PUTNAM COUNTY SCHOOLS #9 COURTHOUSE DRIVE WINFIELD WV 25213

PUTNAM COUNTY

SCHOOLS

#9 COURTHOUSE DRIVE

WINFIELD WV 25213

Technology Plan 2008-2010

E-rate funding years 2008-2010

Technology Plan

Technology Plan submitted: September 19, 2008

Page 1 of 26

Planning Committee

Name Title Representation

Barbara Wyatt

Beth Pitzer

Bruce Faulkner

Carol Bauer

Ms.

*Special Education *Teacher

Ms.

*Administration

Mr.

*Title I *Title II *Title III *Title V *Administration

Ms.

*Technology *Teacher

Chuck Hatfield

Dale Slack

Mr.

*Administration *Parent

Mr.

*Technology

Dawn Gessel

Elizabeth Robinson

Ms.

*Technology *Administration *Parent

*Title III *Teacher *Parent

Gary Walton

Gina Dailey

Greg LeMaster

Hilary Woodrum

Mr.

*Business Community

Ms.

*Business Community

Mr.

*Administration

*Student

Jackie Chaney

Joe Haynes

Ms.

*Business Community

Mr.

*Business Community

Judy Hale Ms.

*Business Community

Karen Nowviskie Ms.

*Administration

Kim Sigman

Liz Runion

Lyn Brady

Major Simms

Dr.

*Technology *Parent

Ms.


Ms.


Mr.

*Special Education

Mary A. Brown *Title III *Teacher

Mary Beckelhimer Ms.

*Technology *Administration

Mason Ballard

Melissa Ballard

*Student

Mrs. *Parent

Pat Homberg

Patricia Banning

Patsy Smith

Penny Fisher

Powell Toth

Rachel Hull

Richard Grim

Robert Hull

Sara Welch

Sarah Parkins

Sherri Mears

Tanner Sigman

Thomas Tull

Ms.

Ms.

Dr.

Dr.

Mr.

Ms.

Ms.

Ms.

Mr.

*Title IV *Special Education *Administration

*Title III *Teacher

*Administration

*Administration

Mrs. *Title I *Technology *Teacher *Parent

Mr.

*Technology *Administration

*Administration *Parent

*Administration

*Technology *Teacher *Parent

*Service Personnel *Parent

*Student

*Administration

Describe how parents, community and other appropriate stakeholder members are involved in the development and/or revision of the plan.

Parents are vital members of the Putnam County Schools community, and as such are actively engaged in every aspect of the goal setting and decision making process of the system. Putnam County maintains an active Parent Advisory Council (PAC) that meets on a monthly basis. The Council is comprised of parent representatives from all twenty three schools from throughout the county. The PAC meets monthly with all central office administrators to receive updates from each department and to give input into issues of concern. The PAC chose representatives from their group to serve on the County

Strategic Planning Committee. These members attended all strategic planning committee meetings to provide input and direction into the writing of the plan. In addtion, these parent members reported back to the entire PAC on the activities and progress being made on the strategic plan and garnered their input for future meetings.

In addtion, each school maintains an active Local School Improvement Council (LSIC) that includes parent representation. Each LSIC contributed information during the needs assessment portion of the county plan development. In addition, most of the teachers, administrators, board members, and community members on the strategic plannning committee are also parents and as such, bring that perspective to the table as well.

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Teachers from all programmatic levels serve on the Putnam County Strategic Planning Committee.

Each of these members provides a vital voice to the needs assessment process. In addition, teachers also serve on the LSIC of each school which provided input to the plan as well. Most teachers were also represented in the development of the plan via their respective union representation as the AFT and WVEA had membership on the strategic planning committee.

Additionally, the county professional development council, which is made up of teachers, provided input to the needs assessment process of the strategic plan.

All county administrators were part of the strategic planning committee. A three-day planning retreat was held in

March 2005 for all central office administrators, building level administrators, and board of education members to jointly begin the planning process for the development of the Five-Year Strategic Plan. As such, all administrators were uniquely involved in the needs assessment process. Following the retreat, each programmatic level chose one building level administrator to work closely with the core team writing the plan. Each month all administrators meet together to discuss pertinent issues and to receive updates of county initiatives. Through this process, all administrators have a voice in the formation of this plan throughout the entire planning process.

The strategic planning team also included members of the local community representing the public library, chamber of commerce, institution of higher education, businesees, etc.

Page 3 of 26

Core Beliefs

1.

Every student can learn and deserves an equitable, quality education.

2.

Every school must provide a safe, nurturing environment that promotes learning.

3.

Our curriculum and instruction must be appropriate and challenging to meet the needs of every student.

4.

Our expectations must be high to result in high achievement.

5.

Our homes, schools, and community must share responsibility for the education of our students.

6.

We must provide the appropriate resources and support to prepare students for success in a diverse and changing world.

7.

We must provide high quality staff development to create an effective learning community.

Mission Statement The MISSION of Putnam County Schools is to ensure that every student masters the curriculum and achieves academic success. We will dedicate our time, resources, and practices to closing the achievement gap, bringing every student to mastery and beyond, and preparing every student for success in a diverse and changing world. Working with the home and community, we will build a supportive system characterized by ethical behaviors, mutual respect, professionalism, and collaboration.

Page 4 of 26

Data Analysis

Key Question Data Source

1. What enrollment increases or decreases have occurred in your school system? How has this impacted the system?

Enrollment Trends

2. According to available data, what changes have occurred in the age, ethnic, or racial population demographics of your county? What are the implications?

BBER (Click on Data

Services, then County Data

Profile. Check Table of

Contents.)

WVDO

Census

3. Have there been any significant changes in the socio-economic demographics of your county? If so, what are the implications?

BBER (Click on Data



Contents.)

WVDO

Census

Summary of Concerns

Edit Concern

Putnam County Schools has seen moderate growth with an average of

100-150 students per year. The major impact of this growth is on facilities.

A major portion of local discretionary funds has been dedicated to facilities, not instruction.

A secondary impact has been staffing schools with highly qualified teachers.

Data reviewed, concerns remain unchanged

Data reviewed, new interpretations added

Edit Concern

The general population county has increased more than the school-aged population. Putnam County has many more retired and childless couples than families with school-aged children. The median age for Putam

County residents is 37.7 years.

Although it remains relatively small, the number of minority students has doubled. The number of residents with no children in the schools has an impact on the funding, especially on local levies and bonds. Therefore, a lack of school-community connection exists.



Edit Concern

A number of public housing facilities have opened in the county in the past few years, resulting in a widening gap between wealthy and economically disadvantaged families.

Our E-rate reimbursement rate has increased from 56% to 61%. While the county-wide rate for Federal Hot

Lunch assistance has remained relatively constant, a shift of location has occurred. Putnam County ranks

55th in the percent of population below poverty level at only



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4. Have there been changes in the economic stability or economic trends in your county? What are the implications?

BBER (Click on Data



Contents.)

WVDO

Census

5. What are the changes in family characteristics or background of the students served in your county? What are the implications?

Kids Count (Click on "View

Our Data Book" and select your county) below poverty level at only

8.8%. Putnam County is a residential community for Charleston and Huntington, resulting in a high rate of transience. There is a high probability that many students will not remain in the county or state.

Parental expectations of the educational system are high.

Edit Concern

Putnam County has consistantly been among the counties with the lowest unemployment rate. There has been significant business expansion in the county. The average worker's salary and household income have increased. The mean income for

Putnam County residents is $53,379.

There is a wide range between the lowest and highest income brackets resulting in a loss of true middle inclome families. A more skilled workforce is required to staff these businesses. The increased population also has resulted in an expanded service industry in the county.

Economic development has driven the improvement and expansion of the county's infrastructure, which has opened up previously underdeveloped areas of the county.

Previously rural areas are becoming bedroom communities.



Edit Concern

The number of minority students has doubled. An increasing number of students come from single parent and blended homes. The number of families with two working parents has increased. The median income is twice the state average; the per capita income is the highest in West

Virginia. In spite of this, 12.8% of students in Putnam County live below the poverty level. Half the families who live below the poverty level have pre-school age children.



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6. What are the significant social issues in your county?

Are such things as drug abuse, homelessness, poverty, juvenile delinquency rate, or crime an increasing problem?

Pride Survey (To access state data, click on "customers only" at the top of the website. The password is

"ps2005". To access your school data, contact the county Safe and Drug Free

Schools Coordinator.)

Youth Risk Behavior Survey

Please click on tables or graphs with appropriate data.

Please note that the data is statistically applicable to individual schools.

Edit Concern

The juvenline deliquency rate has more than doubled since 2001.

According to the Pride Survey, most of the students who are experimenting with drugs and alcohol are doing so at home or friends' homes after school or on the weekends. The number of meth labs found in the county has increased dramatically. Putnam County continues to allow smoking in public places while many surrounding counties have imposed bans.

The current year data indicate tobacco use decreased at the 5th and

8th grade levels. Alcohol use decreased at the 5th and 11th grade levels. Drug use decreased at the 8th grade level. Alcohol is the most prevalently used of any drug.

Students begin experimenting with all drugs between the 5th and 8th grade with alcohol being the most frequently used. Students perceive tobacco as the most harmful drug. As students' perception of risk increases, use of substances decreases.



7. What are the possible implications of technological change for your students?

8. What outside student activities or commitments may be affecting student achievement? What are the implications?

VYCU (Note: This data source provides a regular update on the impact of technology on the lives of students. Please click on

"Views You Can Use.")

US Dept of Education

EDUCAUSE

Edit Concern

High speed cable Internet service is available in most of the county. Some areas of the county have wireless access available also. Cell phones are ubiquitous throughout the population.

Most businesses and industry require high tech skills. Putnam County

Schools has added broadband access to all school sites, which has brought the availability of broadband to the regional business community as well.



School Survey (Note: No state data source exists at this time)

Edit Concern

Many high school students work. All levels of students are over scheduled by extra-curricular activities, community sports events, etc., during leisure time. Therefore, little time is available for homework and extension of classroom activities.



Page 7 of 26

9. Other?

Please describe

Edit Description extension of classroom activities.

Many students come to school lacking adequate rest and nutrition.

Edit Concern

Please describe concerns if any



DIRECTIONS: Please record priorities from the Summary of Concerns that the Committee feels may need to be included in the Plan. You will refer back to these priorities as you determine strategies and action steps in Section

VI. Special Education - No achievement gap will exist in mathematics and reading/language arts among student subgroups.

PRIORITIES FROM EXTERNAL DATA ANALYSIS

Priority #1

Priority #2

Priority #3

Edit Priority

Decrease the amount of violent or threatening behavior in schools.

Edit Priority

Decrease the achievement gap for educationally disadvantaged students.

Edit Priority

Key Outcome Indicators

Objective 1.1 There will be an annual decrease in the mathematics achievement gap between SWD and

All Students. The same action steps apply to Objective 1.3

As measured by:

WESTEST mathematics data from WV Achieves Highlights. Current year - county percent of All

Students proficient in math is 86%; SWD proficient in math is 60%.

Baseline Data 29%

Targets Actual

2005-2006 25% 2005-2006 30%

2006-2007 22% 2006-2007 25%

2007-2008 19% 2007-2008 26%

2008-2009 16% 2008-2009 N/A

2009-2010 16% 2009-2010 N/A

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Objective 1.2 Thre will be an annual decrease in the reading/language arts achievement gap between

SWD and All Students. The same action steps apply to Objective 1.4

As measured by:

WESTEST reading/language arts data from WV Achieve Highlights. Current year - county percent of

All Students proficient in reading/language arts is 88%; SWD proficient in reading/language arts is 60%.


Targets Actual

2005-2006 24% 2005-2006 30%

2006-2007 21% 2006-2007 28%

2007-2008 18% 2007-2008 28%

2008-2009 15% 2008-2009 N/A

2009-2010 16% 2009-2010 N/A

Objective 1.3

There will be an annual decrease in the mathematics achievement gap between ED and

All Students. The action steps from Objective 1.1 also apply.

As measured by:

WESTEST mathematics data from WV Achieves Highlights. Current year - county percent of All

Students proficient in math is 86%; ED proficient in math is 78%.


Targets Actual

2005-2006 8% 2005-2006 9%

2006-2007 7% 2006-2007 9%

2007-2008 6% 2007-2008 8%

2008-2009 5% 2008-2009 N/A

2009-2010 5% 2009-2010 N/A

Objective 1.4 There will be an annual decrease in the reading/language arts achievment gap between

ED and AllStudents. The action stpes from Objective 1.2 also apply.

As measured by:

WESTEST reading/language arts data from WV Achieves Highlights. Current year - county percent of

All Students proficient in reading/language arts is 88%; ED proficient in reading languiage arts is 81%


Targets Actual

2005-2006 7% 2005-2006 9%

2006-2007 6% 2006-2007 8%

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2007-2008 5% 2007-2008 7%

2008-2009 4% 2008-2009 N/A

2009-2010 4% 2009-2010 N/A

CIFMS Self Assessment

Of the 32 CIFMS indicators for 2006-2007 94% were found compliant and 6% were noncompliant.

Progress was made on 5 of the 7 noncompliant indicators. Strategies to reach full compliance include:

Adhere to district policies and procedures in the evaluation/re-evaluation of referred students.

Close the achievement gap in mathematics and reading/language arts in the special education subgroup

Adhere to district policies and procedures in the discipline of students with disabilities.

Increase inclusive settings for students with disabilities from ages 3-5.

--------------------------------------------------

Technology Goal - All students will graduate with 21st Century Skills.

The main weakness shown by the latest Digital Divide data is the age of computers. As of October 2007,

24% of school computers have operating systems below Windows XP; most are Windows 98.

The low number of digital projectors is another area of concern. While projectors are more common in secondary classrooms, few elementary teachers have projectors. The county has 190 projectors and 682 teachers. Newly adopted textbooks come with DVD and CD teaching resources, and teachers do not have full-time access to digital projectors. This prevents them from using these materials in daily instruction.

While 91% of teachers indicated that they had one or more hours of training in technology integration, staff development is third concern in light of 21st Century Skills. Due to the limited number of available staff development hours and the high number of required staff development topics, technology staff development has not been required in the past three years. Staff development has been provided primarily through the Technology Academy, which pays a stipend using Title II funds.

The OEPA Checklist should be one source of data to assess school or county needs as you prioritize your strategic issues. There are no negative consequences to checking “No” to a high quality standard since the checklist is not used for changing accreditation or approval status or selection for on-site reviews.

OEPA Analysis

According to the OEPA, Putnam County is in compliance in every area except for AYP, which is addressed in county performance goals.

Prioritized Strategic Issues

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Prioritized Strategic Issues

1. All Putnam County schools will make AYP in all subgroups.

2. All Putnam County students will complete high school.

3. All Putnam County students will master 21st Century skills and tools.

4. All Putnam County teachers will be deemed Highly Qualified according to WVDE guidelines.

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County Goal: Performance - The language arts proficiency levels of all students will increase.

1.

2.

The percent of students scoring at or above mastery in reading/language arts will increase. Measure WESTEST reading/language arts data from

WV Achieves Highlights.

The percent of students scoring at or above mastery on the WV Writing Assessment will increase. Measure WV Writing Assessment.

Objective 1 - Percentage of students scoring at or above mastery in Reading/Language Arts

Year

2005-2005 (Baseline)

2005-2006

2006-2007

2007-2008

2008-2009

Target

86%

88%

90%

92%

94%

Actual

88%

88%

88.43%

Objective 2 - Percentage of students scoring at or above mastery in Writing

Year


2005-2006

2006-2007

2007-2008

2008-2009

Target

85%

87%

91%

93%

95%

Actual

82.33%

85.33%

NA

Date

July

August

August

August

August

August

August

August

August

August

August

August

August

Topic Audience

Mode

( Coaching, Learning Community, or Trainer Led )

Trainer led Critical Thinking

21st Century Learning

K-5 teachers

Elementary admins

World cafe

Tiered Reading Model K-3 teachers Trainer led, hands on

21st Century Partnerships K-12 teachers Trainer led

I've DIBEL'd, Now What

K-3, Title I &

Resource

Trainer led, hands on

Building 21st C.

Partnerships

Elementary admins

Classroom Management MS teachers

Cooperative Learning

MS & HS teachers

MS teachers Questioning Skills

Univ. of Kansas Learning

Strategies

Writing & Grammar

Textbooks

MS teachers

MS teachers

21st Century Instruction HS teachers

21st C. CTE Curriculum &

Instruct

CTE teachers

Trainer led

Trainer led

Trainer led

Trainer led

Trainer led

Trainer led

Trainer led

Trainer led

Page 12 of 26

August -

May

August -

May

August -

May

August -

Dec.

August -

May

August -

June

New Teachers & Reading

Instruction

Partnerships w/ Home &

Community

Benchmark & Acuity

K-5 teachers

K-5 teachers & admins

K-12 teachers

Coaching

Trainer led

Trainer led

September

September

September -

May

September -

May

September -

May

Sept -

October

September

- May

September

- May

September

- May

21st Century Leadership

21st C. Curriculum &

Instruction

Mentoring

DIBELS on the Palm

Teaching with Reading Street K-5 teachers

AIM for Literacy in Upper

Elementary

Teaching Reading in the

Elementary Classroom

DIBELS Assessments

Supporting Tiered

Reading Model

Supporting Investigations

Math

Depth of Knowledge

HS administrators

HS teachers

HS teachers & admins

K-3 teachers

4-5 teachers

K-5 teachers

K-5 teachers

K-3 teachers

K-5 teachers

K-5 teachers

Trainer led

Learning communities

Trainer led


Trainer led

Learning Community

Coaching

Coaching

Trainer led


Learning communities

December

January

Using Benchmark Data to

Inform

October

Teaching Language Arts with

Reading Street

Six Traits Writing October

October - May

Teaching Language Arts in the Elementary Classroom

October -

May

Implementing Tiered

Instruction

November -

May

Supporting Reading

Instruciton

November Instructional Strategies

Using techSteps to Help

Students Master Core

Content and Technology

Instructional Strategies

K-5 teachers & admins

K-5 teachers

K-5 teachers

K-5 teachers

4-5 teachers

K-5 teachers


Trainer led

Trainer led

Coaching

Trainer led

Coaching

K-12 teachers Trainer led

5th grade teachers

K-12 teachers


Trainer led

Page 13 of 26

June

August 2008

August 2008

Using techSteps to Help

Students Master Core

Content and Technology

Effective Strategies for the

90-Minute Block

21st Century Teaching &

Learning

August 2008 Using Digital Portfolios

August 2008 Cooperative Learning

July 2008 -

June 2009

Project-Based Learning

August 2008

New Textbook & Electronic

Resource Training

August 2008

- June 2009

21st Century CSOs &

Strategies

4th grade teachers

HS Teachers


Trainer Led

HS Teachers Trainer Led

HS Teachers

HS Teachers

HS Teachers

Trainer Led

Trainer Led

Learning Community & Trainer

Led

HS Language Arts

Teachers

HS Department

Chairs &

Administrators

Trainer Led

Trainer Led & Learning

Community

CSP-1 - Review and revise systemic curriculum maps.

Core Plan Title I Title II Technology

Identify 21st Century Teacher Leaders to guide the county revision of curriculum maps.

Adjust the county prioritized and mapped curriculum to reflect 21st Century CSOs.

Correlate existing district technology to revised curriculum maps.

Provide professional development opportunities and disseminate revised curriculum maps.

Implement 21st Century CSOs.

CSP-2A - Expand the use of standards-based instructional methods.


Provide professional development opportunities on standards-based instruction for all curricular areas and programmatic levels.

CSP-2B - Expand the use of differentiated instruction.


Implement the three-tiered instructional model for K-3 reading.

Develop a plan for implementing tiered instruction in RLA for upper elementary students.

Support and monitor the implementation of differentiated reading/language arts instruction at all levels.

Provide professional development opportunities on differentiated instruction for all curricular areas and programmatic levels.

Pilot Project Based Learning at all levels.

CSP-3A - Utilize periodic benchmark assessments to inform instruction.


Acquire and/or utilize the necessary hardware and software for systemic benchmark assessment (DIBELS, Writing Roadmap 3.0 and Acuity).

Provide professional development on the use of benchmark assessment tools.

Provide staff development on use of benchmark data to inform instructional decisions.

Administer benchmark assessments and monitor progress.

Monitor system data to adjust curricular and instructional implementations.

CSP-3C - Support and encourage the use of classroom-based performance assessments.


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Provide professional development to introduce classroom-based performance assessment.

Develop and pilot various performance-based learning modules (simulations, individualized performances, webquests, etc.)

Investigate alternate grade/mastery reporting.

CSP-4A - Provide a middle and high school curriculum of sufficient rigor and relevance to meet the needs of advanced learners.

Core Plan Title II Technology

Provide information to middle and high school students regarding AP curriculum.

Provide information to middle and high school parents regarding AP curriculum.

Provide AP adminstrative training to all middle and high school principals and counselors.

Continue system-wide criteria for AP examination requirements including exam fee reimbursement procedures.

Continue system-wide criteria for AP teacher training requirements including mandatory sessions every three years.

Increase the number of students taking and passing the AP and college entrance exams.

Provide AP vertical teaming training for middle and high school teachers.

Provide matching funds to purchase online AP preparation software.

Provide a college advisory program for Buffalo and Winfield High Schools to increase the college-going rate.

Utilize distance learning equipment to increase AP and honors courses offerings.

CSP-5C - Provide job-embedded, high-quality, research-based staff development on effective teaching strategies and specific content information.

Core Plan Title I Title II Title III Technology

Continue the employment of curriculum coaches and curriculum specialists in the areas of reading, mathematics, technology integration, and early intervention.

Provide to all professional employees a wide range of professional development opportunities to increase their effectiveness. These will include, but not be limited to, sessions on content knowledge, effective instructional strategies, curriculum development, dealing with affective issues, learning strategies, PBS requirements, and program development and enhancement, etc.

Work with the 21st Century Teacher Leadership Institute participants to develop model classrooms for the teaching of 21st Century Skills. These model classrooms will be used as demonstration sites for the purpose of providing professional development opportunities for PK-12 teachers.

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County Goal: Performance - The mathematics proficiency levels of all students will increase.

1.

The percent of students scoring at or above mastery in mathematics will increase. Measure WESTEST mathematics data from WV Achieves

Highlights.

Objective 1 - Percentage of students scoring at or above mastery in Mathematics

Year


2005-2006

2006-2007

2007-2008

2008-2009

Target

83%

88%

90%

92%

94%

Actual

84.5%

86.43%

86.43%

Date

Aug-November,

2008

Aug. 2008-

May 2009

Aug. 2008-May

2009

August 2008

September 2008

August 2008

October 2008

November 2008

August 2008

August 2008

Topic

Lenses on the

Math Classroom

Technology and

Math

TechSteps

Program

Questioning

Skills

First in Math

Audience

Secondary

Administrators

MCE Math

Teachers

MCE core

Teachers

MCE core

Teachers

Elementary

Teachers

Mode

( Coaching,

Learning

Community, or

Trainer Led )

Learning

Community

Trainer Led and Coaching


Trainer Led

Trainer Led and Hands On

Using

Investigations in the Classroom

Assessing

Student

Mathematics

Achievement in

Investigations

Geometry,

Measurement, &

Data

Cooperative

Learning

Thinkfinity

Training

Elementary

Teachers

Elementary

Teachers

Elementary

Teachers

Coaching

Coaching

Coaching

MCE Teachers Trainer Led

MCE Teachers Trainer Led

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August 2008

Aug. 2008-May

2009

August 2008

August 2008

August 2008 -

June 2008

August 2008

July 2008 - June

2009

August 2008 -

May 2009

SLANT and

LINCs Training

Whiteboard

Training

Effective

Strategies for the 90 Minute

Block

21st Century

Teaching &

Learning

MCE Teachers

MCE Teachers

HS Teachers

HS Teachers

Math Leadership Math Teachers

Trainer Led

Coaching

Trainer Led

Trainer Led

Learning

Community

Cooperative

Learning

HS Teachers Trainer Led

Project Based

Learning

21st Century

CSOs &

Strategies

HS Teachers

HS Department

Chairs and

Administrators

Learning

Community and Trainer Led

Trainer Led and Learning

Community

CSP-1 - Review and revise systemic curriculum maps.


Identify 21st Century Teacher Leaders to guide the county revision of curriculum maps.

Adjust the county prioritized and mapped curriculum to reflect 21st Century CSOs.

Correlate existing district technology to revised curriculum maps.

Provide professional development opportunities and disseminate revised curriculum maps.

Implement 21st Century CSOs.

CSP-2A - Expand the use of standards-based instructional methods.


Monitor and support the implementation of standards-based math instruction.

Provide professional development opportunities on standards-based instruction for all curricular areas and programmatic levels.

CSP-3A - Utilize periodic benchmark assessments to inform instruction.


Acquire and/or utilize the necessary hardware and software for systemic Acuity benchmark assessment.

Provide professional development on the use of benchmark assessment tools.

Provide staff development on use of benchmark data to inform instructional decisions.

Administer benchmark assessments and monitor progress.

Monitor system data to adjust curricular and instructional implementations.

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\

Technology - All students will graduate with 21st Century Skills.

There will be an increase in the number of teachers, at all grade levels and across all curriculum areas, who use 21st Century tools to help students develop

21st Century skills

Measure Digital Divide Survey. Indicates percentage of computers with Windows XP or higher

Year

2005 (Baseline)

2006

2007

2008

2009

Target

50%

70%

90%

100%

Actual

34%

59%

76%

Measure Professional Development Database. Indicates the percentage of professional personnel who completed 6 or more hours of technology-related staff development.

Year

2006 (Baseline)

2007

2008

2009

Target

16%

75%

90%

Actual

6%

48%

Date Topic

July/August 08

August 08

August & October 08

August 08

September 08

Fall 08

Technology Tools

Thinkfinity

SchoolKit/TechSteps

WebTop

TechSteps

Online assessments

Fall 08/Spring 09

December 08

Spring 08

Ongoing

Technology Standards for Teachers

TechSteps

Kidspiration/Inspiration

Digital Literacy

October 2008

Aug. 2008- May 2009

TechSteps

Whiteboard Training and support

Aug. 2008 - June 2009 Tech Integration Support

January 2009 TechSteps

June 2009 TechSteps

Audience

Elementary teachers

Elementary teacher & fine arts teachers

Middle school core teachers

High school teachers

K-8 administrators

3-8 & 11 core teachers and administrators

Elementary teachers

5th grade teachers

K-5 teachers

All staff

MCE core teachers

MCE Teachers

Poca Middle and High Schools

MCE core teachers

K & 4th grade teachers

Mode

( Coaching, Learning Community, or Trainer Led )

Trainer led, hands-on








Trainer led, hand-on

Cyberschool, online self-paced



Coaching


Trainer Led

Tech 01 - Provide 21st century hardware and infrastructure to support the effective use of technology.

Technology

Purchase/replace hardware as needed to support curricular and TechSteps needs.

Continue to replace school and district office computers on a five-year cycle.

Replace older servers (Pentium III).

Provide matching funds to assist schools as they replaced Pentium III workstations and initiate local projects.

Provide access to the Novell local area network and Internet to staff and students who sign and follow the county acceptable use policy.

Pursue grants and use TFSS/TI funds to provide wireless access in schools. Implement wireless access in a manner that provides increased access to the network in a secure manner.

Tech 02 - Promote and support the integration of technology into all areas of the curriculum for instruction, acceleration, and remediation.

Technology

Continue the implementation of RiverDeep software (Internet based) to support K-8 reading and math.

Page 18 of 26

Continue the implementation of RiverDeep software (Internet based) to support K-8 reading and math.

Employ two Computer Curriculum Specialist to assist teachers as they integrate technology into all areas of the curriculum.

Employ two Technology Integration Specialists to assist teachers at Poca Middle and High Schools as they integrate technology into all alreas of the curriculum.

Enhance school library media collections online resources to support student research. Support collection conversion to InfoCentre and Destiny to provide increased access to media center materials.

Provide high school teachers with access to Turnitin to help students understand plagiarism is and how to avoid it.

Provide math remediation to Poca Middle students using Apangea online software.

Promote the use of high-quality instructional Internet resources such as Teach21, textbook resources, ThinkFinity, and SAS.

Implement TechSteps in K-8 to ensure students develop 21st Century skills beginning with grades 5-8.

Tech 03 - Provide a robust communications network.

Technology

Explore bandwidth needs to support 21st Century learning via the WAN. Provide 10, 20, 100 Mb/s or 1 Gb/s connections to NOC at board office. Provide 20, 30 Mb/s, or partial DS3 connection from NOC to WVDE building 6.

Utilize listservs for programmatic level communication. Ensure that all professional staff utilize access e-mail accounts.

Provide local/long distance telephone service to all facilities. Provide cellular and paging services to key personnel.

Explore other telephone topologies -- VoIP, hosted centrex, etc.

Utilize GradeQuick Web and Edline to provide more up-to-date and accurate information on student achievement and attendance.

Provide up-to-date information via county and school websites and web hosting services.

Tech 04 - Provide students and teachers with increased access to 21st century tools and resources.

Technology

Establish pilot 21st Century classrooms for teachers attending 21st Century learning opportunities.

Provide equipment to enhance 21st Century instruction.

Where feasible, add labs to schools for increased teacher and student access.

Utilize Technology Integration Specialists at Poca Middle and High Schools to implement new technologies and increase the number of teachers utilizing technology.

Utilize Technology Integration Specialists at Poca Middle and High Schools to provide before and after school access to technology.

Work with architects and contractors during the planning and construction of new andrenovated schools (Scott

Teays)

Tech 05 - Utilize distance learning opportunities made possible by increased bandwidth to overcome scheduling problems and provide acceleration and specialized courses.

Technology

Utilize distance learning at high schools to provide specialized courses and overcome scheduling problems.;

Support local schools in NASA e-missions, virtual field trips, and other distance learning opportunities.

Explore acquiring distance learning equipment for other schools.

Utilize virtual school courses to overcome scheduling problems and offer low incident courses.

Tech 06 - Promote parental involvement and improve collaboration with community and home through the use of 21st century tools and resources.

Title I Technology

Implement Edline to improve communication with parents and students by providing access to grade reports and teacher's assignments.

Provide up-to-date information to students, parents, staff and community via county and school websites.

Implement School Messenger system at all schools to provide rapid notification in emergency situations and daily information such as attendance and announcements.

Tech 07 - Provide professional development opportunities for staff members to learn to use and integrate 21st century tools and resources.

Title II Technology

Provide support for state-trained technology integration specialists (EETT, Library, Exceptional Education, and

Vocational).

Utilize state-trained technology integration specialists, county technology integration specialists, and TLI participants to provide staff development.

Provide staff development for teachers in the effective use of 21st Century tools and resources in support of Tools for Schools initiatives.

Provide staff development for teachers and administrators on effective technology integration tools and techniques.

Provide staff development for teachers and administrators on utilizing technology for monitoring progress of students in coursework and assessment.

Provide staff development for distance learning educators.

Provide technology support for county staff development opportunities.

Provide technology support for school staff development opportunities.

Page 19 of 26

Provide technology support for school staff development opportunities.

Tech 08 - Install, maintain, support, and repair technology hardware, software, and infrastructure.

Technology

Employ five technicians to install, maintain, support and repair technology.

Implement IssueTrak software for help desk and work order management. Maintain help desk during school year.

Research, evaluate, utilize and adopt technology to promote the efficient and effective management of the school system.

Provide financial support to RESA III to hire a technician. Utilize a RESA III technician to repair equipment two days per week.

Upgrade network electronics to increase network efficiency and speed as more workstations have gigabit network cards.

Tech 09 - Collaborate with adult literacy providers to provide 21st century skills for community .

Technology

Page 20 of 26

Putnam County Schools uses a systemic approach to technology planning, implementation, and evaluation. The Putnam County Schools Technology

Team has developed technology models for each of the programmatic levels. At the elementary level, the model includes five computers in each K-5 classroom. At the middle level, it includes one general lab for every 150 students or per grade level and one technology education lab. At the high school level, the model includes one general lab for every 400 students, one business lab for every 250 students, and one computer science lab. The model is a guide the placement or replacement of computers using county, state, and/or federal funds. Currently the county is focusing on replacing all computers below Pentium IV running Windows XP operating system.

The Putnam County Schools Technology Department is part of the Curriculum and Instruction Department and is comprised of eight staff members: a director, two Computer Curriculum Specialists, and five technicians. The Computer Curriculum Specialists are primarily responsible for software integration and staff development, providing training and support to individuals, small groups, and large groups. In addition to the required professional development, the county hosts a summer Technology Academy and a year-long Technology Standards/Intel Teach to the Future project. Additional training is offered on school time, after school, and on ISS days. The technicians are responsible for the installation, support, repair and maintenance of hardware, networks, and infrastructure. By ensuring that technology is available and working and that staff members know how to utilize the existing software, the Putnam

County Schools' Technology Department supports instructional program.

During the 2008-2009 school year, the Technology Team and county staff are focusing on the implementation of 21st Century learning. The programmatic models are being reviewed in light of needs for 21st Century learning and the limitations of existing electrical infrastructure. A K-5 committee has been developed to align existing technology to the new CSOs that will be adopted in the fall of 2008. A similar committee will be formed for secondary schools later in the year.

The county and school technology plans provide a description of how the county and schools plan to allocate adequate resources to provide students with equitable access to 21st century technology tools, including instructional offerings and appropriate curriculum, assessment and technology integration resources aligned to both the content and rigor of state content standards as well as to learning skills and technology tools. The plans include the various technologies that enable and enhance the attainment of 21st century skills outcomes for all students. How we plan for technology in our county and schools is based upon the validation from research-based evaluation findings from previous West Virginia-based evaluation projects.

In addition, through the technology planning process, the county and schools continue to study and include emerging technologies for application in a twenty-first century learning environment. The purchase of technology through state contracts provides for uniformity in technological hardware and software standards and procedures. State provided anti-virus protection software helps to ensure network security and integrity. Expanded bandwidth, along with additional local, state and federal funding, provide increased ability for the county to ensure that the capabilities and capacities of the technology infrastructure are adequate for acceptable performance of the technology being implemented in the public schools. As an additional benefit, the county and schools enjoy the opportunity to purchase from state contracts that allow us to be able to take advantage of appropriate bulk purchasing abilities and to purchase from competitively bid contracts.

An added benefit for our county and school data collection and reporting to the Department of Education and to the federal government is WVEIS, the state-provided comprehensive statewide uniform integrated education management and information system. Also developed by WVEIS, the online county and school’s technology plan’s structure allows flexibility to adjust the plan based on developing technology, federal and state requirements and changing local school and county needs. The online county and school technology plans are developed in compliance with United States Department of Education regulations and Federal Communications

Commission requirements for federal E-rate discounts. The county and schools also continue to seek applicable federal government funds, philanthropic funds, and other partnership funds (or any combination of these types of funds) to augment state appropriations and encourage the pursuit of funding through grants, gifts and donations.

Some technology initiatives in schools and counties may not be adequately addressed in the goals/objective/strategy section of the technology planning section. The county and school narrative allow planning teams to structure a framework/narrative description to describe how the county and schools will allocate adequate resources to provide students and teachers to twenty-first century technology tools.

Page 21 of 26

Schools and counties should analyze digital divide survey reports as a needs assessment for technology planning.

Digital Divide

Summarize concerns from the analysis of the survey.

The main weakness shown by the latest Digital Divide data is the age of computers. As of October 2007 22% of school computers have operating systems below Windows XP; most are Windows 98. Many of these computers are teacher workstations, which is a hinderance as teachers try to implement 21st Century tools into instruction. The student to computer ratio is 3.62:1. Electrical and space issues are a hinderance to decreasing this ratio.

The low number of digital projectors is another area of concern. The county has 190 projectors and 682 teachers. Newly adopted textbooks come with DVD and online teaching resources. Teachers, who do not have full-time access to digital projector, are are unable to use these materials in daily instruction.

Last year 14% of teachers indicated that they had no training in technology integration, so staff development is third concern in light of 21st Century Skills. Due to the limited number of available staff development hours and the high number of required staff development topics, technology staff development has not been required in the past two years. Staff development in 21st Century learning is a major focus for the 2008-2009 school year.

Page 22 of 26

County E-Rate Compliance Questions

Acceptable Use Policy

Look at the information included in this section. Revise if any of the information listed is incorrect or needs to be updated.

1. Do you have an Acceptable Use Policy?

Yes No

2. If yes, what is the last date of adoption/revision?

3. When was the public meeting held for CIPA Compliance?

4. Provide the URL to your acceptable use policy.

http://boe.putn.k12.wv.us/co/employee/forms.html

10/15/2001 (mm/dd/yyyy)

Schools

Other

Buildings

5. Please identify for E-Rate requirements the number of schools and other buildings in your county that have Dial Up modem connections to the Internet?

6. Please identify for E-Rate requirements the number of schools and other buildings in your county that have 56K frame relay connections to the Internet?

7. Please identify for E-Rate requirements the number of schools and other buildings in your county that have T-1 frame relay connections to the Internet?

8. Please identify for E-Rate requirements the number of schools and other buildings in your county that have ATM T-1 Internet connections?

9. Please identify for E-Rate requirements the number of schools and other buildings in your county that have cable modem connections to the Internet?

10. Please identify for E-Rate requirements the number of schools and other buildings in your county that have DSL connections to the Internet?

11. Please identify for E-Rate requirements the number of schools and other buildings in your county that have 10 Mb connections to the Internet?



14. Please identify for E-Rate requirements the number of schools and other buildings in your county that have 1 Gb connections to the Internet?

15. Please identify for E-Rate requirements the number of schools and other buildings in your county that have more than 1 Gb connections to the Internet?

0

0

0

0

0

0

15

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

16. Please identify for E-Rate requirements any other configurations that may exist for schools and other buildings connecting to the Internet?

(Please only answer this question if your school or other building connections do not apply to any of the questions above.

This question allows for emerging technologies that may not be in place when the survey was written.

Most counties should leave this question blank.)

Sites sharing 10 mb connecti ons (connection in first sit e)

1. Buffalo High & Elementary

2. Poca Elementary & Middle

Total

0

0

0

0

0

0

15

0

0

0

0

Page 23 of 26

Funding Source Hardware Software Infrastructure Maintenance Prof. Development Salaries Benefits Stipends Other TOTALS

TFS - elementary

TFS-secondary

TI

Local share

EETT

County/school

Grants - SBA

Title II

SpEd

WVDE - TIS

Microsoft

Other

TOTALS

104,510

152,760

66,775

8,508

115,000 170,700

130,000

46,200

3,000

34,000

38,907

87,000

713,753 243,607

25,255

62,480

20,000

16,668

124,403

50,000

50,000

14,250

81,326 36,599

485,000 146,500

14,250 566,326 183,099

4,067 19,500

40,000

152,760

152,760

130,937

62,480

150,000

1,027,200

16,668

130,000

46,200

3,000

87,000

4,067 59,500 1,959,005

Funding Source Year Annual Disc% Commit County Match

E-rate funds 2009 Cellular

Data Lines

Internal Conn Maint

Internal Connections

Internet Access

Long Distance

Paging

Voice

Voice/Long Distance

WAN

Web Hosting

E-rate Totals

TFS/Elementary E-rate Application 2009 State Totals - TFS/Elementary

TFS/Secondary E-rate Application 2009 State Totals - TFS/Secondary

64,500.00

109,560.00

0.00

0.00

0.00

13,989.36

0.00

53,744.00

36,765.00

62,449.20

0.00

0.00

0.00

7,973.94

0.00

30,634.08

27,735.00

47,110.80

0.00

0.00

0.00

6,015.42

0.00

23,109.92

0.00

0.00

0.00

378,090.00

215,511.30

162,578.70

31046.76

17696.65

13,350.11

650,930.12

371,030.17

279,899.95

0.00

0.00

0.00

0.00

0.00

0.00

Funding Source

E-rate funds

Year

2008 Cellular

Data Lines

Internal Conn Maint


Internet Access

Long Distance

Annual Disc% Commit County Match

64,500.00

109,560.00

0.00

0.00

31,046.76

13,989.36

Page 24 of 26

36,765.00

62,449.20

0.00

0.00

17,696.65

7,973.94

27,735.00

47,110.80

0.00

0.00

13,350.11

6,015.42

Funding Source

E-rate funds

Paging

Voice

Voice/Long Distance

WAN

Web Hosting

E-rate Totals

TFS/Elementary E-rate Application 2008 State Totals - TFS/Elementary


0.00

53,744.00

0.00

30,634.08

0.00

23,109.92

0.00

0.00

0.00

378,090.00

215,511.30

162,578.70

0.00

0.00

0.00

650,930.12

371,030.17

279,899.95

0.00

0.00

0.00

0.00

0.00

0.00

Funding Source

E-rate funds

Year Annual Disc% Commit County Match

2007 Bundled Voice/Long Distance

Cellular

Data Lines

Internal Conn Maint


Internet Access

Long Distance

Paging

Voice

WAN

Web Hosting

E-rate Totals

0.00

71,100.00

135,840.00

0.00

0.00

0.00

6,000.00

3,180.00

61,796.00

0.00

0.00

0.00

40,527.00

77,428.80

0.00

0.00

0.00

3,420.00

1,812.94

35,223.72

0.00

0.00

0.00

30,573.00

58,411.20

0.00

0.00

0.00

2,580.00

1,367.66

26,572.28

0.00

0.00

277,916.00

158,412.46

119,504.14

TFS/Elementary E-rate Application 2007 State Totals - Elemenary TFS

State Totals - TFS/Elementary


0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

0.00

Year

2006 Cellular

Data Lines

Internal Conn Maint


Internet Access

Long Distance

Paging

Voice

WAN

Web Hosting


54,600.00

104,880.00

0.00

0.00

0.00

8,578.44

720.00

51,656.76

0.00

0.00

Page 25 of 26

33,306.00

63,976.80

0.00

0.00

0.00

5,232.85

439.20

31,510.62

0.00

0.00

21,294.00

40,903.20

0.00

0.00

0.00

3,345.59

280.80

20,146.14

0.00

0.00

State Basic Skills E-rate

Application

E-rate Totals

2006 State Totals - BS/CE

State SUCCESS E-rate Application 2006 State Totals - SUCCESS

220,435.20

134,465.47

85,969.73

0.00

0.00

0.00

0.00

0.00

0.00

Funding Source

E-rate funds

State Basic Skills E-rate

Application

Year

2005 Cellular

Data Lines

Internal Conn Maint


Internet Access

Long Distance

Paging

Voice

Web Hosting

E-rate Totals

2005 Hometown ES

State Totals - BS/CE

State SUCCESS E-rate Application 2005 State Totals - SUCCESS


36,000.00

116,265.00

0.00

0.00

0.00

6,096.00

9,360.00

65,735.88

21,960.00

70,921.65

0.00

0.00

0.00

3,718.56

5,709.60

40,098.89

14,040.00

45,343.35

0.00

0.00

0.00

2,377.44

3,650.40

25,636.99

0.00

0.00

0.00

233,456.88

142,408.70

91,048.18

4,121.00

4,121.00

0.00

80 3,296.80

3,296.80

0.00

824.20

824.20

0.00

Page 26 of 26

PUTNAM COUNTY SCHOOLS #9 COURTHOUSE DRIVE WINFIELD WV 25213

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