CABELL COUNTY SCHOOLS
2850 5TH AVE
HUNTINGTON WV 25702
Technology Plan 2008-2010
E-rate funding years 2008-2010
Technology Plan
Technology Plan submitted: October 02, 2008
Page 1 of 17
Planning Committee
Name
Title
Representation
Allyson Ey
Teacher, EMS
*Title I *Title III *Teacher *Parent
Allyson Schoenlein
Director of Title Services
*Title I *Title II *Title III *Title IV *Title V *Technology
*Administration
Amelia Rapp, Huntington High
School
Student
*Student
Amy McElroy
Teacher, HHS
*Teacher *Parent
Andrea Williams, Huntington
High School
Student
Ann Tao
Parent
*Business Community *Parent
Anna Smith
Teacher, HHS
*Teacher *Parent
Anne McGee
United Way
*Business Community *Parent
Ashley Nicley, Cabell Midland
High School
Student
*Student
Becky Damron
Parent Volunteer
*Parent
Bessie Holley
Board Member
Billie Chapman
Parent Educator
*Special Education *Parent
Brandi Jacobs-Jones
City of Huntington, Asst. to Mayor
*Business Community
Carol Bailey
Huntington Museum of Art
*Business Community *Parent
Cassey Bowden
United Way
*Business Community *Parent
Christa Booth
Parent
*Business Community
Clark Egnor
MU International Programs Director
*Title III *Business Community *Parent
Dan Gleason
Principal, MMS
*Administration
Dan Miles
Teacher, EMS
*Technology *Teacher *Parent
David Plumley
Creative Kitchens
*Business Community *Parent
David Tackett
Principal, CMHS
*Administration *Parent
Debbie Bryan
Teacher, HMS
*Teacher
Denis Chapman
Teacher, CMHS
*Teacher
Dennis Adkins
Coordinator of Technology
*Technology
Dennis Caldwell
Administrative Assistant for Elementary Education
*Administration
Donna Dunn
Teacher, Geneva Kent El.
*Teacher
Dr. Barbara Maynard
MU Instructor
*Teacher *Business Community
Dr. Stan Maynard
MU Asst. Dean Educ.
*Teacher *Business Community
Dustin O'Field
Teacher, BMS
*Teacher
Gary Cook
Principal, Beverly Hills Middle
*Administration
Georgia Porter
Principal, EMS
*Title I *Administration *Parent
Geraldine J. Sawrey
Assistant Superintendent of School Improvement
*Title I *Title II *Title III *Title IV *Title V *Special
Education *Administration
Glenna Plymale
CAG Facilitator WVDE
*Administration
Gregg Webb
Principal, HHS
*Administration
Janet Foss
Instructional Coach
*Teacher
Jedd Flowers
Director of Communications
*Administration *Business Community
Jeff Smith
Director of Curriculum and Assessment
*Title II *Technology *Administration *Parent
Jenny Walton
Teacher, SHES
*Title I *Teacher
Joan Adkins
Pre-K Coordinator
*Parent
Joan O'Dell
Teacher, Culloden El.
*Teacher
Jody Lucas
Treasurer
*Administration
Judy Forbush
Assistant Superintendent of Administrative Services and
Leadership Development
*Administration
Justin Boggs
Teacher, BHMS
*Teacher
Kathy Lafferre
Parent
*Business Community *Parent
Kathy McCoy
Director of Special Education
*Special Education *Administration
Kheng McGuire
United Way Director
*Business Community *Parent
Laura Gilliam
*Business Community *Parent
Lou Booth
Parent Partner, Peyton El.
*Title I *Parent
Michael O'Dell
Assistant Superintendent of Operations
*Administration
Natasha Sowards
Parent
*Parent
Nila Cobb
WV Extension Agent
*Business Community *Parent
Robert McClain
Director of Career Technical Education
*Administration
Robin Harmon
Principal, Highlawn Elementary School
*Title I *Administration
Samuel Moore
Asst. Prin. Sp Hill
*Administration *Parent
Sandy Duncan
Teacher, MMS
*Teacher
Seth Floyd
Teacher, CMHS
*Teacher *Parent
Sheila Leach
Teacher
*Teacher
Sherri Woods
Director of Student Support Services
*Title IV *Administration *Parent
Sue Newman
Secretary Title Services
*Title I *Title II *Title III *Title IV *Title V *Technology
*Service Personnel
Susan Bailes
Parent Partner, HMS
*Title I *Parent
Page 2 of 17
Susan Bailes
Parent Partner, HMS
*Title I *Parent
Suzanne Oxley
Board Member
*Parent
Tara Maynard
Elementary Teacher
*Teacher *Parent *ESL Parent
Terry Porter
Principal, Altizer El.
*Title I *Administration *Parent
Tim Hardesty
Principal, Ona Elementary School
*Administration *Parent
Tina Cooper
Teacher, Cox Landing Elementary School
*Teacher
Todd Alexander
Administrative Assistant- Secondary Schools
*Administration *Parent
Valerie Leggett
Secretary
*Service Personnel *Business Community *Parent
William A. Smith
Superintendent
*Technology *Administration *Parent
Describe how parents, community and other appropriate stakeholder members are involved in the development and/or revision of the
plan.
Cabell County Schools created a new strategic planning committee to develop a new five year plan beginning in
2008-09. The committee includes representation from all district stakeholders, including parents, students,
teachers and administrators at various levels, and community leaders.
The committee was provided with an overview of 21st century education in our global society. The
district committee first examined the core beliefs of the system and elected to revise them significantly. They
then proceeded to in turn revise the district's mission statement.
The district strategic planning committee reviewed progress towards annual goals and objectives of
the 2007-2008 strategic plan and made recommendations for the 2008-2009 plan based on this information as
well as other district data including standardized test scores, the special education Continuous Monitoring for
Progress annual report, student attendance, graduation and drop-out data, student discipline data and information
gathered through monitoring of federal programs. The committee elected to adopt three goals focusing on rigor,
relevance and relationships. Objectives for each goal were also adopted by the committee. Action plans were
developed by central office staff and then shared with committee members for feedback and modification.
Additional goals were added for technology and for federal compliances.
The Title Services Director has also convened subcommittees to give input about the needs of students and
schools receiving grants through Title Programs. Parents representing each Title I school have discussed
program needs at monthly meetings throughout the year. In addition, a subcommittee representing the interests
of students with Limited English Proficiency contributed to the planning of Title III needs. Using a
self-monitoring document, school principals and their staffs also analyzed their schools' needs and requirements.
The Special Education Director convened a committee to conduct its Continuous Monitoring for Progress. The
Director of Special Education has also met with local private schools to discuss the needs of identified special
needs students who attend and funding and staff supports for programming.
The district is engaged in a strategic planning process specifically targeted to address the needs of high school
education in the 21st century. The International Center for Leadership in Education will conduct needs
assessments and individual the individual high schools will develop strategic plans specific to each school. In
addition, the district strategic planning to meet the global needs of the district's high schools. This will be
incorporated into the district's overall strategic plan in the Spring of 2009.
The district's committment to standards-based education is reflected in its goals and objectives focused on rigor,
relevance and relationships. Progress towards the implementation of standards based instruction will be
monitored by the district through its school monitoring process using the rubrics provided by the West Virginia
Department of Education as well as analysis of the data from the WVDE survey on the Implementation of
Standards-Based Instruction.
The district will annually reconvene its strategic planning committee to review progress towards its goals and
revise objectives and action plans as appropriate before submitting its annual plan to the West Virginia
Department of Education.
Page 3 of 17
Core Beliefs
We believe that. . .
1. a safe, nurturing and inviting environment is conducive to learning.
2. to be effective in a global society, everyone must understand and respect individuals and cultures.
3. with high expectations, quality services and support, ALL studnets will have the opportunity to achieve.
4. through rigorous. relevant instruction and meaningful relationships, teachers will actively engage and
motivate students.
5. students share responsibility for their learning.
6. 21st Century technology integration is essential to teaching and learning.
7. learning is enhanced when school, family and community establish relationships, share resources and support
mutual goals.
8. open and honest communication builds supportive relationships that strengthen our school system.
Mission Statement
Cabell County Schools is a 21st Century Learning community dedicated to the success of every
student.
Page 4 of 17
Data Analysis
External Trend Data:
Summarize
According to the Continuous Improvement and Focused Monitoring Process
completed by the special education department and members of the committee, the
number of Students qualifying for special education continues to decrease. We feel
this is due to the early intervention process and student's increased participation in
regular education environments.
Benchmark assessments, Woodcock Reading Mastery, DIBELS assessments and
progress monitoring indicate that students have made progress in the RtI at
elementary, middle and High school and the number of students requiring
interventions are decreasing each year. Our goal is to continue the current process.
Student Achievement Data:
The CIFMP confirms that many Special education students have not met AYP according
to the current WESTEST scores.
Data is not available from the WESTEST 2 Online Writing Assessment Field Test.
The district did not meet adequate yearly progress (AYP) in participation in the black
subgroup in mathematics and reading. It did not meet AYP in the black subgroup in
students proficient.
The district did not meet AYP in the students with disabilities and economically
disadvantaged subgroups in students proficient in either mathematics or reading.
Four middle schools, Barboursville, Beverly Hills, Enslow, and Milton, did not meet
AYP. Huntington and Cabell Midland High Schools also did not meet AYP.
In reviewing trend data, the district's scores in reading, mathematics, science, and social
studies have continued to stay flat for the past five years. The gap between the all
subgroup and the black, special education, and economically disadvantaged subgroups
has seen a modest decrease in mathematics, but has remained consistent in reading.
ACT EXPLORE scores are comparable to those of the state and nation, while the ACT
PLAN scores are slightly below those of the state and nation.
Other Student Outcome Indicate Data:
The CIFMP indicates deficiencies in the IEP process that must be corrected through
staff development and supports for teachers.
Culture, Conditions:
The district has been working to implement the Organizational Health model to
assess and improve the overall climate of each school. Organizational Health looks at enhancing the
overall effectiveness of individual schools by analyzing the results of a teacher survey over the
ten (10) dimensions of organizational health.
Each school principal has been provided
with individual guidance based on the survey results from their school. Based on the results of the
survey, a plan for improving the schools overall organizational health was devised. Each school has
an operational team and an instructional team composed of the school principal and teacher
leaders. The area of autonomy was identified as the overall weakness of thes school district.
Page 5 of 17
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
The district will address the following issues strategically:
1. Students with Disabilities (SWD) have not met AYP in mathematics in all district middle schools nor at Cabell
Midland High although most schools showed improvement in the % of students reaching mastery from the
previous school year. District instructional coaches for the secondary level have been hired to assist regular
education classroom teachers with providing differentitated instruction and technology integration. Recovery
School has been implemented at the district middle schools in addition to the high schools and after school
tutoring is available now in all settings. Special education teachers provide support through co-taught classes,
previewing of material and remedial instruction. Support classes at the high school level will be offered for
students struggling with mathematics, including SWD. Standards'based math instruction is being infused into the
curriculum. The district is investigating additional support programs to provide tiered support in mathematics.
The black subgroup at Huntington High also did not make AYP in mathematics proficiency nor did the
economically disadvantaged subgroup at Cabell Midland High School. Each school's instructional support team
will discuss this issue and plan for improvement, including having high expectations for all students. The district
will monitor the implementation of all individual school plans through conferencing and monitoring.
2. Students with Disabilities (SWD) have not met AYP in reading in three of the district's four middle schools
evaluated nor at Cabell Midland High School. Instructional coaches work with middle school reading teachers to
assure the RtI system is being appropriately utilized and data collected through this process is being used to
inform instruction. The Corrective Reading Program is in place at all middle schools and high schools.
IEconomically disadvantaged students at Cabell Midland High School also did not meet AYP in reading.
ndividual schools will address AYP deficits through their school strategic plan. The district office will monitor
the implementation of those plans through conferencing and monitoring.
3. The participation rate for black students at Huntington High in both mathematics and reading is less than
95%. Black students, along with chronically absent students and students with test phobia will be specifically
targeted this Spring by counselors and attendance workers to encourage attendance during the testing window for
WESTEST II.
4. The graduation rate at Huntington High showed a decline this year. In collaboration with Huntington High's
organizational health team, the district will examine current practices such as the addition of an attendance
worker solely for Huntington High, the Freshmen Academy, Recovery School, Saturday School and Evening
School to determine how their effectiveness can be improved. Gaps in services and supports will be identified
and acted upon.
Prioritized Strategic Issues
Priority Strategic Planning issues center around the core goals of the district: rigor, relevance and relationships
as well as the leadership needed for improvements to occur and be sustained.
Rigor: Improved academic achievement and the graduation rates of all students across all subgroups will
occur by:
1) Specifically targeting the following groups for improvement:
students with disabilities at the middle school and high school levels in both reading and mathematics.
black students at the high school level in mathematics
economically disadvantaged students at the high school level in reading.
2) Increasing the rigor of course content thorugh standards-based instruction.
3) Increasing the number of students who have enroll in AP, dual credit and EDGE credit coursework at the
secondary level.
Page 6 of 17
Relevance: Increased levels of student enagagement will be evident at all levels when:
4)
Coursework is connected to real-world application.
5)
Technology is integrated into the curriculum and instruction.
Relationships: Students will have the supports they need to be successful to improve the district's graduation
rates and participation rate among black students at the high school level when: 6) Instructional strategies are widely used that promote a more individualized approach to education.
7) Supportive relationships between staff and students are built and sustained at all levels.
8) All students have an adult mentor to advocate on their behalf.
Leadership: District improvement efforts will be built and sustained by:
9) Utilizing the Organizational Health Model to improve the leadership capacity of all schools, including
teacher leaders.
10) Inceasing the utilization of data to inform instruction and decision making.
11) Supporting schools identified as in need of improvement.
.
Page 7 of 17
Goal 1: All students will be be engaged in rigorous standards based curriculum and instruction, reaching mastery and above in reading/language arts, mathematics, science
and social studies.
1.1 An increasing number of students will earn post-secondary, honors and AP credits while in high school.
1.2 Teachers will utilize a variety of instructional strategies such as project-based learning and differentiated instruction to assure rigorous coursework is provided to all students.
1.3 Teachers and students will utilize various assessment for learning strategies to enhance teaching and learning.
1.4 Teachers and students will routinely utilize and integrate technology for teaching, learning and assessment.
1.5 All district employees will clearly focus on improving the achievement of all students.
Model:
Action Step
Training
Date
Summer 2009
Topic
Advanced Placement Training
Audience
(Coaching, Learning Community,
or Trainer Led)
AP or potential AP
teachers
Trainer led
Core teachers in grades
6-12
Trainer led/PLC
All teachers, grades 8-12
Trainer led
1.1.1
Spring/Summer
2009
Vertical alignment of curriculum to
prepare students for AP courses
Fall/Winter
2008/2009
Graduation requirements;
1.1.1
Policy 2510
1.1.2
Each Aug
Team planning for freshmen academy
All freshmen academy
teachers
Learning community
1.1.2
Each Aug and Fall
Comprehensive training in freshmen
academy concept
new freshmen academy
teachers
Trainer led
1.2.1
2008-2009
Differentiated instruction,
Learning-focused strategies, Reading
and Writing in the Content Areas,
Project-based Learning
All teachers, grades K-12
PLC, coaching, trainer
led
1.2.1
2008-2009
Jennifer Ashlock's Direct Instruction
Program
All teachers, grades K-1
Coaching, trainer led
1.2.1
2008-2009
Multiple reading intervention
programs and diagnostic assessments
Tier 3 interventionists,
general classroom
teachers, grades K-5
Coaching
1.3.1
2008-2009
Assessment for Learning
All regular classroom
teachers
Coaching and trainer led
1.4.1 Purposefully plan for the integration of technology and curriculum in the design of all new school buildings to meet the needs of 21st century learners and instructors.
Core Plan Technology
Increase available technology hardware in schools including virtual whiteboards, Polycom, Ipods, and ELMO projectors.
Integrate the placement of technology with the architecture of the classroom.
Provide an infrastructure for new schools that plans for technology expansion.
1.4.2 Train teachers, principals and central office curriculum staff to integrate technology with curriculum.
Core Plan Technology
Reinforce the use of Compass Math, Compass Language, and Compass Reading,
Train staff to operate Plato as a vehicle for credit retrieval
Expand classroom teachers' use of Thinkfinity and other website resources
Introduce Houghton Mifflin Technologies' Destination Reading and Destination Math in Title I classrooms as a tool for individual and classroom instruction.
Pervasively use Writing Roadmap to prepare students for the WV Writing Assessment.
Expand virtual field trips using Polycom distance technology more effectively in more schools.
Increase the use of wikki's, blogs, Powerpoint with Cam Studio, and podcasts.
Increase teachers' use of Acuity resources and data for benchmark assessments related to classroom instruction.
Expand the use of Dance Revolution to promote wellness.
Page 8 of 17
Goal 5: Cabell County Schools will provide, maintain, and train teachers in the use of technology that
supports its prioritized curriculum and strategies in order to increase student achievement, with the
ultimate goal of producing well educated, technology-literate citizens for the 21st century.
Teachers will adopt and demonstrate the successful use of 21st century instructional technology. This
will include online resources, productivity tools, courseware, interactive teacher presentation stations,
and wireless devices, etc.
Measure The number of teachers using interactive presentation stations (porvide through the Digital
Divide Survey)and the number of teachers participating in more that 5 hours of technology related
training.
Base 0.00
Target 100.00
To provide sufficient bandwidth and access for online instruction and assessment, school-to-school
and school-to-home communications, as-well-as administrative functions.
Measure The % of schools with 100mb digital ethernet connectivity to the web.
The digital divide survey will provide this information. Base 0.00
Target 30.00
To provide the most appropriate instructional software and hardware to meet the needs of our
ever-changing curriculum. This shall include both upgrades and maintenance.
Measure Digtal Divide Survey Reports of the % of workstations using the current version of MS
Windows.
http://wvde.state.wv.us/data/digitaldivide/
Percentage of XP
computers and above
Year
2004 (Baseline)
2005 reports
2006 reports
2007 reports
2008
Actual
70.2%
77.0%
84.4%
Mode
Date
Topic
Audience
(Coaching, Learning Community, or Trainer Led)
Fall 2008
TechSteps Training
School System
Operators
Trainer Led
Fall 2008
TechSteps training
Core teachers in
grades K-8
Trainer Led in the classroom
Fall 2008
TechSteps Training
Principals
Trainer Led
Fall 2008
Developing Content for
Podcasting
Enslow Teachers
Trainer Led
Page 9 of 17
Fall 2008
Photoshop Training
Teachers
Trainer Led
Fall 2008
IC3
Tech Cadre
Trainer Led
Fall 2008
TechSteps training
Principals
Trainer Led
Fall 2008
Intel Teach Essentials
Teachers
Trainer Led
Fall 2008
Whiteboard Lesson
Development
Techers
Coaching
TECH/01: Provide 21st century hardware and a stable, state of the art 21st century infrastructure for the effective use of technology
Technology
Add additional cabling to create a lab in the TV Studio at Cabell Midland.
Purchase new network switching equipment for Martha Elementary and Barboursville Middle Schools.
Replace all computers in grades 3, 4, and 5.
Replace 30 computers in the multimedia lab at Enslow Middle School.
Rewire the English and foreign language departments at Cabell Midland High School.
Purchase 100 interactive whiteboard units that include data projectors and laptops.
Replace 30 computers in the Engineering Lab at Cabell Midland
TECH/02: Focus on 21st century technology tools and resources that improve achievement of all students, with a special emphasis on high need and low SES students.
Technology
Purchase, install, and train a variety of ancillary software products to improve basic skills in reading and math.
Implement Adobe suite products in our high schools and other selected sites. These products include: Acrobat, InDesign, Photoshop, Illustrator,
Flash, Fireworks, and others
Use EETT funding to hire a Technology Integration Specialist for Enslow Middle School (round 7 EETT)
Purchase, install, and train RiverDeep software at Ona and Meadows Elementary schools.
Implement TechSteps in all K-8 schools
Continue to support Compass Learning software for 10 schools.
TECH/03: Ensure that the use of telecommunications and internal connections in the schools will enhance student learning.
Technology
Provide cellular, paging, and long distance phone services for all facilities
Provide 10mb Tranparent Lan Services (TLS)lease lines and centrex telephone service to all schools
Provide Primary Rate ISDN telephone services to the Central Office, Huntington High School and Cabell
Midland High School.
Increase the number of schools with Polycom distance learning equipment by 2 this year.
Add Edline to communicate with parents.
Make improvements to the County web site and add online job posting and RSS services.
Page 10 of 17
TECH/04: Provide increased access for students and teachers to 21st century tools and resources
Technology
Continue our computer replacement cycle by purchasing 670 new computers .
Move up to Cat 6 Cabling and GigaBit switches at the new Barboursville Middle School.
TECH/05: Utilize innovative strategies for providing rigorous and specialized courses that may not be available without the use of 21st century tools and resources
Technology
We will be placing an RSS server at the central office to serve the county.
In addition to continuing to participate in the WV Virtual School, we will be providing interactive distance
learning equipment at Milton Elementary and Davis Creek Elementary Schools this year.
We will doing a pilot a Enslow Middle school in the use of iPods in the educational environment. Each
sixth grade student will receive an iPod to use. Teachers will develop content.
TECH/06: Promote parental involvement and improved collaboration with community/home through the user of 21st century tools and resources
Technology
Computer System Operators will provide technology demonstrations at PTA and PTO meetings across the county
The county and all schools will implement Edline and GradeQuick to better inform parents of their child's progress.
TECH/07: Provide professional development for using the telecommunications network for training teachers and administrators to improve the integration of 21st century tools
and resources
Technology
Provide teacher training in utilizing technology to improve student achievement through the use of Compass math, Language, and Reading, Bridges, WV
Clearinghouse Web, On-Line writing assessment, Plato, website resources, etc.
Provide on-site white board training to promote proper integration of the products with the curriculum.
Provide a variety of workshops and semester courses to improve teachers' skills in integrating technology in to their curriculum.
Provide a variety of training sessions and methods to insure the success of TechSteps.
TECH/08: Maintain and repair all 21st century tools and internal connections
Technology
Provide a maintenance contract for repairs beyond the volume or expertise of our staff technicians ability to handle.
TECH/09: Provide services, in collaboration with WVDE adult literacy programs, to maximize the use of technology
Technology
Provide the Adult Basic Education and Literacy program with two computers and updated software. Additionally we will provide space in our schools for theses
programs as needed.
Page 11 of 17
Technology plays a strong supporting role to curriculum and instruction in Cabell County
Schools. With four computers in nearly every classroom and computer labs in every school, shear
numbers don’t show a real picture of our needs. With 5000+ computers a replacement cycle takes
nearly six years to complete. Therefore we try to replace nearly 900 units each year. This year we
will replace computer in 3rd, 4th, and 5th classrooms. We know all to well that professional staff
development is crucial if true technology integration is to be achieved. Therefore, a large portion
of our budget reflects training costs and stipends for staff development. In 2009 we will offer 10
semester courses in technology through the Marshall University Graduate College. Each year we
also provide a great number of short courses on specific technology topics and equipment.
Additionally, Our budget includes Ed. Tech round 7 which will be used to fund Technology
Integration Specialist (TIS) at Enslow Middle School. We are also working with teachers to
certify their computer and internet skills with IC3 certification from Certiport. IC3 is a nationally
recognized certification. In the past three years we have added nearly 470 whiteboard teachers
presentation stations to our classrooms. These units have proven to be one of our most successful
projects, therefore, we will add another 100 units this year. Teachers love the new technology
and are adapting their teaching methods to fit this 21st. century method of curriculum delivery.
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 12 of 17
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.
Reports show that about 90% of our 5000 computers run the Windows XP operating system. This year we will completely remove all non XP machines from our schools. The network backbone
in middle schools needs to be increased to gigabit speeds (West and Enslow were upgraded in 2005-2006). Fifty percent of our network switches are 7 to 8 years old; we must start to replace them.
Lastly, but most importantly, we must increase technology staff development; it is the key to successful technology integration. Only about 50% of our teachers acrued 1 to 5 hours of training in
2005-2006. We have learned the importance of teacher presentation stations over the past 24 months and we see the need for every classroom to have this equipment, making this is a high pirority
for us. Therefore, we will be adding 100 new whiteboards this year.
Page 13 of 17
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?
09/25/2001 (mm/dd/yyyy)
4. Provide the URL to your acceptable use policy.
http://boe.cabe.k12.wv.us/Policy%20Manual/I%20policies/Section%20I%20contents.htm
Schools
Other
Buildings
Total
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?
0
0
0
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?
0
0
0
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?
1
1
2
8. Please identify for E-Rate requirements the number of schools and other buildings in your
county that have ATM T-1 Internet connections?
0
0
0
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?
0
0
0
10. Please identify for E-Rate requirements the number of schools and other buildings in your
county that have DSL connections to the Internet?
0
0
0
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?
26
0
26
12. Please identify for E-Rate requirements the number of schools and other buildings in your
county that have 45 Mb connections to the Internet?
0
0
0
13. Please identify for E-Rate requirements the number of schools and other buildings in your
county that have 100 Mb connections to the Internet?
0
1
1
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?
0
0
0
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
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.)
Page 14 of 17
Technology Planning Budget
Funding
Prof.
Hardware Software Infrastructure Maintenance
Salaries Benefits Stipends Supplies Other TOTALS
Source
Development
TFS 204,718
204,718
elementary
TFS-secondary 204,718
204,718
TI
175,472
175472
Local share
64,716
44000
83,731
EETT
30,000
7500
40000 18000 52,500 2,000
150000
County/school 800,000
Grants
Title I
SpEd
Step 7
130,000
SBA
44,370
Other
TOTALS
25000
78,000
170000
50000
7500
9,000
1,653,994 78,000
Funding Source
Year
E-rate funds
2009 Cellular
78000
170,000
57,500
Annual
40000
Disc% Commit
County Match
24,631.56
16,503.15
8,128.41
341,975.28
246,708.56
95,266.72
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
0.00
0.00
0.00
Internet Access
0.00
0.00
0.00
3,001.80
2,205.81
795.99
0.00
0.00
0.00
222,725.40
151,975.32
70,750.08
0.00
0.00
0.00
0
0
0.00
50,250.00
24,750.00
Data Lines
Long Distance
Paging
Voice
Voice/Long Distance
WAN
67
Web Hosting
75000
E-rate Totals
667,334.04
467,642.84
199691,20
TFS/Elementary E-rate Application
2009 State Totals - TFS/Elementary
0.00
0.00
0.00
TFS/Secondary E-rate Application
2009 State Totals - TFS/Secondary
0.00
0.00
0.00
Funding Source
Year
E-rate funds
2008 Cellular
Annual
Disc% Commit
County Match
24,631.56
16,503.15
8,128.41
341,975.28
246,708.56
95,266.72
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
0.00
0.00
0.00
Internet Access
0.00
0.00
0.00
3,001.80
2,205.81
795.99
0.00
0.00
0.00
222,725.40
151,975.32
70,750.08
Voice/Long Distance
0.00
0.00
0.00
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
592,334.04
417,392.84
174,941.20
Data Lines
Long Distance
Paging
Voice
Page 15 of 17
25,500
100,000
1,230,500
5,000
45,000
189,000
44,370
57,000
147,000
2,282,509
TFS/Elementary E-rate Application
2008 State Totals - TFS/Elementary
0.00
0.00
0.00
TFS/Secondary E-rate Application
2008 State Totals - TFS/Secondary
0.00
0.00
0.00
Funding Source
Year
E-rate funds
2007 Bundled Voice/Long Distance
Annual
County Match
0.00
0.00
0.00
16,820.00
11,269.67
5,550.73
504,096.00
336,432.02
167,664.10
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
0.00
0.00
0.00
Internet Access
0.00
0.00
0.00
Long Distance
5,227.00
3,370.66
1,856.78
Paging
1,089.00
730.03
359.57
Voice
252,965.00
167,999.50
84,966.02
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
780,199.00
519,801.88
260,397.20
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Cellular
Data Lines
TFS/Elementary E-rate Application
Disc% Commit
2007 State Totals - Elemenary TFS
State Totals - TFS/Elementary
TFS/Secondary E-rate Application
2007 State Totals - TFS/Secondary
Funding Source
Year
E-rate funds
2006 Cellular
Annual
Disc% Commit
County Match
0.00
0.00
0.00
162,576.00
112,992.00
49,584.00
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
0.00
0.00
0.00
Internet Access
0.00
0.00
0.00
3,354.00
2,422.53
931.47
0.00
0.00
0.00
Voice
239,206.20
160,065.57
79,140.63
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
405,136.20
275,480.10
129,656.10
Data Lines
Long Distance
Paging
State Basic Skills E-rate
Application
2006 State Totals - BS/CE
0.00
0.00
0.00
State SUCCESS E-rate Application
2006 State Totals - SUCCESS
0.00
0.00
0.00
Funding Source
Year
E-rate funds
2005 Cellular
Annual
Disc% Commit
County Match
0.00
0.00
0.00
217,872.72
162,268.48
55,604.24
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
221,335.00
185,247.50
36,087.50
Data Lines
Page 16 of 17
Internet Access
0.00
0.00
0.00
3,459.84
2,588.16
871.68
0.00
0.00
0.00
319,557.36
221,759.75
97,797.61
Web Hosting
0.00
0.00
0.00
E-rate Totals
762,224.92
571,863.89
190,361.03
Long Distance
Paging
Voice
State Basic Skills E-rate
Application
2005 State Totals - BS/CE
0.00
0.00
0.00
State SUCCESS E-rate Application
2005 State Totals - SUCCESS
0.00
0.00
0.00
Page 17 of 17