CALHOUN COUNTY SCHOOLS
HC 89 BOX 119
MT. ZION WV 26151
Technology Plan 2008-2010
E-rate funding years 2008-2010
Technology Plan
Technology Plan submitted: September 29, 2008
Calhoun County is a rural county of 280.62 square miles located in central West Virginia. It's schools carry an
enrollment of approximately 1150 students, housed in two elementaries and one middle/high school with a shared
career center. The student population is predominately white and low socio-economic. Calhoun County battles
with high unemployment rates, with little job opportunities available and no new industry developing.
Page 1 of 18
Planning Committee
Name
Angie Sims
Anita Parsons
Bryan Sterns
Carla Taylor
Jackie Shimer
Jenna Jett
John Bennett
Judy Prusack
Karen Kirby
Kathy Nichols
Kelley Houchin
Lori Parsons
Maggie Bennett
Michael Ritchie
Roger Propst
Sandy Osborne
Sharon Pitts
Steve Whited
Teresa Goodnight
Teresa Pickens
Title
Mrs.
Mrs.
Principal
Representation
*Parent
*Teacher
*Administration
*Title II *Title III *Title V *Technology *Administration
Principal
*Administration
Mrs.
*Parent
Director - CGCC *Administration
Mrs.
*Teacher
Principal
*Administration
Sped Supervisor *Special Education
Mrs.
*Business Community
*Title I
Mrs.
*Technology *Teacher
Community
*Business Community
Superintendent *Administration
Community
*Business Community
Mrs.
*Teacher
Mr.
Mrs.
*Teacher
*Title IV
Describe how parents, community and other appropriate stakeholder members are involved in the development and/or
revision of the plan.
Several meetings will be held with discussion centering on the update of the plan.
For the federal programs parents, teachers, administrators and community members have been involved from the
beginning in developing and updating the Calhoun County 5-Year Strategic Plans. A committed with the
membership listed above, which included over a half dozen parents of children in county schools, met several
times to reach consensus on the core beliefs, mission, conclusions from an analysis of data, and goals/objectives
based on those conclusions. A committee at each Title I school met to review and formulate school level goals for
instructional support, parent involvement, etc. A county Steering Committee met to review special education data
and propose improvement as needed. During the 2008-09 school year a Federal Programs Advisory Committee
representing the various groups will meet to review, revise, and track implementation of the initiatives in all
program areas.
Page 2 of 18
Core Beliefs
1. All students have the right to a safe environment; to be treated by everyone with respect, fairness, equity,
and equality, and to have the opportunity to grow and develop self-confidence as learners.
2. All students have the responsibility to treat everyone with respect; to come to school motivated to learn; and
to assume ownership for their learning in the areas of reading, writing, numeracy, technology and problem
solving.
3. Parents have the responsibility to send their children to school ready to learn, to make sure their basic needs
(food, clothing, shelter, love) are met, to ensure their children are socially competent, and to support and
sustain a partnership with the school.
4. Teachers have the responsibility to remain current in the knowledge of their subject area and effective
teaching practices resulting in a variety of effective learning experiences designed for the learning needs of
all students. Teachers also need to be lifelong learners, and serve as positive role models, and be leaders in
their classrooms.
5. Administrators have the responsibility to establish an environment that is safe and conducive to learning; to
maintain a positive school climate; to serve as supportive, professional role models to staff, and to be team
leaders with high expectations.
6. Support staff members have the responsibility to interact with students, parents, and other staff in a
respectful manner; to model the philosophy of the school and school system, and to keep in communication
with parents.
7. Community members have the responsibility to provide support services that support the mission of the
school system.
Mission Statement The staff of Calhoun County Schools in cooperation with the parents and community shall
ensure a high quality education to enable students to become literate, self-sufficient, and life-long learners who
contribute positively to society.
Page 3 of 18
Data Analysis
Data Analysis for the Strategic Plan
Key Outcome Indicators: Briefly describe the conclusion reached after examining trend information and benchmark assessments. Then, summarize the
overall implications for the Five-Year Strategic Plan.
Calhoun County Schools utilize trend data to identify areas of curriculum that were weak in comparision to generally expected outcomes. After identifying
subgroup performance weaknesses such as special education and low-socio economic status; tracking, monitoring and benchmarking of student progress
are being implemented to increase the opportunity for successful student performance. Staff are being supported by on-going, focused professional
development.
Calhoun Middle High School was visited by OEPA in November of 2007. The deficiencies that were cited have been the main focus of school improvement
for grades 5-12, with the first priority being to increase student achievement. Professional Development in: varied instructional strategies, writing in the
content areas, WESTEST analysis and application, inclusion/modifications and accomodations are planned to address areas of need identified in the OEPA
findings. Support will be provided to the guidance counselor to address issues in counseling services.
External Trend Data: Examine the trends in the community to determine external factors that affect student performance and broaden the committee's
understanding of the trends that affect how students should be prepared for the future.
Calhoun County is high in unemployment based on the national average.
Calhoun County has weakened economic stability based on no additional job opportunities and declining
existing industry.
Single parent/split homes continues to rise.
2007 county population was 7,201 dropping from 2003 by 155.
Only 9.3% of Calhoun's citizens, 25 years and older hold a Bachelor degree.
Twenty-Five percent of family incomes are below the poverty level in Calhoun County.
Student Achievement Data: The core of the Five-Year Strategic Plan is the establishment of the strategic five-year goals. By Policy, these goals must
focus on improved student achievement. Thus, careful study of school system achievement trends is essential to broaden the committee's understanding.
Items to review may include WESTEST reports, writing assessment, end of course exams, ACT Plan ACT Explore, SAT and ACT.
WESTEST reports for mathematics show a decrease in student performance from 2007 to 2008 in percent proficient from 82 to 78 for
grade 3 and 85 to 76 for grade 4. This decrease indicates a need for attention in elementary mathematics.
Reports for RLA show a decrease in student performance as follows:
Percent proficient from 2007 to 2008 in 3rd grade dropped from 84 to 76
Since 2005 the 4th grade has had a trend of declining
From 2004 to current 5th and 6th grades have not met state average
7th grade has only met state average in 2005 and no other year since 2004
10th grade met state average in 2008 and no other year since 2004
These indicate a need for attention in RLA across all programmatic levels.
Writing: Due to mechanics being an area of weakness noted in all grade levels, professional development will
address these issues through Kansas Writing and Writing in the Content Classrooms.
ACT Scores
Test
Takers
04
05
06
07
08
41
53
40
40
29
Composite
20.1 18.8 18.1 19.8 20.3
Score
Fewer students are taking the ACT, however, scores are increasing.
Other Student Outcomes: In this section of the data analysis, members review data about other student outcomes such as attendance, discipline
reports, college attendance rate, LEP and dropout rates. Analyzing this information and determining the roots causes will broaden the committee’s
understanding of the outcomes that have a direct impact on achievement.
Attendance rates:
2008
2007
AES
96.9%
96.7%
PHS
96.9%
96.4%
Page 4 of 18
County
95.5%
Dropout rate - Calhoun Middle/High School had a 76.8% rate in 2008, dropping by 3.9% from 2007.
Enrollment in 08-09 is 1126 with an average class size of 19.7, 99.02% being white. Enrollment average from
2001 to 2009 is 1198, with a gradual decline each year.
62.61% of Calhoun students are classified as Low-Income.
Discipline report from 2008:
Disrespectful/Inappropriate Conduct - 159
Aggressive Conduct - 159
Failure to obey rules/authority - 80
Legal Concerns - 15
Medication/OTC Drugs/RX/Controlled Sub - 2
Illegal drugs/Tobacco/Alcohol - 49
Tardy/Truancy - 27
Violation of Detention/Suspension/Expulsion - 6
TOTAL - 497
Analysis of Culture, Conditions and Practices: The data sources summarized in this section relate to
monitoring reports, questionnaires or observations completed by staff or external evaluators. These sources
describe the overall culture, conditions and practices that exist in the school system. Results of classroom walk
throughs, highly qualified teacher data for the district and schools and the Digital Divide report should be part of
this section.
The county administration has developed a county classroom-walkthrough form and is currently working
to implement its use with staff understanding the standards it is based on. It targets areas of high expectations for
student engagement, 21st Century Skills, curriculum (CSO's & higher order thinking), and classroom
management.
Highly Qualified Teacher status remains above state average.
*Special Education Compliance: Calhoun County Schools did not have an on-site monitoring during the 2007-08
school year. Indicators “not meeting” compliance from the 2007-08 CIFMS as well as 2006-07 NCLB data were
considered when developing the LEA application.
District Self-Assessment Workbook
School Year 2007-08
Response
Compliant
Need
Noncompliant
Page 5 of 18
Not
Not
Response
Compliant
Total
Responses
29
Improvement
Noncompliant
0
Applicable Answered
4
1
0
Improvement Plan Info
#
Citation
1.10* Chapter 7.
Section 1
Compliance
Indicators
Cluster
IP
Done
Change
Answer
The district implements the required procedures when a student
with a disability is removed from school for disciplinary reasons
beyond ten cumulative days and the removal does not constitute a
change in placement.
Monitoring
Priority Area: I.
YES
Change
Action Step to Address Citation
Evaluation
Begin/End
Funding Sources
Person/Group Responsible
Chapter 7. Section 1
Component
Date:
Funding Amount
Measurable Objective:
District will develop a discipline flow chart as well as a manifestation form/checklist that will be utilized during discipline proceedings according to Policy 2419
requirements, so that the district will be following correct procedures 100% of the time. On-going staff development will be provided through out the school year to
support the use of the discipline flow chart, manifestation form/checklist, and Policy 2419.
1. Develop a flow chart for discipline flow chart, manifestation
Start Date
Steering committee members
None
procedures and a manifestation
form/checklist,sign-in sheet
08/28/2008
reviewing this indicator, Special
form/checklist to use in meetings
Ending Date:
Education Supervisor, Principals
regarding discipline issues.
06/08/2009
Estimated Cost:
0.00
2. Provide on-going staff
Staff development sign-in sheet
Start Date
Special Education Supervisor
Special Education
development to review Policy 2419
08/28/2008
"Discipline" and the newly
Ending Date:
developed flow chart,
06/08/2009
manifestation form/checklist.*
Sessions will be scheduled one per
grading period.
Estimated Cost:
600.00
Chapter 7.
1.11* Section 2
The district implements the required procedures when a student
with a disability is removed from school for disciplinary reasons
and the removal constitutes a change of placement.
Monitoring
Priority Area: I.
YES
Change
Action Step to Address Citation
Evaluation
Begin/End
Funding Sources
Person/Group Responsible
Chapter 7. Section 2
Component
Date:
Funding Amount
Measurable Objective:
District will develop a discipline flow chart as well as a manifestation form/checklist that will be utilized during discipline proceedings according to Policy 2419
requirements, so that the district will be following correct procedures 100% of the time. On-going staff development will be provided through out the school year to
support the use of the discipline flow chart, manifestation form/checklist, and Policy 2419.
1. Develop a flow chart for discipline flow chart, manifestation
Start Date
Steering committee members
None
procedures and a manifestation
form/checklist,sign-in sheet
08/28/2008
reviewing this indicator, Special
form/checklist to use in meetings
Ending Date:
Education Supervisor, Principals
regarding discipline issues.
06/08/2009
Estimated Cost:
0.00
2. Provide on-going staff
Staff development sign-in sheet
Start Date
Special Education Supervisor
Special Education
development to review Policy 2419
08/28/2008
"Discipline" and the newly
Ending Date:
developed flow chart,
06/08/2009
manifestation form/checklist.*
Sessions will be scheduled one per
grading period.
Estimated Cost:
600.00
1.12
Chapter 9.
Section 2.B AYP
SPP Indicator 3
Students with disabilities make continuous progress within the
state’s system for educational accountability (meeting AYP).
Monitoring
Priority Area: I.
YES
Change
Action Step to Address Citation
Evaluation
Begin/End
Funding Sources
Chapter 9. Section 2.B AYP SPP
Person/Group Responsible
Component
Date:
Funding Amount
Indicator 3
Measurable Objective:
Students and staff will develop various methods of tracking and monitoring student progress to enhance the learning process, so that increased student performance
can be charted toward Mastery in Reading and Math.
1. Have students analyze their own Westest student data folders; age appropriate
Start Date
Special Education Supervisor,
None
data
discussion regarding improving test
08/28/2008
Teacher, Principal, Student
scores and AYP
Ending Date:
06/08/2009
Estimated Cost:
0.00
Page 6 of 18
2. Staff development on prioritizing Westest Chart of individualized student Westest
data based on needs.
data from lowest to highest in areas of
reading and math, staff development
sign-in sheet. Tracking and Monitoring
individual student performance and
addressing indicated needs with IEP.
3. Gather and disiminate research regarding
special education needs/achievement.
4. Integration of 21st. Century Skills
Articles, written summary of data
Special Education/General Education
Lesson Plans
Start Date
08/28/2008
Ending Date:
06/08/2009
Start Date
08/28/2008
Ending Date:
06/08/2009
Start Date
08/28/2008
Ending Date:
06/08/2009
Special Education Teacher,
Principal, Special Education
Supervisor
Special Education Supervisor,
Principals, Special Education
Teachers
Regular Education Teachers,
Principals
Special Education
Estimated Cost:
600.00
None
Estimated Cost:
0.00
None
Estimated Cost:
0.00
5. Visit other counties that have met area of
need.
6. Staff Development to examine Westest
data to determine what grade level had
lowest performing students.
Documentation of visit dates and subs
required noted in WVEIS.
Tracking and Monitoring Student
Progress Staff development sign-in
sheet.
Start Date
08/28/2008
Ending Date:
06/08/2009
Start Date
08/28/2008
Ending Date:
06/08/2009
Special Education Teacher,
Principal, Special Education
Supervisor, Regular Education
Teacher
Special Education Supervisor,
Special Education Teacher,
Regualar Education Teacher,
Principal
Special Education
Estimated Cost:
600.00
None
Estimated Cost:
600.00
3.7*
SPP Indicator 13
Students age 16 and above have an IEP that includes coordinated,
measurable, annual IEP goals and transition services that will
reasonably enable the student to meet the post-secondary goals.
Monitoring
Priority Area:
III.
YES
Change
Action Step to Address Citation
Evaluation
Begin/End
Funding Sources
Person/Group Responsible
SPP Indicator 13
Component
Date:
Funding Amount
Measurable Objective:
IEP's developed for students 16 years or older will have goals and transition services geared toward enabling the student to meet their desired post-secondary career
plans.
1. Invite Career Center or other
Meeting Notice
Start Date
Special Education Teachers, Special
None
appropriate agencies on meeting
08/28/2008
Education Supervisor
notices.
Ending Date:
06/08/2009
Estimated Cost:
0.00
2. Provide career awareness
Student interest survey, sign-in sheets
Start Date
Special Education Teachers, Special
None
opportunities and documment
for Career Center visits
08/28/2008
Education Supervisor
scheduled visits to the Career
Ending Date:
Center.
06/08/2009
Estimated Cost:
0.00
3. Include transition service dialogue Annual IEP's that have transition
Start Date
Special Education Teacher, Special
None
in annual IEP goals. *Info from
component, IEP documentation of
08/28/2008
Education Supervisor
8-10th grade students going to
Plan/Explore information, Career
Ending Date:
Career Center
Center attendance mentioned in PLEP's. 06/08/2009
Estimated Cost:
0.00
Total Questions Needing Improvement Plan = 4
Today Date: Monday Aug 4, 2008
NCLB Data For School Year 2006-07
Select
Spec. Ed.
Main Menu
Page 7 of 18
Math & Reading
Go
Main Menu
Go
West Virginia Public Schools NCLB Statistics
Above/Below Standard - Spec. Ed. Subgroup - Math & Reading
Elementary Schools Middle Schools High Schools All Schools
Above or At Standard
0
0
0
0
Below Standard
0
0
1
1
- Participation Rate - Math
0
0
0
0
- Assessment - Math
0
0
1
1
- Participation Rate - Reading
0
0
0
0
- Assessment - Reading
0
0
1
1
Total
0
0
1
1
0.00
0.00
100.00
100.00
100.00
100.00
0.00
0.00
Below Standard %
Above or At Standard %
School List
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
Prioritized Strategic Issues
High student achievement is the highest priority for Calhoun County Schools. The focal point of our plan is to
address the needs of the low performing students in the low socio-economic subgroup for Reading Language
Arts. We also want to concentrate on the math curriculum concerns in our elementary schools.
Calhoun County Schools will ensure a system of sustained interventions through our tracking, monitoring and
benchmark assessment of student performance. Professional staff will be provided research based training and
technical assistance in the areas of identified weaknesses.
Plan for proactive interventions to increase the graduation rate.
Attend to the increased rigor in the new 21st Century Standards.
Page 8 of 18
1. Improve student academic performance.
Obj. 1 Improve mathematics scores in all groups, focusing on the elementary levels, to a greater percentage of
students performing in mastery and above.
Obj. 2 Increase the percentage of students performing in mastery and above for Reading Language Arts in the
low SES subgroup.
Obj. 3 Improve writing scores throughout all programmatic levels.
Mode
Date
Topic
Audience
(Coaching, Learning Community, or Trainer Led)
Funding
Source
8-18-08
Modifications and
Accomodations for low
achieving students
K-12 Staff
Trainer Led
SPED/Title
I-II
8-19-08
Reading First Interventions
and Strategies
K-4 Staff
Trainer Led
Title I/RF
8-19-08
WESTEST Data Analysis
K-12 Staff
Trainer Led/Coaching
Title I-II
8-20-08
Working with Math Literacy
and Standards Based Math
K-4 Staff
Trainer Led
Title II
8-20-08
Special Education Inclusion
Model
5-12 Staff
Trainer Led
SPED/Title
II
8-20-08
Varied Instructional
Strategies
5-12 Staff
Trainer Led
Title II
8-21-08
Differentiated Instruction
5-12 Staff
Trainer Led
Title II
Oct. - May Compass Odyssey
K-12 Staff
Trainer Led
Tech
8-18-08
Writing Roadmap
K-12
Trainer Led
Title I-II
8-20-08
Kansas Writing
K-4
Trainer Led
Title I-II
8-22-08
Working with Parents
K-12
Trainer Led
Title I-II
8-22-08
Writing Feedback in Content
K-12
Classrooms
Trainer Led
Title I-II
Calhoun County Schools will...
Core Plan Title II Technology
Provide K-4 teachers with training in Math Strategies and Interventions, Reading First Interventions and
Strategies, and WESTEST analysis.
Unpack the CSOs from awareness to full implementation of Depth of Knowledge for all curricular areas.
Support K-12 teachers use of sumative assessment through appropriate tools and training. Providing
differentiated instruction dependent upon the teacher's knowledge base.
Provide 5-12 teachers with training in WESTEST analysis, Instructional Strategies and Differentiated
Instruction.
Provide K-12 teachers with training in use of Compass Odyssey for formal assessment and intervention
tool.
Page 9 of 18
3. Twenty First Century: Provide students and staff with equitable access to technology infrastructure and
curriculum/instruction that supports acquisition of 21st Century skills.
Obj. 1: Maintain, upgrade, and replace technologies in order to increase student achievement (based on operating
systems/Win XP or above).
Measure Digital Divide Surveys - percentage of XP computers in Calhoun County Schools
Year
Actual
2004
56.2%
2005
76.7%
2006
84.4%
2007
89.2%
2008
Obj. 2: Continue use of Odyssey software to enhance the learning environment (reteach, informal assessment).
Measure Number of user licenses
Base 0.00
Target 0.00
Obj. 3: Provide web-based Plato software for broader opportunity for course offerings.
Measure Number of user licenses.
Base 0.00
Target 0.00
Mode
Date
Topic
Audience
(Coaching, Learning
Community, or Trainer
Led)
Funding
Source
08-18-08
Writing Roadmap
K-12 Staff
WVDE Trainer Led
Title I-II
10-03-08
techSteps Principal Leadership
Seminar
Principals
Schoolkit Trainer Led
WVDE
10-31-08
techSteps Curriculum Mapping
Session
Curriculum Team
Schoolkit Trainer Led
WVDE/Title
II
October
Odyssey Training
K-12 Staff
Odyssey Trainer Led
Tech
November
Acuity Training
K-12 Staff
WVDE Trainer Led
Title II
Oct-Dec
Whiteboard Training - General
K-12 new Staff
Trainer Led
Title I
Oct-Dec
Advanced Whiteboard Applications
K-12 Staff
Trainer Led
Title II
TECH/01: Provide 21st century hardware and a stable, state of the art 21st century infrastructure for the effective use of
technology
Technology
Replace/upgrade all Windows 98 computers with the goal of having all Windows XP or Vista operating systems.
Update computers to Vista in one of the PC labs at Calhoun Middle/High School
Add four new laptops to Calhoun MS/HS and 4 IPODS for podcasting, etc.
Implement the use of mobile presenters to enrich classroom instruction
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.
Core Plan Technology
Continue the emphasis of integrating Compass Odyssey lessons (aligned to WV CSOs) into classroom instruction
Page 10 of 18
Continue the emphasis of integrating Compass Odyssey lessons (aligned to WV CSOs) into classroom instruction
Continue implementation of Compass Odyssey Algebra to Calhoun Middle/High
Emphasize the use of Microsoft Office for productivity skills - all computers will be purchased with Office licensees
Use Compass Odyssey for formative assessment and benchmarking
Utilize techSteps (Schoolkit) with Principal Leadership Seminars and Curriculum Mapping Session's to implement
21st Century Learning Skills and Technology Tools
TECH/03: Ensure that the use of telecommunications and internal connections in the schools will enhance student learning.
Technology
Provide an access email address for all middle/high school students.
Provide access to the Internet through T-1 lines/data lines; collaborate with federal e-rate
program to provide discounts for these lines
Provide Long distance and voice telephone services to all schools for improved communication
Encourage the use of the Internet in classroom instruction - to access standards based lesson
plans; to use the Internet for research; to communicate with staff/students/parents and beyond
Investigate and prepare for use of Edline
TECH/04: Provide increased access for students and teachers to 21st century tools and resources
Technology
Provide updated laptop computers for all county teachers and administrators.
Continue to add as many computers/printers/white boards/projectors as budget allows
To begin the implementation of Apple I-Pods for podcasting, etc.
Implement the use of mobile presenter
County wide internet wireless access provided
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
Provide Spanish 1A and 1B to middle school students utilizing distance learning (WV Virtual Schools).
Deliver courses through use of technology for Plato
Promote the use of video-conference equipment
Support the opportunties for on-line courses to gain high school and college credit
TECH/06: Promote parental involvement and improved collaboration with community/home through the use of 21st century
tools and resources
Technology
Use email for communication
Use school and county web pages to communicate with students, staff, parents and community
Investigate and prepare for Edline use
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
Core Plan Technology
Provide white board instruction professional development sessions
Continue the support of Compass Odyssey through professional development
Utilize techSteps (Schoolkit) with Principal Leadership Seminars and Curriculum Mapping Session's to implement
21st Century Learning Skills and Technology Tools
Incorporate Writing Road Map with training of staff to increase writing achievement.
Support use of Acuity to enhance student achievement via staff training.
TECH/08: Maintain and repair all 21st century tools and internal connections
Technology
Contract with RESA V for computer repair.
Continue the use of Deep Freeze and state provided Norton Anti-virus to maintain the stability/safety of the network
Take advantage of TFS help desks for maintenance of computers/Compass software updates, etc.
TECH/09: Provide services in collaboration with WVDE adult literacy programs to maximize the use of technology.
Technology
Calhoun County Schools will collaborate with Gilmer County Schools at the Calhoun/Gilmer Career Center to provide
a GED program.
Page 11 of 18
Page 12 of 18
The integration of 21st Century technology into the curriculum will improve student achievement.
Consequently, all teachers will be provided a computer and appropriate peripherals. The appropriate ratios of
computers to students will be maintained or exceeded and the recommended refresh cycles will be followed.
Teachers will attend county technology academies annually and Technology Integration Specialists will provide
sustained support.
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 13 of 18
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.
Infrastructure currently exceeds minimum standards.
The digital divide comparison of 2006 to 2007 showed an increased in the number of XP computers by 12.9%,
with a current count of 542.
The digital divide survey does not reflect current upgrades to Vista computers. This upgrading process will
continue.
An analysis of the digital divide survey data found 10 computers at Arnoldsburg School using the Windows 98
operating system which need to be updated and/or replaced. The number of Windows 98 has decreased 6.6%
from 2006 to its current 10 computers.
A wireless solution has been implemented county wide. All teachers and administrators county wide have been
provided wireless laptop computers.
Sustain the opportunities for teacher technology training as reflected by over half of the counties teachers
receiving 26-50 hours of training in 06-07.
Page 14 of 18
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?
06/03/2002
(mm/dd/yyyy)
3. When was the public meeting held for CIPA Compliance?
4. Provide the URL to your acceptable use policy.
boe.calh.k12.wv.us
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?
3
1
4
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?
0
0
0
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
0
0
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 15 of 18
Technology Planning Budget
Funding SourceHardware
TFS 17,014
elementary
TFS-secondary 19,365
TI
1,914
Local share
7,700
EETT
County/school
Grants
Title I
10,000
Other
Other
Other
TOTALS
55,993
Software Infrastructure Maintenance Salaries
Funding Source
Year
E-rate funds
2009 Cellular
Benefits Stipends Supplies TOTALS
4,600
513
798
730
21,614
732
14,954
20,610
17,666
8,430
17,370
17,370
2,000
8,641
15,686
17,370
Annual
34,631
13,500
10,000
70,131
34,631
13,500
10,000
155,821
Disc% Commit County Match
0.00
0.00
0.00
22,800.00
18,240.00
4,560.00
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
225.12
180.10
45.02
Paging
0.00
0.00
0.00
Voice
0.00
0.00
0.00
17,776.08
14,220.87
3,555.21
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
40,801.20
32,640.97
8,160.23
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
Data Lines
Long Distance
Voice/Long Distance
Annual
Disc% Commit County Match
0.00
0.00
0.00
22,800.00
18,240.00
4,560.00
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
1,200.00
960.00
240.00
Paging
0.00
0.00
0.00
Voice
0.00
0.00
0.00
21,600.00
17,280.00
4,320.00
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
Data Lines
Long Distance
Voice/Long Distance
Page 16 of 18
E-rate Totals
45,600.00
36,480.00
9,120.00
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
Disc% Commit County Match
0.00
0.00
0.00
Cellular
0.00
0.00
0.00
Data Lines
0.00
0.00
0.00
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
1,200.00
984.00
216.00
0.00
0.00
0.00
Voice
44,400.00
36,156.00
8,244.00
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
45,600.00
37,140.00
8,460.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Long Distance
Paging
TFS/Elementary E-rate Application 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
22,800.00
18,240.00
4,560.00
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
1,500.00
1,200.00
300.00
0.00
0.00
0.00
22,500.00
18,000.00
4,500.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
46,800.00
37,440.00
9,360.00
Data Lines
Long Distance
Paging
Voice
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
Page 17 of 18
0.00
0.00
Data Lines
5,055.00
4,044.00
1,011.00
Internal Conn Maint
24,000.00
19,200.00
4,800.00
Internal Connections
0.00
0.00
0.00
Internet Access
0.00
0.00
0.00
3,360.00
2,688.00
672.00
0.00
0.00
0.00
19,163.40
15,330.72
3,832.68
Web Hosting
0.00
0.00
0.00
E-rate Totals
51,578.40
41,262.72
10,315.68
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 18 of 18