’s website, Anthony Muhammad, PhD, is a much sought-after education
consultant. A practitioner for nearly 20 years, he has served as a middle school teacher, assistant
principal, and principal, and as a high school principal. His tenure as a practitioner has earned him
several awards as both a teacher and a principal. Dr. Muhammad’s most notable accomplishment
came as principal of Levey Middle School in Southfield, Michigan, a National School of Excellence,
where student proficiency on state assessments more than doubled in five years. Dr. Muhammad and
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the staff at Levey used the Professional Learning Communities at Work™ model of school
improvement, and they have been recognized in several videos and articles as a model highperforming PLC.
WCS will evaluate where the program are at the end of the first year to see if the external provider
was instrumental in assisting the school to improve its scores. Student growth will be measured and
WESTEST scores reviewed from the previous year to determine growth. WCS will assume growth if
the results are in line with expectations as noted in the schools strategic plans. In addition, WCS will
request technical assistance from the WVDE System of Support team to measure the culture and
climate of the school. Since Solution Tree is on the list WCS welcomes WVDE input into whether
these relationships should continue or be changed to a different provider.
4. Describe other permissible activities the school staff will implement to provide operating
flexibility and sustained support.
Through grant funds, WCS will continue to employ the Assistant Principal of Curriculum and the
Technology Integration Specialist. WCS believes that these positions have made a tremendous
impact in the school making AYP last year. In fact, the school has made AYP each year for the past
several years in the “all category”. The AP of curriculum has also been placed in Jefferson
Elementary and Franklin Elementary. Both schools have also made AYP last year and Jefferson is
now off of improvement status. Without these positions, WCS is concerned about the achievement
and improvement efforts of the school.
D. Describe the strategies the district staff will utilize to recruit, place and retain staff in the
schools served by the 1003(g) grants (if applicable).
E. Describe other permissible activities, as defined in the regulations, the district staff chooses
to implement in each school to develop teacher and school leader effectiveness.
Through grant funds, WCS will continue to employ the Assistant Principal of Curriculum and the
Technology Integration Specialist. WCS believes that these positions have made a tremendous
impact in the school making AYP last year. In fact, the school has made AYP each year for the past
several years in the “all category”. The AP of curriculum has also been placed in Jefferson
Elementary and Franklin Elementary. Both schools have also made AYP last year and Jefferson is
now off of improvement status. Without these positions, WCS is concerned about the achievement
and improvement efforts of the school.
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F. Describe how high quality, job-embedded professional development will be provided.
Identify any activities that will be completed as ‘pre-implementation’, if applicable.
5. 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 schools differ, 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
VanDevender Middle School has an enrollment of 374 students’ grades 6th – 8th. The school uses
block scheduling, which means that the students have 80 minute classes for both Math and the
Reading/Language Arts. Teachers also have a double plan each day. One of the 40 minutes is for
individual plan time and the other 40 minute period of time is for grade level team meetings (PLCs).
All PLCs meet five days a week for 40 minutes each day. A special education teacher is placed on
each team so there is collaboration and open communication among general education teachers and
special education teachers. One member of the administration staff is part of the PLC. If a situation
occurs and an encore (special areas) teacher needs to be part of the meeting, the administration makes
sure coverage is in place for that teacher to attend.
Each PLC has a team leader and a secretary. The team leader is responsible for the agenda, sign in
sheet and making sure the meeting stays on focus. The team leader is the contact person for the
building level administrators to schedule events on the agenda. The secretary is responsible for
putting together the minutes during the meeting. This person is the one who emails concerns to others
while in the meeting.
During these five days of PLC meetings there is a set agenda. On Monday, professional development
is the main focus of the PLC’s. This is the time that the Assistant Principal of Curriculum and
Instruction works with the teams on strategies and research. This day allows the Assistant Principal of
Curriculum and Instruction to bring in the teacher coaches to work with the teachers on professional
development. The Technology Integration Specialist (TIS) attends the PLC on this day and provides
professional development regarding technology that is being used in the classrooms.
Tuesday and Wednesday are used for parent and/or student conferences and other matters that need to
be discussed for that week. During these two days the Assistant Principal of Curriculum and
Instruction is present in the team meetings due to conferences that take place. Also these days are
used for the Principal to come in and resolve any issues or concerns with each of the PLCs.
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Thursday is set aside for the Assistant Principal of Discipline and Attendance along with the Truancy
Worker to meet and discuss concerns that interfere with the achievement of student’s academics. This
is a time for this group of staff members to work together in helping the student in the areas of
discipline and attendance.
On Friday, the focus is collaboration with an emphasis on technology related professional
development. Team members collaborate with other staff members in the building on specific needs.
This day is important because it allows a full block of time for each grade level team to work with the
TIS on Edline, GradeQuick, or other educational technologies or programs here at the school.
6. Provide an overall description of the professional development plan for the school
staff describing the focus of the PD and how it will fundamentally change teaching
and learning in the school.
VanDevender Middle School has been a school on improvement for over ten years. The school hired
an Assistant Principal of Curriculum and Instruction and since that hiring the school has determined
that this person’s role has been a success in aiding the staff in the area of professional development.
The end result is that the students receive an education that implements research-based strategies by
dedicated teachers.
At VanDevender Middle there is a school-wide curriculum that is being used. The staff members at
Van Devender Middle School use the Learning Focused Strategies concept for daily lesson plans. All
staff members ensure that the Essential Question is posted on the board daily for all to see. This
allows the student to know what they will learn each day in the classroom. This is a part of the lesson
plan format. These types of plans allow the teachers to focus on the CSO’s as a unit. The Essential
Question is a major part of this plan, which allows the teachers to focus on the key components,
issues, concepts, skills, and assessments. The plan includes vocabulary, extended lessons and minilessons. There is also a section that illustrates differentiating, sequence, and reflection of the unit.
Another component is the Learning-Focused Lesson Plan Rubric. This tool allows teachers and
administrators to analysis the acquisition plan. The Assistant Principal of Curriculum and Instruction
is responsible for the professional development of this curriculum at VanDevender Middle. At the
beginning of the school-year, the Assistant Principal works with new teachers on the lesson plan
format and how to align lessons into units.
Due to the type of model that is used at VanDevender, it is crucial for the Assistant Principal of
Curriculum and Instruction to conduct professional development in the areas of curriculum maps,
vocabulary, unit designs, rubric and prioritizing curriculum. The key focus of professional
development for this curriculum is the development of essential questions, acquisition lessons,
activating strategies, teaching and summarizing teaching strategies. Another main focus is the
culminating activities which include projects, performance tests, quizzes, student logs, student
journals, centers, stations, and observations.
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Van Devender Middle School’s technology needs include professional development to meet the
requirements for 21st Century Learning. The TIS will provide embedded Professional Development
in the following ways:








Training and workshops in how best to use state and county programs for testing and
learning, i.e., Acuity, WV Writes, Odyssey, and TechSteps;
Training and workshops in managing technology, i.e., computers, printers, tablets, electronic
whiteboards, slates, pads, responders, projectors, and document cameras;
Up-to-date technology ideas and methods to enhance learning;
Use acquired technology integration skills to improve instruction for both students and
educators;
Use enhanced knowledge and skills to build effective consultative and co-teaching
relationships with all teachers;
Utilize collaborative planning time to assist in integrating technology into the instructional
units;
Serve as a resource to educators on technology integration, as appropriate, in the
implementation of information literacy, independent learning and social responsibility;
Communicate the importance of developing 21st century skills for all students to improve
academic achievement and post-secondary outcomes.
7. In addition, provide a specific description of professional development activities by
year in the chart below. Note: All professional development must be both researchbased and sustainable.
‘Pre-Implementation’ (see APPENDIX A): June 2011 - August 2011
Date
Topic
Presenter(s)
August 1
Planning for data analysis
Jodie Pierotti
August 8
Curriculum Pathways
Mark More
August 16
Taking a look at Gender in the Classroom – use PowerPoint from
data collected from 2010 – 2011 school year
Steve Taylor
Randy Edge
Jodie Pierotti
Randi Tranquill
August 17 –
19
August 22
Learning Focuses Strategies for new teachers
Jodie Pierotti
Looking at WESTEST 2, identify students at risk
Jodie Pierotti
Year One: September 2011 - August 2012
Date
Topic
Presenter(s)
12
August 18
Technology Specific to Vandy
(Intranet, Edline, GradeQuick,
Policy, Rules, Forms, Calendars,
log in information, STAR Reading,
STAR Math and Accelerated
Reader)
Randi Tranquill
August 19
Technology Tools (electronic
whiteboards, slates, document
cameras, scanners, computers,
netbooks, responders, slates,
Mimio)
Randi Tranquill
August 22
Positive Behavior Plan
Randi Edge
August 23
Bullying Contracts
Jeanette Mangus
August 29
Looking at WESTEST 2, identify
students at risk
Jodie Pierotti
Teacher Coaches
August 30
Analyzing WESTEST 2 Scores
Jodie Pierotti
Teacher Coaches
September 2
West Virginia Writes
Randi Tranquill
September 5
Tiered Intervention – looking at
student data
Jodie Pierotti
Teacher Coaches
September 7
Book Study – Understanding
Poverty
Teacher Coaches
September 12
How to Work with Parents
WV Parent Resource Center
September 14
Odyssey
Randi Tranquill
September 21
Book Study - Understanding
Poverty
Teacher Coaches
September 19
Gender Strategies and Book List
for Gender
Jodie Pierotti
Teacher Coaches
September 26
Technology Gender Websites
Randi Tranquill
September 27 – 28
Tim Brown – Creating PLC’s ,
Climate, and Culture
Tim Brown
September 29
Co – Teaching Strategies with
Special Education Staff
Jodie Pierotti
Teacher Coaches
October 3
Reading Strategies
Jodie Pierotti
Teacher Coaches
13
October 5
Book Study - Understanding
Poverty
Teacher Coaches
October 10
Responders in the Classroom
Randi Tranquill
October 17
Co – Teaching Strategies with
Regular Education and Special
Education Staff
Jodie Pierotti
Teacher Coaches
October 19
Book Study - Understanding
Poverty
Teacher Coaches
October 21
Tim Brown – Creating PLC’s ,
Climate, and Culture
Tim Brown
October 24
Bullying
Jeanette Mangus
October 31
Referrals to CPS and DHHR
Procedures – Counselor
Jeanette Mangus
November 2
Book Study - Understanding
Poverty
Teacher Coaches
November 7
Acuity – Looking at benchmark
data
Jodie Pierotti
Teacher Coaches
November 14
Tiered Intervention – looking at
student data
Jodie Pierotti
Teacher Coaches
November 16
Book Study - Understanding
Poverty
Teacher Coaches
November 17
Tim Brown – Creating PLC’s ,
Climate, and Culture
Tim Brown
November 28
Acuity, Instructional Resources
(aligned with benchmarks and
make your own.)
Randi Tranquill
November 30
Book Study - Understanding
Poverty
Teacher Coaches
December 5
TechSteps (classes, lessons and
shortcuts!)
Randi Tranquill
December 12
Gender Strategies
December 14
Book Study – Understanding
Poverty
Jodie Pierotti
Teacher Coaches
Teacher Coaches
December 19
ChalkWaves (how, when to use)
Randi Tranquill
14
December 20 - 21
Tim Brown – Creating PLC’s ,
Climate, and Culture
Tim Brown
January 2
Positive Behavior Support Plan
Randy Edge
January 4
Book Study - Understanding
Poverty
Teacher Coaches
January 9
Co-Teaching with Regular
Education and Special Education
Teachers
Jodie Pierotti
Teacher Coaches
January 16
Acuity-Reviewing Benchmark
Data
Jodie Pierotti
Teacher Coaches
January 18
Book Study - Understanding
Poverty
Teacher Coaches
January 23
Tiered Instruction – Looking at
Student Data
Jodie Pierotti
Teacher Coaches
January 30
Webtop (introduction and use with
students)
Randi Tranquill
February 1
Book Study - Understanding
Poverty
Teacher Coaches
February 6
Writing Workshops
Teacher Coaches
February 13
Manhattan Software (Introduction
to see if useful to teachers)
Randi Tranquill
February 15
Book Study - Understanding
Poverty
Teacher Coaches
February 20
Looking at Gender Data at this
point – academics
Jodie Pierotti
February 27
Looking at Gender Data at this
point – behavior
Randy Edge
February 29
Book Study - Understanding
Poverty
Teacher Coaches
March 5
On – Line Writing Video
Randi Tranquill
March 7
Book Study - Understanding
Poverty
WESTEST Prep for On-Line
Writing
Teacher Coaches
ePearl Software (Introduction to
Randi Tranquill
March 12
March 19
Jeanette Mangus
15
see if useful to teachers)
March 21
Book Study - Understanding
Poverty
Teacher Coaches
March 26
WESTEST 2 Prep – Test taking
skills
Jeanette Mangus
April 2
Acuity – Looking at Benchmark
Data
Jodie Pierotti
Teacher Coaches
April 4
Book Study - Understanding
Poverty
Teacher Coaches
April 9
Tiered Instruction – Looking at
Student Data
Jodie Pierotti
Teacher Coaches
April 23
Google apps (docs, presentation,
forms, sketch-up, earth, maps, sites,
reader, and more)
Randi Tranquill
April 25
Book Study - Understanding
Poverty
Teacher Coaches
April 30
ThinkQuest (possible uses for
Project Based Learning)
Randi Tranquill
May 7
Looking at Gender Data
Jodie Pierotti
Teacher Coaches
May 14
Looking at Professional
Development. How did it go? What
we need to do next year?
Jodie Pierotti
Teacher Coaches
Year Two: September 2012 - August 2013
Date
Topic
Presenter(s)
August 13 – 14
Tim Brown – Creating PLC’s ,
Climate, and Culture
Tim Brown
August 15
Taking a look at Gender in the
Classroom – use PowerPoint from
data collected from 2011-2012
school year
Steve Taylor
Randy Edge
Jodie Pierotti
Randi Tranquill
August 16
Technology Specific to Vandy
(Intranet, Edline, GradeQuick,
Policy, Rules, Forms, Calendars,
log in information, STAR Reading,
Randi Tranquill
16
STAR Math and Accelerated
Reader)
August 17
Technology Tools (electronic
whiteboards, slates, document
cameras, scanners, computers,
netbooks, responders, slates,
Mimio)
Randi Tranquill
August 20
Positive Behavior Plan
Randi Edge
August 21
Bullying Contracts
Janette Mangus
August 27
Looking at WESTEST 2, identify
students at risk
Jodie Pierotti
Teacher Coaches
August 28
Analyzing WESTEST 2 Scores
Jodie Pierotti
Teacher Coaches
August 31
West Virginia Writes
Randi Tranquill
September 3
Tiered Intervention – looking at
student data
Jodie Pierotti
Teacher Coaches
September 5
Book Study
Teacher Coaches
September 10
How to Work with Parents
WV Parent Resource Center
September 12
Odyssey
Randi Tranquill
September 13
Book Study
Teacher Coaches
September 17
Gender Strategies and Book List
for Gender
Jodie Pierotti
Teacher Coaches
September 24
Technology Gender Websites
Randi Tranquill
September 25 – 26
Tim Brown – Creating PLC’s ,
Climate, and Culture
Tim Brown
September 27
Co – Teaching Strategies with
Special Education Staff
Jodie Pierotti
Teacher Coaches
October 1
Reading Strategies
Jodie Pierotti
Teacher Coaches
October 3
Book Study
Teacher Coaches
October 8
Responders in the Classroom
Randi Tranquill
October 15
Co – Teaching Strategies with
Jodie Pierotti
17
Regular Education and Special
Education Staff
Teacher Coaches
October 17
Book Study
Teacher Coaches
October 22
Bullying
Jeanette Mangus
October 23
Tim Brown – Creating PLC’s ,
Climate, and Culture
Tim Brown
October 29
Procedures for CPS and DHHR
Jeanette Mangus
October 31
Book Study
Teacher Coaches
November 5
Acuity – Looking at benchmark
data
Jodie Pierotti
Teacher Coaches
November 12
Tiered Intervention – looking at
student data
Jodie Pierotti
Teacher Coaches
November 14
Book Study
Teacher Coaches
November 19
Acuity, Instructional Resources
(aligned with benchmarks and
make your own.)
Randi Tranquill
November 21
Tim Brown – Creating PLC’s ,
Climate, and Culture
Tim Brown
November 26
Book Study
Teacher Coaches
December 3
TechSteps (classes, lessons and
shortcuts!)
Randi Tranquill
December 10
Gender Strategies
December 12
Book Study
Jodie Pierotti
Teacher Coaches
Teacher Coaches
December 17
ChalkWaves (how and when to
use)
Randi Tranquill
December 18 – 19
Tim Brown – Creating PLC’s ,
Climate, and Culture
Tim Brown
January 2
Positive Behavior Support Plan
Randy Edge
January 7
Book Study
Teacher Coaches
January 9
Co – Teaching with Regular
Education and Special Education
Teachers
Jodie Pierotti
Teacher Coaches
January 14
Acuity – Looking at Benchmark
Jodie Pierotti
18
Data
Teacher Coaches
January 16
Book Study
Teacher Coaches
January 21
Tiered Instruction – Looking at
Student Data
Jodie Pierotti
Teacher Coaches
January 28
Webtop (introduction and use with
students)
Randi Tranquill
February 4
Book Study
Teacher Coaches
February 6
Writing Workshops
Teacher Coaches
February 11
Manhattan Software (Introduction
to see if useful to teachers)
Randi Tranquill
February 13
Book Study
Teacher Coaches
February 18
Looking at Gender Data at this
point - academics
Jodie Pierotti
February 25
Looking at Gender Date at this
point – behavior
Randy Edge
February 27
Book Study
Teacher Coaches
March 4
On – Line Writing Video
Randi Tranquill
March 6
Book Study
Teacher Coaches
March 11
WESTEST On-Line Writing Prep
Jeanette Mangus
March 18
ePearl Software (Introduction to
see if useful to teachers)
Randi Tranquill
March 20
Book Study
Teacher Coaches
March 25
WESTEST 2 PREP – Test taking
skills
Jeanette Mangus
April 1
Acuity – Looking at Benchmark
Data
Jodie Pierotti
Teacher Coaches
April 3
Book Study
Teacher Coaches
April 8
Tiered Instruction – Looking at
Student Data
Jodie Pierotti
Teacher Coaches
April 22
Google apps (docs, presentation,
forms, sketch-up, earth, maps, sites,
Randi Tranquill
19
reader, and more)
April 24
Book Study
Teacher Coaches
April 29
ThinkQuest (possible uses for
Project Based Learning)
Randi Tranquill
May 6
Looking at Gender Data
Jodie Pierotti
Teacher Coaches
May 13
Looking at Professional
Development. How did it go? What
we need to do next year?
Jodie Pierotti
Teacher Coaches
Year Three: September 2013 - August 2014
Date
Topic
(month)
Tim Brown – Creating PLC’s , Climate, and Culture
August 12
Presenter(s)
Tim Brown
August 14
Taking a look at Gender in the Classroom – use PowerPoint from
data collected from 2012-2013 school year
Steve Taylor
Randy Edge
Jodie Pierotti
Randi Tranquill
August 15
Technology Specific to Vandy (Intranet, Edline, GradeQuick,
Policy, Rules, Forms, Calendars, log in information, STAR
Reading, STAR Math and Accelerated Reader)
Randi Tranquill
August 16
Technology Tools (electronic whiteboards, slates, document
cameras, scanners, computers, netbooks, responders, slates,
Mimio)
Randi Tranquill
August 19
Positive Behavior Plan
Randi Edge
August 20
Bullying Contracts
Jeanette Mangus
August 26
Looking at WESTEST 2, identify students at risk
August 27
Analyzing WESTEST 2 Scores
September 6
West Virginia Writes
Jodie Pierotti
Teacher Coaches
Jodie Pierotti
Teacher Coaches
Randi Tranquill
September 9
Tiered Intervention – looking at student data
Jodie Pierotti
Teacher Coaches
September 11
Book Study
Teacher Coaches
September 16
How to Work with Parents
September 18
Odyssey
WV Parent
Resource Center
Randi Tranquill
20
September 19
Book Study
Teacher Coaches
September 23
Gender Strategies and Book List for Gender
September
24,25
Tim Brown – Creating PLC’s , Climate, and Culture
Jodie Pierotti
Teacher Coaches
Tim Brown
September 27
Technology Gender Websites
Randi Tranquill
September 30
Co – Teaching Strategies with Special Education Staff
October 7
Reading Strategies
Jodie Pierotti
Teacher Coaches
Jodie Pierotti
Teacher Coaches
October 9
Book Study
Teacher Coaches
October 11
Responders in the Classroom
Randi Tranquill
October 14
Co – Teaching Strategies with Regular Education and Special
Education Staff
Jodie Pierotti
Teacher Coaches
October 16
Book Study
Teacher Coaches
October 21
Bullying
Jeanette Mangus
October 22
Tim Brown – Creating PLC’s , Climate, and Culture
Tim Brown
October 28
Procedures for CPS and DHHR
Jeanette Mangus
November 4
Book Study
Teacher Coaches
November 11
Acuity – Looking at benchmark data
November 12
Tiered Intervention – looking at student data
November 18
Book Study
Jodie Pierotti
Teacher Coaches
Jodie Pierotti
Teacher Coaches
Teacher Coaches
November 19
Tim Brown – Creating PLC’s , Climate, and Culture
Tim Brown
November 20
Acuity, Instructional Resources (aligned with benchmarks and
make your own.)
Randi Tranquill
November 25
Book Study
Teacher Coaches
December 2
TechSteps (classes, lessons and shortcuts!)
Randi Tranquill
December 9
Gender Strategies
December 11
Book Study
Jodie Pierotti
Teacher Coaches
Teacher Coaches
21
December 16
ChalkWaves (how and when to use)
Randi Tranquill
December 18
– 19
January 2
Tim Brown – Creating PLC’s , Climate, and Culture
Tim Brown
Positive Behavior Support Plan
Randy Edge
January 6
Book Study
Teacher Coaches
January 8
Co – Teaching with Regular Education and Special Education
Teachers
Jodie Pierotti
Teacher Coaches
January 13
Acuity – Looking at Benchmark Data
January 15
Book Study
Jodie Pierotti
Teacher Coaches
Teacher Coaches
January 20
Tiered Instruction – Looking at Student Data
January 27
Webtop (introduction and use with students)
Jodie Pierotti
Teacher Coaches
Randi Tranquill
February 3
Book Study
Teacher Coaches
February 5
Writing Workshops
Teacher Coaches
February 10
Manhattan Software (Introduction to see if useful to teachers)
Randi Tranquill
February 12
Book Study
Teacher Coaches
February 17
Looking at Gender Data at this point - academics
Jodie Pierotti
February 24
Looking at Gender Data at this point - behavior
Randy Edge
February 26
Book Study
Teacher Coaches
March 3
On – Line Writing Video
Randi Tranquill
March 5
Book Study
Teacher Coaches
March 10
WESTEST On-Line Writing Prep
Jeanette Mangus
March 17
ePearl Software (Introduction to see if useful to teachers)
Randi Tranquill
March 19
Book Study
Teacher Coaches
March 24
WESTEST 2 Prep – Test taking skills
Jeanette Mangus
March 31
Acuity – Looking at Benchmark Data
April 2
Book Study
Jodie Pierotti
Teacher Coaches
Teacher Coaches
April 7
Tiered Instruction – Looking at Student Data
April 14
Google apps (docs, presentation, forms, sketch-up, earth, maps,
Jodie Pierotti
Teacher Coaches
Randi Tranquill
22
sites, reader, and more)
April 16
Book Study
Teacher Coaches
April 28
ThinkQuest (possible uses for Project Based Learning)
Randi Tranquill
May 5
Looking at Gender Data
May 12
Looking at Professional Development. How did it go? What we
need to do next year?
Jodie Pierotti
Teacher Coaches
Jodie Pierotti
Teacher Coaches
IV.
BUDGET: Include a budget and narrative indicating the amount of school
improvement funds the LEA will allocate per year.
An 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 III schools it commits to serve.
Submit budget spreadsheets and narrative as specified below:
1. LEA Budget 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 III 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 school improvement plans
 A description of any broad items in the budget (e.g., personnel, contracted
services, professional development, 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.
VanDevender will focus on professional development. VanDevender plans to continue the work of
the TIS in the schools. The cost of the TIS is $45,000 + $16,974 for a total of $61,974.
VanDevender also plans to continue the work of the Assistant Principal of Curriculum. The cost for
this position is $55,000 + $18,558 in benefits. Total cost for this section is $73,558. In addition, we
would like to purchase 8 days of PD from Solution Tree for a cost of $52,000. The indirect costs
would be $3,564 for a total annual amount of $191,096. The three year cost is $573,288.
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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, 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 will provide evidence of how other sources (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.
 The LEA will provide a narrative description of how other resources (e.g., personnel,
materials, services) to support the selected intervention model in the grant application.
Several state, federal, and local sources will be used to assist with the grant budget. Technology
purchased through previous improvement grants will be use to support the project. In addition, Tools
for Schools state funds are allocated equally to support each school. In addition, federal E-rate funds
are used to support the internet connections at the school and all schools are running fiber to
maximize speeds. E-rate funds also support some of the technology or provide discounts for some
technology needed to maintain the network, including networking, cabling, switches, etc.
The school’s Title I allocation will be used to support the grant project. The entire school’s allocation
which funds approximately 5 staff will be used to assist students in increasing achievement. The
school will also use their professional development allocation to provide substitutes to attend
professional development activities.
Title II funds will also be used in the school as the instructional coaches will work with the schools.
Each coach has a “home” school and the schools on improvement are well served by the instructional
coaches. Title III funds are very limited and do not cover salary costs. However, ESL services are
provided by the county for all schools.
The schools will also use space in the buildings to house the TIS and Assistant Principal. This
includes the building use, utility costs, copier costs, and other materials provided by the school to
fund these positions. These costs will be covered through local funds.
VI. ASSURANCES: The LEA must include the following assurances in its application for a
school improvement grant. Check the applicable boxes.
The LEA assures it will adhere to the following actions:
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 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 each Tier III school.
Organize the school staff into PLCs and provide high quality job-embedded professional
development.
Participate in the SEA on-site monitoring and technical assistance.
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.
VII. WAIVERS: The SEA has obtained waivers of requirements applicable to the LEA’s School
Improvement Grant. The LEA must check the box below if it intends to enact the waiver.

Extending the period of availability of school improvement funds.
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 Tier III schools, as applicable, included in this application.
APPENDIX A
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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 sheet). 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.
Requested Data from the Letter of Intent:
26
Strategic Plan Approval:
Copy of the first two pages of the latest WVDE monitoring report:
27
28
29
Leadership Team Members (from strategic plan):
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