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1Wood County Schools SIG2 Letter of Intent

Appendix A Information

LEA Name NCES ID#

School Name NCES ID # Tier I

Tier II Tier III

5401620 VanDevender Middle 540162001180 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 statuso Identification of the AYP targets the school met and missedo 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.


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 achievemento District and school poverty rateso Mother's educational levelo Number of college graduates in the districto Median age of district populationo Substance abuseo Unemployment rateo Mobility rate of studentso Readiness for School Indicatorso Number of pre-k centers and pre-k enrollment


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 5-17. 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%.


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 DataData 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


for each subgroup o Percentage of limited English proficient students who attain English language

proficiency o Number of classes utilizing Acuity, Writing Road Map and techSteps and the

benchmark results from these assessments o Results of PLAN and EXPLORE assessments (if applicable)o Comparative gap analysis for all subgroupso Number of students failing reading and mathematics per grade levelo Grade distribution per teacher (i.e., % of A, B, C, D, and F)


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 30.19Below Mastery 28.71 27.79 27.86Mastery 23.07 24.57 23.78Above Master 10.51 14.71 13.62Distinguished 3.58 5.25 4.53Number Tested 390 8,672 180,326Proficient 37.16 44.53 41.93

Percentages Math Proficiency School County State

Novice 35.56 30.38 32.33Below Mastery 19.84 25.75 25.70Mastery 19.84 23.56 22.44Above Master 19.58 14.77 14.31Distinguished 5.15 5.51 5.19Number Tested 388 8,669 180,403Proficient 44.57 43.84 41.94

Mathematics Scores by Grade


Class TestedEnr.

FAYEnr. Tested

FAYTested

Part.Rate Novice Below

Mastery Mastery AboveMastery Proficient

06 155 140 154 140 99.35 31.43 20.00 22.86 20.00 48.5707 121 110 121 110 100.00 28.18 15.45 25.45 24.55 56.3608 115 99 113 99 98.26 40.40 20.20 14.14 20.20 39.39

Reading Scores by Grade

Class TestedEnr.

FAYEnr. Tested

FAYTested

Part.Rate Novice Below

Mastery MasteryAboveMastery Proficient

06 155 140 155 140 100.00 40.00 27.14 20.00 10.71 32.8607 121 110 121 110 100.00 22.73 28.18 32.73 10.00 49.0908 115 99 114 99 99.13 32.32 27.27 21.21 15.15 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. 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 Attendanceo Student-teacher relationshipso Promotion/Retention Rateso Dropout Rates (if applicable)o Discipline


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.

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 SSOSo Use of standards-based instructional practices o Availability of current technology and degree to which technology is integrated

into instructiono Federal monitoring reports for NCLB, IDEA and state reports for the Office of

Education Performance Auditso 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 walkthroughso Highly qualified teacher datao Number of administrators in the building, definition of roles, years experience,

specialized training and advanced degreeso Use of professional and paraprofessional staff to support studentso 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 familieso 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 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 research-based 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 if these CSOs are being met.

VanDevender does have one teacher who is currently taking classes to become highly qualified. 9

Wood County Schools SIG2 Letter of Intent

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

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)

New teachers to VanDevender Middle School

Team Leaders

8/27/10 Virtual Schools Jodie Pierotti Judy Johnson, Curriculum Director and WVDE presenter

8/30/10 Special Education Survival Guide Jodie PierottiRandy EdgeSteve Taylor

Board of Education Special Education Department


9/15-16/10 Title 1 Improvement Conference Jodie PierottiSteve TaylorRandi Tranquill

WVDE Title 1 Department

9/17/10 Analyzing Student Data Jodie Pierotti Teacher CoachesTammy McKnightTammy Stout

9/20/10 Strategic Plan Workshop Jodie PierottiSteve TaylorRandi 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 CoachesSandy 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 PrincipalSteve Taylor, Principal

9/28/10 Tim Brown Jodie PierottiLinda Hindman

Tim BrownJohn Merritt

9/29/10 IPI Training Jodie Pierotti Steve Taylor

WVDE

9/30/10 WVEIS Workshop Jodie PierottiSteve Taylor

Bob Mathews, MIS Department

9/30/10 Employee Code Workshop Jodie Pierotti Karen Brunicardi, Assistant Superintendent of Elementary

10/6/10 New Administration Training Jodie Pierotti Central Office Staff


10/7-11/10 National Gender Based Education Conference – Las Vegas

Jodie PierottiRandy EdgeDustin GarrisonMeredith HahnJay Lindamood

Dr. Sax and other presenters throughout the country

10/11/10 Destiny Edline/Grade QuickWV WritesAcuityTech Academy Website

VanDevender Teachers Bill Stokes, Media Specialist

Jami Riddle and Mackenzie Lackey, 6th grade teachers

Me Read No Way! Collaborative Team6th 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 PierottiRandy Edge

Bob Mathews, MIS Department

11/3/10 Sonday Training Jodie PierottiShawn HaughtBrenda TwymanAli HarperCheryl 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


12/7/10 Parent Involvement Training Afternoon and Evening

Parents Randi Tranquill, TIS and Jodie Pierotti C&I


Edline Odyssey Acuity WV Writes

Assistant Principal

12/16/10 Literacy Teams – The Reason Why, What, How, and When

Jodie PierottiHelen HoltLinda HindmanAli HarperBriana Devore Noel Clinton

Judy Johnson, Curriculum Director and WVDE

1/4/11 RTI – Understanding Tiers Literacy TeamJodie PierottiHelen HoltLinda HindmanAli HarperBriana Devore Noel Clinton


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 Teams8th grade


1/18/11 RTI – Strategies and Uses for developing a school wide plan

Literacy TeamJodie PierottiHelen HoltLinda HindmanAli HarperBriana Devore Noel Clinton


1/19/11 Single – Sex Based Education Collaborative Teams6th grade teamEncore Team

Parent Workshop in the evening

Mr. Chadwell, Director of Single – Sex Education, state of South Carolina


1/20/11 Single – Sex Based Education Strategies that Work

10 Classroom TeachersC&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 TeamJodie PierottiHelen HoltLinda HindmanAli HarperBriana Devore Noel Clinton


1/26/11 On-Line Writing Workshop Jodie PierottiSteve 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 PierottiSteve TaylorRandy Edge

Central Office Heads

1/31/11 Title 1 Monitoring Workshop Jodie PierottiMackenzie Lackey

John Merritt, Title 1 DirectorFrank Bono

1/31/11 – 2/6/11 FETC (Florida Educational Technology Conference)Technology Workshops Orlando, Florida

Steve TaylorRandi Tranquill

Presenters across the country

1/31/11 and 2/1/11

Understanding 8th Grade Schedules Collaborative Team8th grade


Kelly Ubbens, PHS Counselor

2/2/11 Working with Benchmark Data Collaborative Team 8th grade


2/4/11 Working with Benchmark Data Collaborative Team7th grade



6th grade

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


Judy Johnson, Curriculum Director and Teacher Coaches

2/14/11 Understanding EXPLORE Test Results

Working with 8th grade studentsParent Workshop

8th grade teachers8th grade students8th grade parents

Jack Wiseman

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 CoachesKelly SwisherRobin GoldsburgRandi Tranquill, TIS

2/21/11 RTI – Workshop for Teachers to understand the RTI process and strategies to use in the classroom

VanDevender Staff Literacy TeamJodie PierottiHelen HoltLinda HindmanAli HarperBriana Devore Noel Clinton

2/23/11 Technology Training - Mimio Collaborative Teams Teacher CoachesTammy McKnightRobin StoutRandi Tranquill, TIS


2/28/11 How to Handle ParentsStrategies to use in the Classroom

Collaborative Teams Teacher CoachSandy McKinney

3/2/11 Title 1 Improvement Meeting Jodie PierottiSteve TaylorRandy Edge

Central Office Staff

3/7/11 Mock Monitoring with Dr. Bono Title 1 StaffVanDevender Staff

Dr. Frank BonoJohn Merritt, Title 1 Director

3/15/11 RTI – Middle School Training for Administrators

Jodie Pierotti WVDE

3/16/11 RTI – How it WorksAkron, Ohio


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 CoachesKelly SwisherRobin Goldsburg

4/5/11 WESTEST 2 Training Jodie PierottiSteve Taylor


4/6-7/11 New Principals Academy Step 3 Jodie Pierotti WVDE

4/7/11 APTA Workshop Cheryl GraySteve Taylor


4/25/11 WESTEST 2 Training VanDevender Staff Jodie Pierotti, C&I Assistant PrincipalSteve Taylor, Principal

4/11 Read Night – WV Authors VanDevender StaffParents

WV Authors

4/11 Personal Finance – Math Night VanDevender Staff WESBANCO


Parents

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 CausesAfter 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):


VanDevender Middle School Examine Possible Reasons for Not Meeting Objectives

Ask "WHY?” Five TimesCurriculum and

ResourcesSchedule and

ClassroomAdministrator(s) and

TeachersStudents and Parental

InvolvementToo much to cover from large skill gaps

Discipline Not covering grade level CSOs

Absenteeism

Inconsistency of programs from grade level

Classroom support from special 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.


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:

Criteria Poor1 point

Satisfactory2 points

Commendable3 points

Points Earned

LEA governance State takeover district Limited SEA intervention No SEA intervention 3

Title I audit reportsFindings in areas requiring a repayment of funds

Findings in areas noted-repayment of funds not required

No findings in the fiscal area 3

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(entire plan, not just the Title I section)

Not approved by the SEA Approved by the SEA with revisions

Approved by the SEA without revisions 3

Percentage of Title I schools that met AYP in the last testing cycle

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

Development of schools as professionallearning communities

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.

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.

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

Identification of district leadership team and assignment of responsibilities

No district leadership team nor identified person assigned for monitoring implementation

Lacks specific identification of personnel for the district leadership team and for monitoring implementation.

A specific district leadership team is identified and one or more persons are assigned for monitoring implementation.

3


Criteria Poor1 point

Satisfactory2 points

Commendable3 points

Points Earned

School Leadership Team

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.

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) Evidence is produced to document whether the requirements of NCLB Sections 1116 and 1117 have been exceeded.

3

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. The WVDE can verify that Wood County Schools is not under any SEA intervention.2. The WVDE can verify that Wood County Schools did not have any findings in the fiscal area during the

last monitoring.3. 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.

4. The WVDE approved both the county plan and the Title I plan.5. The WVDE can verify that all Wood County Title I Schools made AYP last year.6. 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.

7. 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.


Preliminary Budget Form

District Name: Wood County Schools

School Name by TierIntervention 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 MiddleNot 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:Turnaround Model Pre-

Implemen-tation

Year 1 Year 2 Year 3 Total

Replace the principalUse locally adopted competencies to measure the effectiveness of staff who can work within the turnaround environmentScreen all existing staff and rehire no more than 50 percent of existing staffSelect new staffImplement strategies to recruit, place and retrain staffProvide high quality, job-embedded professional developmentAdopt a new governance structureUse 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 standardsPromote continuous use of student data to inform and differentiate instructionEstablish schedules and implement strategies to increase learning timeProvide appropriate social-emotional and community-oriented supports for studentsAdditional 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 Pre-Implemen-

tation


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.


Total:

School Closure Model Pre-Implemen-

tation


Close the school n/a n/aEnroll the students in other higher-performing schools in LEA n/a n/aTotal: n/a n/a

Transformation Model Pre-Implemen-

tation


A. Develop teacher and school leader effectivenessReplace the principalUse rigorous, transparent and equitable evaluation systems that take into account data on student growthIdentify and reward school leaders, teachers and other staff who have increased student achievement and the graduation rateProvide high quality, job-embedded professional developmentImplement strategies to recruit, place and retain staffOther permissible activities as defined in the regulations (specify activities)Subtotal:B. Comprehensive instructional reform programsUse 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 standardsPromote the continuous use of student data to inform and differentiate instructionOther permissible activities as defined in the regulations (specify activities)Subtotal:C. Increasing learning time and creating community-oriented schoolsEstablish schedules and strategies that provide increased learning time as defined by ED and create community-oriented schoolsProvide ongoing mechanisms for family and community engagementOther permissible activities as defined in the regulations (specify activities)Subtotal:D. Provide operating flexibility and sustained supportGive schools operating flexibility to implement fully a comprehensive approachEnsure that the school receives ongoing, intensive technical assistance and related support from the LEA and/or the SEAProvide intensive technical assistance and related support from a designated external lead partnership organizationOther 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:List School Improvement Activities Pre-

ImpleYear 1 Year 2 Year 3 Total


men-tation

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.


attachment 2 needs assessment and root causes · web viewin addition, wood county schools has...

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