-
Dr. Jennifer McCormick Superintendent of Public Instruction
PARTM ENT O.F EDUCATION Wrlrhin1j mtRil111t/ttt ttut]pnt
tue:ceaa,
---------------~------------------:------------·---------------,Part
:1.: Grantee information
Sthoolcorporation/
Eligible Entity:
Title IV l>rogram Administrator:
fitle IV Program Administratot Telephone Number:
Superintendent Name:
Total f:Unding Allocation Requested:
East Gibson School Corporation
Elizabeth Hill
812-749-4755
Dr. Henry M. Brewster
$100,000.00
2725
[email protected]
[email protected]
LEA Bidder Number:
{For information Oh Bidder Number 35-1103813 or to ilPPIY,
please.click !-1.rnI)
mailto:[email protected]:[email protected]:100,000.00
-
Applicants are required to have a W9, Direct Deposit form, and
Bidder Number on file with the Indiana Department of Education
prior to application review.
Submit applications via emailto:titleiv@doe. in.gov
Eligibility:
D All LEAs and public charter schools are eligible to apply for
Title IV, Part A funds in FFY 17. After FFY 17, only those LEAs
that have not received Title
IV, Part A funds in the previous two years will be eligible
unless all eligible LEAs who applied are served. For example, if an
LEA receives Title IV, Part
A funds in FFY 17, the same LEA will be eligible to apply for
FFY 20 funds.
D Sections 4105(a)(2), 4105(a)(3), and 4106(b) indicate that a
State educational agency shall not award a sub grant if the amount
of the sub grant is
less than $10,000. In order to apply for an individual Title IV
grant application, a LEA must have a minimum allocation of $10,000.
LEAs that do not
meet the $10,000 threshold may form a consortium to apply for
funds. If a consortium is formed, a fiscal agent must be
designated. LEAs applying
for funds as a consortium shall submit a single application and
designate one LEA to serve as fiscal agent.
Application Type:
Select one of the following options:
)( Individual LEA Application OLEA Consortium Application If
participating in a LEA Consortium, please indicate the consortium's
fiscal agent: If participating in a LEA Consortium. please list the
participating members and corresponding corporation numbers:
Important Grant Information
D Expected number of subgrantees Awarded: 100
D Anticipated funding award: Minimum of $10,000, Proposed
Maximum of $100,000
D Availability of funding and the number of high-quality
subgrants will impact the number of awards and their award amounts.
The award amounts
must be proportional to the LEAs' population and demographics.
Once the competition and subgrantees are approved, the IDOE will
consult with
individual successful subgrantees to amend or finalize their
respective budgets.
-
Consortium Participant Agreement (NOTE: this section is only
required for LEAs entering into a consortium for Title IV, Part A
funding.
By signing this form, the LEA agrees to participate in a
consortium application for Title IV funds for the 2017-2018 school
year and to meet all of the assurances and
program requirements as outlined in the Title IV grant
application. Signed and dated copies for each member of the
consortium should be submitted by the fiscal agent with the final
Title IV application.
School Corporation Not Applicable ,mz,a Not Applicable
Superintendent Not Applicable Natne
Not Applicable Not Applicable &r.11tm@i1 .title
iVAdtninistrator
Not Applicable Natni:!:
Signature of Not Applicable Not Applicable Title IV
Administrator
Fiscal ,Agent
Not Applicable Not Applicable Sthotil .Corp.f i:iigibl'e Entity
Name
Fiscal Agent Name Not Applicable
Fiscal Agent Signature.w Not Applicable Not Applicable
mailto:r.11tm@i1
-
Part 2: Titl.e IV, Part A Grant hiforrnatlon
Title IV, Part A grants are intended to improve students'
academic achievement by increasing the capacity of States, LEAs,
schools, and local communities to provide all
students with access to a well-rounded education, improve school
conditions for student learning, and improve the use of technology
in order to improve the academic
achievement and digital literacy of all students.
Grant Award Information:
Title IV, Part A- Student Support and Academic Enrichment
Grants
U.S. Department of Education
Indiana Department of Education
84.424A
Student Support and Academic Enrichment Grants
S424A170015
Grant Award Timeline:
September 1, 2017
September 8 ,2017
October 16, 2017 by 4:30 p.m.
November 15, 2017
September 1, 2019
September 30, 2019
October 15, 2019
October 30, 2019
-
~dditional Resources:
ritle IV, Part A
Website:http://www.doe.in.gov/grants/title-iv
ritle IV, Part A Learning Connection: Search for "Title IV'' and
click "Join Community"
-
\~ , Superintendent Signature:
'atu-re·
~~
Part 3: LEA and School Assurance and Waivers
The LEA/Eligible Entity must provide the following assur,3nces
in its application.
The LEA/Eligible Entity must be able to provide, upon request,
evidence of compliance w.ith each assurance.
1. Assurance that the LEA will complete all activities and
requirements by the state, including an emphasis on the following
through a needs assessment to ensure access to a well-rounded
education, improvement of school conditions for student learning to
create a healthy and safe school environment, or access to
personalized learning through technology: Science, Technology,
Engineering, and Mathematics (STEM); or Reading; or Career &
Technical Education; or International Baccalaureate (!B), Dual
Credit; and Advanced Placement; or Social/Emotional and whole child
supports
2. Establish and maintain fiscal contra\ and fund accounting
procedures, as set forth in 34 CFR Part 7 and in applicable federal
and state laws and regulations.
3. An LEA that is awarded a grant shall spend no more than 25%
of its funding on technology infrastructure;
4. The Title IV, A funds will be used only to supplement and not
supplant state and local funds a school Would otherwise
receive,
5. Prior written approval must be received from the Indiana
Department of Education before implementing any project changes
with respect to the pur·poses for which the proposed funds are
awarded.
6. Retain all records of the financial transactions and accounts
relating to the proposed project for a pE!riod of three years after
termination of the grant agreement and shall make such records
available for inspection and audit as necessary.
7. The LEA or consortium wlll prioritize the distribution of
funds to ·schools served by the LEA or consortium by one of the
following: schools that are among the schools with the greatest
needs, as determined by such local education agency, or consortium;
have the highest percentages or numbers of children counted under
section 1124(c); are identified for comprehensive support and
improvement; are implementing targeted support and improvement
plans; are identified as pefsistently dangerous public elementary
school or secondary schools.
8. The district will help the school choose and sustain
effective instructional strategies and methods and ensure that the
school staff receives high quality professiona! development
relevant to the implementation of instructional strategies. The
chosen strategies must be grounded in evidence-based research and
address the specific instruction or other issues, such as
attendance or graduation rate, that caused the school to be
identified for school improvement.
9. Comply with section 8501-8504, regarding equitable
participation of private school children and teachers.
10. Engage ln consultation with stakeholders in the area served
by the LEA regarding the focus areas and content of this grant.
Stakeholders must include, but are not limited to parents,
teachers, principals, students, school leaders, charter school
representatives, specialized instructional support personnel,
Indian tribes (when applicable), local government representatives,
and community-based organizations.
11. The Indiana Department of Education may, as they deem
necessary, suf)ervise, evaluate, and provide guidance and direction
to the district and school in the management of the activities
performed under this p!an.
12. The schools and district shall adhere to Indiana Department
of Education reporting and evaluation requirements in a timely and
accurate manner.
13. The LEA certifies that it has verified the state and federal
suspension and debarment status for all subcontractors receiving
funds under the fund _associated with this application and shall be
solely responsible for any
recoupment, penalties or costs that might arise from use of a
suspended or debarred subcontractor. The LEA shall immediately
notify the State _if any subcontractor becomes debarred or
suspended, and shall, at the State's request, take all steps
required by the State to terminate its contractual relationship
with the subcontractor for work to be performed and supported by
funding from the application.
14. A Request for Amendment to Title IV, Part A Grant
Application will be.submitted under these circumstances: 1) a 10%
funding change in a budget category; and/or 2) a change in the
scope of activities within a category. 15. The School
Corporation/Charter School certifies that it is currently
registered in the System of Award Management (SAM
https://www.sam.gov) database.
a) The LEA has expended $750,000 in fe~;~juod~tween July 01,
2016 and June 30, 2017. Yes D No DX b) If yes, the LEA has received
~j!!lgle-ciUdit or p~m.specific audit 4?- CFR 200.501). Yes D No
D
Date: 10-13-/J Date: _______
Treasurer Signature: ~)(.;1./4~
Date: /()-/2, --("(
http:https://www.sam.gov
-
Part 4: Title IV, Part A Improvement Menu of Interventions
~ote: Applicants are encouraged to _request funding for
activities that integrate, to the greatest extent possible,
allowable activities from multiple focus areas based on the
:omprehtmsive needs assessment.
D Science, technology, engineering, mathematics, and/or computer
science STEM activities may include, but are not limited to:
increasing access for groups of underrepresented students to
high-quality courses; supporting participation in nonprofit
competitions; providing students hands-on learning and exposure to
STEM, including through field-based and service learning;
supporting the creation and enhancement of STEMfocused schools;
facilitating collaboration among programs that toke place during
the school day and those that take place during out-of-school time;
and integrating other academic subjects such as the arts into STEM
curricula.
D Reading, Language Arts
D Learning programs that provide post-secondary level courses
accepted for credit at institutions of higher education, and
post-secondary level instruction and examinations that are accepted
for credit at institutions of higher education. This includes
reimbursing low-income students to cover part or all of the costs
of accelerated learning examination fees
These programs may include, but ore not limited to: increasing
the availability and enrollment in AP or /8 programs, dual or
concurrent enrollment programs, and early college high schools.
D Career and college counseling/guidance This may include, but
is not limited to: counseling programs and services, assistance
applying for college entrance and financial aid, advising on
academic and occupational training, transition programs, and
preparing for college aptitude tests.
D Other courses, activities, and programs, or othur experiences
that contribute to a well-rounded education.
A) Provide All Students with Access to a Well-Rounded
Education
Allowable uses of funds include, but are not limitE!d to: direct
services for students, professional development for teachers and
administrators, salaries of personnel to carry out identified
programs and services, and supplemental educational resources and
equipment.
Improve student engagement and achievement by improving student
access to:
iupplement, Not Supplant: As per Sec. 4110, these funds shall be
used to supplement, not supplant non-Federal funds that would
othE!rwise be used for activities allthorized under this
,ubpart. Applicants are to ensure that planned activities
supplement, not supplant non-Federal funds thatwould be used for
similar activities.
-
0
B) Social and Emotional Supports Allowable uses of funds
include, but are not limited to: direct services for students,
professional development for teachers and administrators, salaries
of personnel to carry out identified programs ar
services, and supplemental educational resources and
equiplTlent.
l'oster safe, healthy, supportive, and drug-frue environments
that support student achievement by: [J Implementing drug and
violence prevention programs. D Training school personnel in drug,
violence, trafficki_ng, and trauma. D Implementing programs that
educate students and .school personnel about bullying and
harassment prevention.
D Supporting local educational agencies to implement mental
health awareness training programs that are evidence-based to
provide education to school personnel regarding resources available
in the community for students with mental illnesses and other
relevant resources relating to mental health or the safe
de-escalation of crisis situations involving a student with a
mental illness.
D Supporting local educational agencies to expand access to or
coordinate resources for school-based counseling and mental health
programs, such as through schoolbased mental health services
partnership programs.
D Providing local educational agencies with resources that are
evidence-based addressing ways to integrate health and safety
practices into school or athletic programs including physical and
nutrition education.
D Implementing programs that support dropout prevention and
re-entry.
Implementing child sexual abuse awareness and prevention
programs that are age-appropriate and developmentally appropriate
for students or that provide information to parents and guardians
of students about sexual abuse awareness and prevention.
D Implementing schoolwide positive behavioral interventions and
supports. [J Designating a site resource coordinator at a school or
LEA to establish partnerships within the community. [J Providing
school-based health services, including chronic disease
management.
D Social Emotional Learning including, but not limited to:
interventions that build resilience, self-control, empathy,
persistence, and other social and behavioral skills D Other
courses, programs, or personnel, that contribute to improving
school conditions for student learning.
-
D Providing educators, school leaders, and administrators with
the professional learning tools, devices, content, and resources to
personalize learning, use technology effectively in the classroom,
and support teacher collaboration.
D Identify and address technology readiness needs, including the
types of technology infrastructure and access available to the
students served by the LEA, including computer devices, access to
school libraries, Internet connectivity, operating systems,
software, related network infrastructure, and data security
D Use technology, consistent with the principles of universal
design for learning, to support the learning needs of all students,
including children with disabilities and English learners
D Developing or using effective or innovative strategies for the
delivery of specialized or rigorous academic course and curricula
through the use of technology, includin digital learning
technologies and assistive technology, which may include increased
access to online dual or concurrent enrollment opportunities,
career and technica courses, and programs leading to a recognized
postsecondary credential.
D Build capacity for principals, other school leaders, and
teachers to use data and technology to improve instruction and
personalize learning.
D Providing students in rural, remote, and ·underserved areas
with the resources to take advantage of high-quality digital
learning experiences, digital resources, and access to online
courses taught by effective educators.
D Making instructional content widely available through open
educational resources D Implement digital citizenship initiatives
that include strategies to address student safety
D Other supports, programs, or activities that provide support
and access to using technology to advance student learning.
C) Improve the Use of Technology in order to Improve the
Academic achievement and Digital Literacy of All Students
'l.J:/>s rn0y thtin 25% of tot-c1i budgt.:t .;..:·.;,. ;-0 ~1
for te,.iwor,,,v \nlr,islrudure expenditures.
is•f1 as;tn..1,·:tut'/2 lridudes µv,c,,., devices,
equ;i,Jr''·2i';\'., and "Lliwarn :..q.. ;/:,~·:::t!i..ms in rn Jet
e~:~; rradiPt'\,S s:hor l:fo!!s. Allowable uses of funds include,
but are not limited to: direct services for students, professional
development for teachers ·and administrators, salaries of personnel
to carry out identified programs anc
services, and supplemental educational resources and
equipment.
Increase access to personalized, rigorous learning experiences
supported by technology by:
-
Part 5: Title IV, Part AC
Comptehens~vce Needs .Assessment
-
LEA must complete an assessment of local needs to ensure that
Title IV, A interventions are targeted to meet the needs for:
improvement in access to, and opportunities for, a well-roundE
ucation for all students; school conditions for student learning·in
order to create a healthy and safe school environment; and access
to personalized learning experiences supported t :hnology and
professional development for the effective use of data and
technology. This Comprehensive Needs Assessment (CNA} must ensure
that chosen interventions are aligned wit al needs, the evidence
base and local capacity are considered when selecting a strategy, a
robust implementation plan exists with adequate resources, and
reflection informs next step ,ction 4106].
-
-------------
Program Goals & Objectives Consultation Briefly describe
what will be accomplished through the proposed initiatives through
Title IV, A.
The East Gibson School Corporation is committed to its' vision
to ensure a rigorous and relevant curriculum, built on a foundation
of positive and effective relationships, for each student. With
this in mind, the proposed initiatives contained in our Title IV,
A, grant application would work to provide increased opportunities
for students, in grades K -12, to participate in curriculum built
for the educational growth and development of the student. The
proposal would accomplish this through the expansion of our STEM
Program, including offering a new course at the highcschool, while
launching an after school program for elementary and junior high
school aged students. Further, this would be accomplished through
the expanded use of technology (1:1 Instructional Initiative) and
professional development of our instructional staff.
The goals and objectives of our proposal will be to enhance
student performance in /STEP assessment, including student growth
and performance rote improvements, while also growing student
College and Career readiness capabilities; through the expanded use
of technology and increased interest in STEM programs.
Identify the stakeholders who were consulted in the design of
the Title IV, A plan and describe the manner in which it occurred
in the space below. NOTE: The text entry belo1,1 describing the
consultation activities is a required component.
X Teachers
X Principals
X Other school leaders and professionals (School Counselors and
Superintendent) D Paraprofessionals X Instructional support
personnel
D Parents
D Community partners D Other:
The stakeholders in the roles identified above collaborated
through focused meetings, including group and one· on· one
strategies. During the stakeholder discussions data was reviewed in
order to identify opportunities·· for· improvement. The discussions
have led to the creation of the Title IV proposal, including the
go. forward initiatives. Further, staff survey information was
utilized to assist in the identification of go -forward strategies
for the Title IV initiatives presented by East Gibson School
Corporation.
Data Sources & Measures
Include specific educator and/or student data analyzed to
determine needs.
Data Point For Technology Initiative:
1:1 Instructional Device Strategy is currently in place for
Students in Grades 6 -12;
For the three elementary schools combined, there are 68
computers, for a total enrollment of 479 students, or a ratio of
one computer for every 7.04 students. These computers are available
through a lab set up in each of the three elementary buildings.
The East Gibson School Corporation's School -Community,
including the towns of Oakland City, Francisco, and Mackey, are in
a poor, rural area of Southwestern Indiana. The school
corporation's Free and Reduced Lunch Rate has increased each year
during the past five (5) years, reaching a level of 50% for the
2017 -2018 school year. This rate include
-
a 61% level of Free and Reduced Lunch for Oakland City
Elementary; 47% for Francisco Elementa·ry; 41.7% for Wood Memorial
Junior High School; 34.5% for Barton Township Elementary; and 34%
for Wood Memorial High School.
Note: Evidence exists that indicates the actual rate for free
and reduced lunch is higher than the rates indicated as many
families do not submit requests to be included in the program. This
is mostly out of self - pride.
The number of wireless data points is woefully short for the
three elementary schools. These items are needed in order to ensure
an effective expansion of the usability of the existing computers,
as well as the proposed 1:1 devices.
Stem Initiative: During the school year of 2017 - 2018 Wood
Memorial High School launched the first curriculum contained within
the Principles of Biomedical program. This course was identified
due to the high number of students indicating they plan to enter
the medical field following high school and college. The enrollment
of students in this first year course, at the high school level, is
47 students, or 18.4% of the high school enrollment. This is an
indication of the student body desire to pursue the biomedical
career opportunities.
After School STEM Program: Currently the STEM program for
students in the junior high school and elementary grade levels is
limited to one 9 -week rotation for students in the 8th grade.
During the past three school years Wood Memorial High School has
seen an increase in students pursuing the STEM curriculum areas,
including Science and Engineering. Along with the student enrollmen
numbers indicated previously for the Biomedical program, our
Engineering curriculum contains 52 students, representing 20.4% of
the high school enrollment for the 2017 - 2018 school year. This is
an indication of a growing interest of our students and parents in
the STEM program.
College and Career Readiness: Students graduating with Core 40
and/or Honors Diplomas is well below state average. For 2016 Wood
Memorial High School students leaving school with a Core 40 Honors
Diploma stood at 17.6%, compared to a state average of 37.9%; and
for the same year, students graduating with a Core 40 Diploma were
a rate of 47.1%, compared to a state average of 87.8%. In 2015,
only 16.6% of the students earned college credits through a dual
credit course offering.
Slaff Professional Development: Prior to the 2017 -2018 school
year the only students involved in East Gibson's 1:1 initiative
were those in grades 6-8. This was expanded through an investment
by the school corporation at the beginning of the 2017 - 2018
school year to include the_ students in grades 9 -12. However, a
significant need has been identified in the area of staff
development and education, focused on the effective utilization of
technology for instructional purposes. This is solidified by the
fact approximately 50% of the staff utilized technology for
instructional purposes, at a rate of less than 33% of the time
during the 2016 - 2017 school year. Professional development gaps,
in this regard, exist with the use of technology for instructional
assignments, formative assessment, differentiation, and response to
intervention. A staff survey in the spring of 2017 indicated a need
for this type of training at a rate of 54.5% who stated they needed
professional development to enhance effectiveness with the use of
technology for instruction. Another 45.5% indicated issues with
connectivity du to a shortage of wireless access points within the
East Gibson school facilities.
Prioritized Needs Describe the needs {NOT activities) determined
through on analysis of the data; include in the description an
explanation of how the LEA will prioritize funds for schools with
the highe, need.
The review of the abave referenced data provided evidence to
East Gibson's need to provide additional opportunities for students
to hove access to dual credit/college courses; to identify dynamic
methods to increase student college and career readiness; provide
staff with the necessary tools, education, and training, in support
of the school corporation ..s
-
mission to develop students through a rigorous and relevant
instructional program. In support of these needs, is the aspect of
the availability of technology, which must be expanded for grades
K- 5.
The data, in particular the Free and Reduced levels provided
above, serve to prevent students and families from pursuing college
credit (dual credit) and Advanced Placement courses during their
high school career. Thus, the establishment of a financial
assistance program would go a long way to increase the number of
students enrolled in such course offerings, while working to
enhance their college and career readiness.
The analysis ofthe data above provided an indication of growing
interest in STEM related curriculum areas, such as Biomedical and
Engineering. Currently being limited to one course for the
Biomedical segment is limiting student opportunities to earn
college dual credits ond to expand their college and career
readiness levels. Further, the limited opportunities for students
below grade 9 to experience the opportunities offered by the
technical segments of STEM serves as o deterrent to the overall
growth and advancement of the student. Launching an After-School
STEM program would be a positive first s.tep to not only grow
student skill set, but to attract greater interest in the
curriculum and programs associated within it.
A staff survey, conducted in the spring of 2017, and covered
above has pointed a need towards formalizing a strategy to provide
a more diverse strategy for professional development. Included in
the needs identified by corporation staff members was training i_n
the areas of the use of technology in the classroom; formative
assessment strategies; student - centered instructional techniques;
and much more.
-
Part 6: Title IV, Part A Application Activities
-------------------------·------------------------------------------·---------------------------1
Describe the Title IV, A-funded activities and programming used
to support well-rounded education for all students, social and
emotional supports, and/ or technology integration [Sec. 4106]:
The initiatives identified within the East Gibson School
Corporations Title IV proposal have all been identified as
best-practice within education. The utilization of technology has
been proven to provide for enhanced rigor within the instructional
program, while also all1>wing instructors greater flexibility
with the use of their time as they identify differentiation,
response to intervention, and remediation opportunities on a daily
basis for the student. Further, it has become increasingly
pertinent that schools provide digital citizenship education for
the student, given the importance technology devices now plays in
our soc:iety. Through the addition of 1:1 devices, for our
elementary aged students, East Gibson School Corporation is
convinced that a well - rounded educational opportunity, along with
an enhanced safe and secure environment will be created for our
children.
Regarding the proposal to enhance rigor in the classroom...This
relates directly. to enhancing our college and career readiness
preparations for each student graduating from East Gibson. Without
question, it has become more difficult for rural schools to provide
the same level of funding, in curriculum areas, as larger ones may
be able to afford. The utilization of the proposed grant funding
would directly and positively impact the student body of our school
district. Further, the proposed initiative will provide a greater
view of opportunities for students that have, for far too long,
accepted mediocrity as the norm and goal. We are committed to
ensuring our students, staff, and school - community maintain a
laser focus on nothing short of greatness, as it relates to each
child's educational growth and development.
The proposed 1:1 initiative, at the elementary schools, as well
as the expanded STEM {PLTW) programs contained herewith, are
recognized programs that have been proven to enhance the ability of
our children to succeed in post-secondary education and with
professional careers throughout their lifetime. Additionally, the
development of instructional staff, an important asset for any
school corporation, is imperative in an on-going and continual
manner. East Gibson School Corporation is committed to ens:uring
the utilization of these proven, well known, and best practice
strategies to build a positive and successful execution of the
proposed initiatives.
Describe the rationale tied to the Needs Assessment, Stakeholder
Input, and/or Data: Data Point For Technology Initiative:
1:1 Instructional Device Strategy is currently in place for
Students in Grades 6 -12;
Note: This fact and data identify a gap in the educational
growth for students below grade 6 in the East Gibson School
Corporation. Further, the information identifies an area of
weakness, as related to the safety and security of our students, in
regards to digital citizenship.
-
For.the three elementary schools combined, there are 68
computers, for a total enrollment of 479 students, or a ratio of
one computer for every 7.04 students. These computers are available
through a lab set up in each of the three elementary buildings.
Note: This fact and data identify a gap In the educational
growth for students below grade 6 in the East Gibson School
Corporation. Further, the information identifies an area of
weakness, as related to the safety and sec:urity of our students,
in regards to digital citizenship.
The East Gibson School Corporation's School - Community,
including the towns of Oakland City, Francisco, and Mackey, are in
a poor, rural area of Southwestern Indiana. The 1 school
corporation's Free and Reduced Lunch Rate has increased each year
during the past five (5) years, reaching a level of 50% for the
2017 - 2018 school year. This rate
includes a 61% level of Free and Reduced Lunch for Oakland City
Elementary; 47% for Francisco Elementary; 41.7% for Wood Memorial
Junior High School; 34.5% for Barton Township Elementary; and 34%
for Wood Memorial High School.
Note 1: The presented data on free and reduced llunch highlights
the lack of funding available for the families of our school
district, as related to providing access to technology in the
homes. This information and fact works to further stress the value
of East Gibson School Corporation providing technology
opportunities and education to students, in particular those in the
elementary schools.
Note 2: Evidence exists that indicates the actual rate for free
and reduced lunch is higher than the rates indicated as many
families do not submit requests to be included in the program. This
is mostly out of self - pride.
The number of wireless data points is woefully short for the
three elementary schools. These items are needed in order to ensure
an effective expansion of the usability of the existing computers,
as well as the proposed 1::1 devices.
Note: This fact and data identify a gap in the educational
growth for students below grade 6 in the East Gibson School
Corporation. Further, the information identifies an area of
weakness, as related to the safety and security of our students, in
regards to digital citizenship.
Stem Initiative: During the school year of 2017 -2018 Wood
Memorial High School launched the first curriculum contained within
the Principles of Biomedical program. This course was identified
due to the high number of students indicating they plan to enter
the medical field following high school and college. The enrollment
of students in this first year course, at the high school level, is
47 students, or 18.4% of the high school enrollment. This is an
indication of the student body desire to pursue the biomedical
career ·opportunities.
Note 3: The provided data on the high level of high school
students enrolled in the Biomedical program, coupled with the data
provided during the execution of the student 4 - year planning
process, indicating a high interest of medical professions as a
career interest, supports the need to further expand this
curriculum area.
After School STEM Program:
Currently the STEM program for students in the junior high
school and elementary grade levels is limited to one 9 -week
rotation for students in the 8'h grade. During the past three
school years Wood Memorial High Schciol has seen an increase in
students pursuing the STEM curriculum areas, including Science and
Engineering. Along with the student enrollment numbers indicated
previously for the Biomedical program, our Engineering curriculum
contains 52 students, representing 20.4% of the high school
enrollment for the 2017 -2018 school year. This is an indication of
a growing interest of our students and parents in the STEM
program.
-
Note 4: The enrollment level of the high school engineering
programs (Introduction to Engineering; Principles of Engineering;
Civil Architectural Engineering; and Principles of Design) provide
the leaders of East Gibson School Corporation with data indicating
the need for expanding STEM development into the younger ages of
students - elementary and junior high grades.
College and Career Readiness: The number of students graduating
with Core 40 and/or Honors Diplomas is well below state average,
For 2016 Wood Memorial High School students leaving school with a
Core 40 Honors Diploma stood at 17.6%, compared to a state average
of 37.9%; and for the same year, students graduating with a Core 40
Diploma were a rate of 47.1%,
compar~d to a state average of 87.8%. In 2015, only 16.6% of the
students earned college credits through a dual credit course
offering.
Note 5: This fact and data provides guidance that increased
focus and rigor is necessary to advance the preparation of our
students moving into the workforce and/or post secondary educ~tion
opportunities.
Staff Professional Development: Prior to the 2017 -2018 school
year the only students involved in East Gibson's 1:1 initiative
were those in grades 6-8. This was expanded through an investment
by the school corporation at the beginning of the 2017 - 2018
school year to include the students in grades 9 -12. However, a
significant need has been identified In the area of staff
development and education, focused on the effective utilization of
technology for instructional purposes. This is solidified by the
fact approximately 50% of the staff utilized technology for
instructional purposes, at a rate of less than 33% of the time
during the 2016 - 2017 school year. Professional development gaps,
in this regard, exist with the use of technology for instructional
assignments, formative assessment, differentiation, and response to
intervention. A staff survey In the spring of 2017 indicated a need
for this type of training at a rate of 54.5% who stated they needed
professional development to enhance effectiveness with thE! use of
technology for instruction. Another 45.5% indicated issues with
connectivity due to a shortage of wireless access points within the
East Gibson school facilitieS.
Note 6: The input provided by staff members directly relates to
their needs to grow instructional skills. The survey provides
collaborative opportunities for each instructor to have input on
areas of training and education need1~d to successfully exceed the
school corporation's mission.
Describe the program objectives and intended outcomes:
Objectives/Outcomes:
1. To provide greater opportunitiE,s for students to utilize
technology in the classroom. Intended Outcome - To increase the
number of students with 1:1 capability for grades 1- 5.
2. To enhance student knowledge on the proper utilization of
technology, through a digital citizenship curriculum. Intended
Outcome -To reduce the number of student discipline issues related
to improper utilization of technology at all grade levels;
3. To provide increased college and career readiness
opportunities, through an expanded STEM curriculum in the areas of
Science, Technology, and Engineering. Intended Outcome -To increase
the enrollment of students in STEM related curriculum areas. To
improve college and career readiness levels for our students, as
identified by the annual state accountability information;
4. To grow the skillset of instructional staff, in order to
enhance the utilization of technology for instruction, and to
support the increased rigor required for student college and career
readiness. Intended Outcome -To improve instructional staff
evaluation ratings in the areas of formative assessment, student -
centered lesson activity execution, and bell - to - bell
instruction. To increase the number of students
-
successfully passing the annual state assessment, while also
increasing student growth levels on said assessment in year - over
- year comparison;
5. To provide financial resource,s for students requiring
assistance in enrolling in college level (dual credit) courses.
Intended Outcome - To increase the number of students enrolled in
and earning college credits through dual credit curriculum
offerings.
Describe how and with what frequency your program will be
evaluated for effectiveness and the individual(s) responsible for
evaluation: The program will be evaluated by utilizing data such
as: Graduation Rate (Annual); Rate of Students Entering College
(Annual); Rate of Graduates Returning for the Second Year of
College (Annual); College and Career Readiness Rating (Annual);
!STEP and SAT Assessment Results, including pass rates, growth
rates, and alignment with Indiana state average (Annual); The
number c>f students enrolling and Year - Over - Year Trends in
STEM related programs (Annual); The number of students joining the
STEM After - School Program (Monthly); Student and Parent Survey's
related to identifying Opportunities to enhance programs (Annual);
Staff Survey's related to Training and Development, as well as the
use of technology in the classroom for effective rigorous and
relevant instruction (Semi- Annual); The number of students
utilizing the financial assistance program for dual credit
enrollment (Semi -Annual); A technology device utilization metric,
identified by the respective instructor on a weekly basis, which
will work to allow tracking of the efficient utilization of
technology in the classroom (Weekly).
If applicable, describe any partnerships with an institution of
higher education, business, nonprofit organization, community-based
organization, or other public or private entity: East Gibson School
Corporation has entered into an agreement to partner with the Ivy
Tech College's Evansville, Indiana Campus for the Early College
Program. Thi.s partnership is focused on identifying course
opportunities which will allow our dual crndit offerings to
increase, thus presenting students the opportunity to earn between
30 and 60 college credits prior to high school graduation. The
initiatives outlined in the Title IV proposal for East Gibson
School Corporation will align with the goal of the Early College
Program.
1. Expansion of STEM AX 1. Wood Memorial High School; 1.
Equipment and Materials 1. Curriculum and Program BO 2. Wood
Memorial Junior High School; Required for the $30,340I
Opportunities through the co 3. Barton Township Elementary School;
Curriculum; Addition of a Biomedical 4. Oakland City Elementary
School; 2. Required Certification Curriculum - Human Body 5.
Francisco Elementary School. Training Costs for 2. $2,400ISystems.
lnstrucior;
2. To provide After - Sch'ool 3. PLTW Annual Program STEM
program, with a focus Costs; 3. $3,000 on expanding opportunities
4. Program Materials; 4. $4,500 for Junior High and 5.
Instructor/Sponsor Fees. 5. $5,000 Elementary (Grades 5 and 6)
students.
-
1. Staff Professional AD Development - Effective BX Utilization
ofTechnology in C the Classroom, including Digital Citizenship for
the 21st Century.
2. Wood Memorial High School; 2. Education and Training 2.
$17,600 Wood. Memorial Junior High School; Events. Oakland City
Elementary School; Barton Township Elementary School; Francisco
Elementary School.
1. Expansion of East Gibson 3. Barton Township Elementary
School; AD 3. Technology Devices 3. $15,394 School Corporation's
1:1 Francisco Elementary School; (iPads);BD 4. $8,800 Technology
for Instruction Oakland City Elementary School. 4. Wireless
Routers. Program.
ex
1. Encouragement of Dual AX 4. Wood Memorial High School 4. Dual
Credit College Course 4. $10,000 Credit College Courses, BO
Expenses. through a Financial C Assistance Program for High School
Students.
AO 5. 5. 5. BO
co 6. 6.AD 6. 6.
BO
co
Please note that the totals for Focus AreasA, B, and C may
exceed the total allocation request as an activity may fit in
multiple focus areas.
Total Budgeted Amount for Focus Area A: $55,240
Total Budgeted Amount for Focus Area B: $17,600
Total Budgeted Amount for Focus Area C: $24,194
-
Percent of Total Allocation to be spent on Te,chnology
Infrastructure (includes purchasing devices, equipment, and
software applications in order to address readiness shortfalls).
Not to exceed 25% of total allocation. 24.934%
Total Budgeted Amount:$97,034
DIRECTIONS: You may reference the menu of intervention's from
Part 4 above; identify how the applicant will address providing all
students with access to a wellrounded education, social and
emotional supports, and/or technology integration. You may add
additional spaces for activities, if needed.
Part 1: ,title-IV, PartAsustail1allilityPlan '-.- ·- "•.. . "'
,c••"', ._, • • . ·_c___ :_•
Describe the sustainability plan detailing how proposed Title
IV, Part A grant activities and programming will be sustained in
the absence of Title IV, Part A funds, This description should
include:
D efforts to increase local capacity
D specific future funding sources, if applicable (i.e. general
funds, Title I, community partnerships) D intended program
objectives and outcomes in future years and; D how these outcomes
will be evaluated for effectiveness.
Strategy for Sustainability:
1. There is a plan identified to seek a general fund referendum
within two years, which would allow for funding to be applied
towards the sustainment of the proposed initiatives;
2. Partnerships with community and regional business leaders are
being sought, which would allow for support and funding to sustain
the proposed initiatives;
3. Toyota Motor Manufacturing is a current partner, with a
recently awarded grant for $15,000, which is being utilized to
establish an outdoor classroom for East Gibson science
students;
4. A step previously taken by East Gibson School Corporation,
beginning with the 2017 -2018 school year, was the shift in
assignment of an,
existing staft'member, Johnnie Bartley. Mr. Bartley stepped into
the role of Technology Coordinator for Instruction, supporting the
entire school corporation. This is an in-kind investment by East
Gibson that will be sustained for the long -term, supporting the
proposed initiatives;
-
Describe the sustainability plan detailing how proposed Title
IV, Part A grant activities and programming will be sustainE!d in
the absence of Title IV, Part A funds. This description should
include:
D efforts to increase local capacity
D specific future funding sources, if appliicable (i.e. general
funds, Title I, community partnerships) D intended program
objectives and outcomes in future years and;
D how these outcomes will be evaluated for effectiveness.
5. Consideration is being provided around the establishment of
an East Gibson School Corporation Heritage Organization, whose sole
purpose
would be to work as a foundation, with a goal of identifying
funds to be applied for the sustainment of the proposed
initiatives. This organization would also work towards funding
additional programs and projects, with a similar objective as the
Title IV proposal presented here;
6. East Gibson School Corporation is committed to expanding the
rigorous and relevant curriculum opportunities for our children.
This will
include continuing to add courses/curriculum to the STEM related
areas, such as Biomedical, Engineering, and math. Further, the
future objectives for East Gibson include increasing counseling
opportunities for students in the elementary and junior high
schools; implementing an academic strategy aimed at enhanced
college and career readiness, which will include an academy and
technical center focus; and the move to improved systems, such as
Naviance (college and career readiness data software), Harmony,
which will bring more robust opportunities for our operational
systems management, as well as provide real -time data to ensure
effective decision-making;
7. As indicated earlier in the Title I\/ proposal the
initiatives will be evaluated and measured through the oversight of
a programs committee,
consisting of school administrators, counselors, students,
instructors, parents, and school-community stakeholders. Data
points to be utilized
include, but are not limited to: Graduation Rate (Annual); Rate
of Students Entering College (Annual); Rate of Graduates Returning
for the Second Year of College (Annual); College and Career
Readiness Rating (Annual); ISTEP and SAT Assessment Results,
including pass rates, growth
rates, and alignment with Indiana state average (Annual); The
number of students enrolling and Year- Over-Year Trends in STEM
related
programs (Annual); The number of students joining the STEM
After-School Program (Monthly); Student and Parent Survey's related
to identifying Opportunities to enhance programs (Annual); Staff
Survey's related to Training and Development, as well as the use of
technology in the classroom for effective rigorous and relevant
instruction (Semi- Annual); The number of students utilizing the
financial assistance program for dual credit enrollment (Semi
-Annual); A technology device utilization metric, identified by the
respective instructor on a weekly basis, which will work to allow
tracking of the efficient utilization of technology in the
classroom (Weekly).
-
Part 8: Title IV; l>art A lllpn-PublitdiquitableShare
Nonpublic School List and Budget
On the following page, please list all nonpublic schools in your
district and whether each will be participating in Title IV, Part A
equitable participation funding for the 2017-2018 school year. If
any changes in nonpublic school participation take place within the
FFY 2017-19 period of availability, a "Request for Amendment to
Title IV, Part A Grant Application" must be submitted for IDOE
approval.
To calculate the equitable share for each of your Non-Public
Schools:
There are none in our district.
Step 1: Add your LEA enrollment to the total enrollment for all
participating Private Schools
Not Applicable
Step 2: Take the LEA Title IV, A total allocation minus
administration costs.
Not Applicable
-
itep 3: Divide the Title IV, A allocation by the number of total
students to determine a per pupil student amount.
Jot Applicable
,tep 4: Multiply the per pupil amount by the number of students
in the participating private schoo"I.
Jot Applicable
Jote: If applying as part of a consortium, each LEA in the
consortium must consult with each nonpublic school in their
respective geographic locations prior to applying for "itle IV
funds.
-
Nonpublic School List and Budget
·..· . ;
-
------------------------
'C. Total Enrollment (A+ B) D. Total Allocation Minus
Administrative Costs
E. Per Pupil Allocation (PPA) (Step D divided by Step C)
Nonpublic lnforrnation Page (To be completed by the official
representative from each nonpublic school, following timely and
meaningful consultation)
fan-Public School Name Not Applicable for East Gibson School
Corporation Non-Public School Number Not Applicable
Vlailing Address Not Applicable Not Applicable
:ontact Person (and Title) Contact Phone Number Not
Applicable
:ontact Email Address Not Applicable
>lease indicate how timely and meaningful conversation
,ccurred between the LEA and nonpublic officials.
Email communication Telephone conversation Face-to-face meeting
Other __
Not Applicable
Outcome:
Will not participate Will participate in Title IV, A programming
activities
;ignature of Nonpublic School Official Date
Not Applicable 'rinted Name of Nonpublic School Official
-
Non-Public Information Page (continued) {To be completed by the
official representative from each nonpublic school, following
timely and meaningful consultation)
Describe proposed activities.
Focus Area A: Click ht~re to entc~r text.
Focus Area B: Click here to enter tt~xL
Focus Area C: Click here enter text. Add additional activities
as needed.
Focus Area A: $
Focus Area B:
$
Focus Area C: $
Describe the Title IV, A-funded activities and programming used
to support well-rounded education for all students, social and
emotional supports, and/ or technology integration [Sec. 4106]:
Describe the rationale tied to the Needs Assessment, Stakeholder
Input, and/or Data:
Describe the program objectives and intended outcomes:
If applicable, describe any partnerships with an institution of
higher education, business, nonprofit organization, community-based
organization, or other public or private entity:
Signature of Nonpublic School Official Date
Printed Name of Nonpublic School Official
-
Part 9: Title IV, Part A Budget
nstructions: Please be sure to complete both the Budget Overview
and the Title IV, Part A Budget (linked below). Both sections will
be needed prior to ,pplication review.
ludget Overview:
Budget Request Schoo1Year2017-2018
TotaIAmount l'tequi!sfe!l
Title IV, A Activities: $ 97,034
Nonpublic Equitable Share: $ 0
Administration
{Optional; maximum 2% of total original allocation) $ 0
Indirect Cost {Optional) $ 0
TOTAL FUNDING RE(lUEST: $ · 97,034
itle IV, Part A Detailed Budget:
lease complete the Title IV, Part A budget as an excel
spreadsheet linked below and submit with your application. All
expenses listed in the table above
hould be included in the budget and described in the narrative
below the budget.
itle ly',_Part A Bud_gg_t~readsheet
-
~
llO 120
,~ i i
ExpenditureAc""'"'N,mhcr
Accmrnl Ceo I Noncert Cert I Professional Other Purchase
GeneralRentals Property Transfer
Non Cert Services Services Supplies
11()00 lnsllllction $ 5,000.00
Support 211)0() Scri·icc,,-
Student 3,000.00 s 10,000.00 I$ 4,500.00 Is 1s,39400
lmprornmcnt of
22)0IJ I
-
Kalena Gries Classroom Instructor Ccrt,fied I y N None
Professional Development Training for Kathryn Harris Classroom
Instructor Certified I y N None Professioual Development Training
for Elizabeth Hill Classroom Instructor !Ccn, 1ed I y N None
Professional Development Training for Gary Horrall Clas5room
Instructor Certified I y N None Professional Development Training
for Elizabeth House Classroom Instructor Certified I y N · None
Professional Development Training for Emily Hudson Classroom
Instructor Certified I y N None Professional Development Training
for Danny Jacobs Classroom Instructor Certified I y N None
Professional Development Training for Leslie Jordan Classroom
Instructor Certified I y N None Professional Development Training
for Steve Kilian Classroom Instructor Certified I y N None
Professional Development Training for Hallie Kolb Classroom
Instructor Ccrtific-d I y N None Professional Development Training
for Julie Like Classroom lnsm.ictor Certified I y N None
Professional Development Training for Kristen Lowry Classroom
Instructor Certified I y N None Professional Development Training
for K,m Lvnn Classroom Instructor Certified I y N None Professional
Development Training fot Lori Malin Classroom Instructor Certified
I y N None Professional Development Training for Jaime Malotte
Classroom Instructor Certified I y N None Professional Development
Training for Kevm Menke Classroom Jnstructor Certified I y N None
Profess1onaJ Development Training for Amanda Merkley Classroom
instructor Certified I y N None Professional Development Training
for Lt1kas Messmer Classroom Instructor Ccruf,cd I y N None
Professional Development Training for Karen Miller Classroom
Instructor Ccruf,ed I y N None Professional Development Training
for Julie Makris Classroom Instructor Ccrt,fic-d I y N None
Professional Development Training for Sally Morton Classroom
Instructor Ccruficd I y N None Professional Development Traming for
Lauren Norvell Classroom !r,stmc!or Certified ! y N Nome:
Professional Deve!opment Tmining for Kalyn Nossett Classroom
Instructor Certified I y N None Professional Development Training
for Lori Nosscn Classroom Instructor Certified I y N None
Professional Development Training for Justine Osborne Classroom
Instructor Certified I y N None Professional Development Training
for Linc Oxley Classroom Instructor Certified I y N None
Professional Development Training for Kendro Parke Classroom
Instructor Certified I y N None Professional Development Training
for Melissa Parker Classroom Instructor Certified I y N None
Professional Development Training for Mariah Poteet Classroom
Instructor Certified I y N None Professional Developmenl Training
for Whitney Powen; Classroom Instructor Certified I y N None
Professional Development Training for Kirsten Prech!el Classroom
Instructor Certified I y N None Professional Development Training
for Jane Reed Classroom Instructor Certified I y N None
Professional Development Training for Ann Reel Classroom
lllstriiCtor Certified I y N None Professional Development Training
for Kenneth Reising Classroom Instructor Certified I y N None
Professional Development Training for Lauren Schmidt Classroom
Instructor Ccrufied I y N None Professional Development Training
for Cassie Scraper Classroom Jnstructor Certified I y N None
Professional Development Tra_ining for Nicole Seitz Classroom
Instructor Certified I y N None Professional Development Training
for Dana Senninger Classroom lnstn.ictor Certified I y N None
Professional Development Training for Melanie Shepler Classroom
Instructor ·en,ficd I y N None Professional Development Training
for Cody Shoultz Classroom Instructor Ccruficd I y N None
Professional Development Training for Beth Shuler Classroom
Instructor Certified I y N None Professional Development Tram mg
/or Ryan Sparrow Classroom Instructor Cerl.lficd I y N None
Professional Development Tniining for Stacey Strickland Classroom
Instructor Ccruficd I y N None Professional Development Traming for
Chris Tanner Classroom Instructor "ruuhcd I y N None Professional
Development Training for Aliss~ Tooley Classroom Instructor
Certified I y N None Professional Development Training for Michael
Wh,te Classroom Instructor Certified I y N None Protess1onal
Development Training for Joyce Whnman Classroom Instructor
Certified I y N None Professional Development Training for
2
Structure BookmarksFigureFigure,mz,a Not Applicable
FigureFigureFigureTitle IV, Part A-Student Support and Academic
Enrichment Grants U.S. Department of Education Indiana Department
of Education 84.424A Student Support and Academic Enrichment Grants
S424A170015 September 1, 2017 September 8 ,2017 October 16, 2017 by
4:30 p.m. November 15, 2017 September 1, 2019 September 30, 2019
October 15, 2019 October 30, 2019 \~ , Superintendent Signature:
'atu-re· ~~
FigureFigureFigureFigure-------------------------·------------------------------------------·---------------------------1
FigureFigureFigure·..· . ;
