SUMMERS COUNTY SCHOOLS
116 MAIN STREET
HINTON WV 25951
Technology Plan 2008-2010
E-rate funding years 2008-2010
Technology Plan
Technology Plan submitted: October 13, 2008
Summers County has three elementary, one middle, and one high school. A new prek-5 school is being constructed for
Talcott and it is expected to be completed by January 2009. The elementary schools are in collaboration with Head Start to
provide pre-k for all students in the county.
Summers County is concentrating on technology. Summers County High and Summers Middle are using Edline to
communicate with parents and to provide information for students. SCHS is providing a 21 st century learning lab for 9 th
grade with plans to expand each year to the next grade. SCHS students will be allowed to check out computers for home
use. The county has hired its first TIS. The student population is approximately 1500 served by approximately 140 teachers, 6 administrators, 4 central offiece
directors, 80 service personnel, a transportaion director, and the superintendent. The enrollment has been declining for
several years. The majority of the students (95.6%) are white with 3.6% black, and 0.7% other. Approximately 62% of the
students are from low income households.
The high school graduation rate fell slightly from 82.4% in 2006-07 to 82.1% in 2007-08. The drop out rate in 2006-07 was
2.9%. The attendance rate in 2007-08 was 97.1%. The 2006 high school enrollment rate in AP courses for 11 th graders at
SCHS was 18% compared to the state rate of 10.10%. For seniors, the enrollment in AP courses at SCHS was 4.4% as
compared to the state rate of 14.6%.
All elementary schools made AYP, although HAE made AYP through averaging. The middle school made AYP except for
the special education cell in math and reading. This is the third year the middle school has not made AYP in the special
education cell. The high school made AYP in all areas except the low SES math cell.
An analysis of the trend data shows a mixture of improvement and lack of improvement:
? Talcott and Jumping Branch El. improved from last year in reading
? Summers Co. High, Summers Middle, and Hinton Area El. fell in reading
? Talcott and Jumping Branch El. improved in math from last year
? SCHS, SMS, and HAE fell in math from last year
? SCHS and SMS increased in science from last year
? JB, Tal, and HAE decreased in science from last year
? HAE, Tal, and JB decreased in social studies from last year
? SMS increased in social studies from last year
? In low SES reading all schools increased in proficiency except HAE
? In low SES math all school fell
? In special ed math all school fell except SCHS and Tal
? In special ed reading SMS, Tal, and JB increased in proficiency
Page 1 of 24 ructed for
Head Start to
ine to
g lab for 9 th
rs for home
tral offiece
lining for
ly 62% of the
n 2006-07 was
1 th graders at
s 4.4% as
AYP except for
the special
Page 2 of 24 Planning Committee
Name
Title
Representation
Andrea Bennett
WVU Extension Agent
*Business Community
Ann Jimenez
Parent
*Parent
Barbara Rush
Concord University
Bill Keaton
Banker
*Business Community
Bob Mazzella
Vocational Teacher
*Teacher
David Dent
ABE Teacher
*Teacher
David Quisenberry
Dir. Facilities, Technology, Testing *Technology *Administration
David Ziegler
Ziegler and Ziegler Law Office
*Business Community
Dena Pivont
School Nurse
*Teacher *Parent
Eddie Cales
JB Teacher
*Teacher
Fred Long
Newspaper
*Business Community
Gaye Shaver
Talcott Principal
*Title I *Administration
Heather Cooper
TAL Teacher
*Title I *Teacher
Jack David Woodrum
Funeral Director
*Business Community *Parent
Janet Turner
Department of Human Services
*Business Community
Jay McBride
Transportation Director
*Service Personnel
Karen Childs
parent
*Business Community *Parent
Karen Eagle
Sp. Ed. Specialist
*Special Education
Kelli Ballenger
SMS Teacher
*Teacher
Kimberly J. Rodes
Dir. Student Services
*Special Education *Administration
Kit Durnan
SMS Principal
*Administration
Kristal Straub
411 Family Resource Center
*Business Community
Larry Meador
Economic Development
*Business Community
Mary Beth Merritt
County Clerk
*Business Community
Michael Tabor
HAE Principal/Fac. Sen.
*Title I *Administration
Nancy Whitlock
Summers Co. ARH
*Business Community
Patricia Harvey
Principal/Fac. Senate
*Administration
Patricia Stacklin
Teacher/LSIC
*Special Education *Teacher
Robert Rodes
Secondary Director
*Administration
Ruth Boyd
Tech Prep
Sarah Lee Brown
Dir. C & I and Title I
*Title I *Title II *RLIS *Administration
Steve Pack
Vocational Director
*Special Education *Administration *Teacher
Sue Angell
Board Member
Thomas E. Niswander, Principal
*Title IV *Administration
Vicki Hinerman
Superintendent
*Administration
Yvonne Hayes
411 Family Resource Center
*Business Community
Describe how parents, community and other appropriate stakeholder members are involved in the development and/or revision of the plan.
Our county has combined all county wide committees into a County Steering Committee with representation from each
school community including teachers, parents, business and community persons. This committee meets quarterly and
reviews the plans for all county programs including Vocational Education, Title I, II, IV, VI, and special education. The
committee provides suggestions and helps the central office with solutions to problems. In addition, each school has a parent
involvement program and all parents are asked to participate in the county survey with the results being used for school and
county improvement.
For the Title I plan, the parents were surveyed and their responses were considered in revising the plan. The plan was placed
on review by the board of education with a comment period for public comments.
Page 3 of 24 TOTALS
25826.00
25826.00
22136.00
10563.00
11000.00
15000.00
33000.00
156495.000
3000.00
302846.00
Page 4 of 24 Core Beliefs 1. all children can learn and it is our responsibility to teach all children.
2. reading is the key to success.
3. the foundation for reading is formed during the preschool years.
4. the children who are achieving in school are typically happy and well behaved.
5. the involvement of parents is an integral part of the education of the children and that parent involvement is primarily
about helping more students succeed.
6. although programs, staff development, and technology are all necessary and needed components to deliver a sound
education, the most important ingredient for success is a highly qualified teacher with the desire and the time to
provide individual instruction.
Mission Statement The Summers County School System shall involve the total community in preparing each citizen to
enter the workforce, college, or other post secondary training and in developing them to their fullest potential as 21st century
active, self-directed, lifelong learners. Page 5 of 24 Page 6 of 24 Data Analysis Data collection to verify the action steps needed for the Summers County SE GOAL were taken from the District
Self-Assessment, the Office of Assessment and Accountability Monitoring Report, county driven 08/09 Needs Assessment
Survey findings (portions of action steps are from the findings in 07/08.) Particular actions steps that may reflect outcomes
of the collected data may include activities such as: ESY training, IEP Writing Training for all staff and a particular school,
IEP/Transitional collaboration and further training, passive restraint training for classroom aides, and
RTI materials/trainings. (KR)
Data and other sources used to verify the action steps needed for the Summers County Title I Goal in the strategic plan
included the DIBELS scores for k-3 students, WESTEST scores from the previous school year for grades 3-5, Writing
Assessment scores for 4th grade, parent satisfaction surveys, and state department notices of upcoming strategies needing
staff development.
Data sources used to verify the action steps needed for the remainder of the plan included WESTEST for all grades, Writing
Assessment, parent satisfaction surveys, graduation and attendance rates, OEPA checklist, and other information collected
from the schools.
An analysis of the data as shown below indicates for the most part in both reading and math Westest scores, Summers
County has scored at or above the state average; yet, we have fallen in ranking from last year’s scores. Our DIBELS scores
do not show marked improvement in the percent of students benchmarking in reading. Writing scores continue to be lower
than desired. Attendance is good, teachers are qualified, but parental involvement needs work.
Trend data from Westest in the all group showed a decrease at the county level in both math and reading from the 2006-07
year to the 2007-08 year. Our county fell from 25th place to 35th place in reading and from 24 th place to 34th place in
math. The 5th and 6th grade both scored within the top 10 counties in math and reading while 8th grade scored at 54th in
both reading and math.
DIBELS scores indicated a decrease in the percent of students achieving benchmark in first and second grade and an
increase in K and third grade.
Our 4th grade scored lowest on the 06-07 writing assessment with only 66% mastery. Elementary teachers reported not
enough time is available to teach the writing process.
All elementary teachers are highly qualified. Several of them are participating in a program to earn their master’s degree.
We have a few special education classes taught by not highly qualified. A health teacher needs certification. An English
teacher needs complete certification.
The elementary attendance rate has remained above the state requirement.
The parental participation remains low, yet the parental satisfaction is relatively high. A committee has been formed to
encourage participation and to share with county administration concerns and issues.
Finally the state department is continuing to emphasize specific components of the four pillars. The concentration now is on
parent involvement and RtI. Currently all elementary schools are implementing tiered intervention or RtI. A middle school
team has started training in RtI. We have trained all county staff in customer service or ways to help improve our relations
with parents.
To get to the root causes, the team used the "why" technique. The consensus was while our teachers have been well trained
in some areas, other areas may have been left out or not covered as well as needed. Training in differentiation for tiered
intervention may help this. New teachers have not had the basic training. Students who need extra help may not be staying
after school. Time for writing may not have been provided in the past nor have we trained teachers in integrating writing
across the curriculum.
Page 7 of 24 Page 8 of 24 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 All indicators on the OEPA checklist are marked positive except for the achievement indicator where our middle school did
not make AYP in the special education cell for reading and math and our high school did not make AYP in low SES math.
Prioritized Strategic Issues 1. Math improvement for all, special education, and low socio-economic cells at 7th, 8th, and 10th grade.
2. Reading improvement for all, special education, and low socio-economic cells at 3rd, 4th, 8th, and 10th grade.
3. Writing improvement in all grades.
4. Hire and keep highly qualified personnel.
5. Increase and encourage co-teaching models supported by scientifically research based research to increase student
learning.
6. Provide ongoing staff development and technology updates to ensure our teachers are providing the best possible
education to prepare our students for the 21st century.
7. Improve parent involvement.
Page 9 of 24 All students will achieve mastery or above in math as measured by the WESTEST by 2013-14 and the achievement gap
between/among groups will be closed.
1. The monitoring and support listed for this objective also apply to all objectives under this goal. The percentage
of the group "all students" who scored mastery in math will increase by 10% each year until all students reach mastery.
A.Measure WESTEST
1. Base 2007-08 73%
2. Target 100%
B. Monitoring Principals and central office personnel will conduct walk throughs. The superintendent will lead discussion groups with incipals.
Student achievement will be monitored through Acuity, Dibels, and other assessments. Staff development sessions will be monitored by the Dir. of C & I. Technology implementation will be monitored by the
Technology Director. The Special Education and Curriculum Directors will monitor Collaboration and co /teaching.
C. Support Academic coaches will meet monthly with the Dir. of C & I to resolve any issues. Principals
will meet bi-monthly with the superintendent and central office staff to discuss and resolve issues. As
needs become evident, they will be met through collaborative efforts of the administration.
2. The percentage of the group "low SES" who score mastery in math will increase by 10% each year until we achieve
100%.
Measure WESTEST
1. Base 2007-08 68%
2. Target 100%
3. The percentage of the group "special education" who scored mastery in math will increase by 10% each year until all
students reach mastery. Measure WESTEST
1. Base 2007-08 38%
2. Target 100%
4. The gap between the percent of students in the all group who score mastery and those in the SE group who score
mastery in math will decrease by 10% per year.
Measure WESTEST
1. Base 2007-08 35%
2. Target 0%
Mode
Date
Topic
Audience
(Coaching, Learning Community, or Trainer Led)
August
Westest scores
math teachers
each six weeks
collaboration of co-teachers and
math teachers to look at curriculum
math teachers
map and make adjustments as
needed
academic coach and teacher leaders
each semester
co-teaching
math teachers
trainer led (RESA and county sp ed)
Oct, Jan, May
review of Acuity results for
planning
math teachers
academic coach led Page 10 of 24 Principal and math coach led
early out days
21st century technology and skills
math teachers
all year
TIS will continually be in all
classrooms teaching teachers to use math teachers
21st century technolgoy
led by TIS
as scheduled by
state dept
math updates
led by state dept for math team; team
will report back to whole group
math team
led by 21st century teacher leaders
County leadership team will engage in regular and systematic data anlaysis including assessments, attandance rates, drop out
rates, disciplinary data, parents surveys, WVIES, and other data.
Core Plan Title I Title II Title IV RLIS Technology
County administrators will review all school system data, reflect upon success or lack thereof, and share findings and
goals with principals and other key employees.
Four times a year, county administrators will review with the steering committee all programs including Title I, II, IV,
VI, special education, technology, vocational, and ABE and utilize suggestions from the committee for improving the
system.
Monthly meetings of the superintendent and directors will be held with principals as needed to study monitoring
results and identify areas where improvement and adjustments are needed and to integrate and coordinate services.
Through paper reports, discussion, or walk throughs, directors will obtain and monitor data for code of conduct
implementation and violation, attendance, duty schedules, staff development, principal walk throughs, IEP
implementation, Federal Programs, parent involvement including handbooks and newsletters, and other reports to
insure compliance with all regulations and to provide staff development in areas where needed.
The LEA will provide technical assistance and oversight in viewing school plans to ensure sufficient resources to carry
out the professional development plans.
The LEA will review the effectiveness of professional development in the district through review of coach's logs.
The LEA will ensure professional development involves coordination of funds and is sustained and of high quality.
Incorporate scientifically research based instructional practices, staff development, monitoring, and evaluation in every
classroom and extended learning situation. Core Plan Title I Title II RLIS Technology
1. Use Title I, II, and VI and Step 7 funds to hire full and part time academic coaches and a full time TIS to provide staff
development for all teachers, to evaluate current implementation of previously taught strategies, and to work with teachers
on maps, benchmarks, and assessments, and 21st century technology to ensure the highest level of success for our students.
2. Use Title I, II, VI, and Step 7 funds to provide on going and sustained staff development.
3. Use Rural funds to employ tutors for before/after school and summer tutoring and credit recovery.
2. Principals and teachers with the help of academic coaches will review Westest scores and create a plan of action to
increase academic achievement.
3. Coaches will help teachers create benchmark tests based upon the curriculum map.
4. Teachers will use acuity as a benchmark test in Oct., Jan., and May.
5. Results from Acuity will be collected by coaches and shared with Dir. C&I and Sp. Ed.
6. Math teachers and coaches will meet each six-weeks to discuss and monitor progress.
7. 21st Century teacher leaders and the TIS will conduct staff development concerning the use of 21st century tools and
practices for the teachers on early out days.
8. Form study groups in each school to look at gaps both individual and group on assessments including but not limited to
WESTEST, DIBELS, ACT Explore and Plan, writing assessment, ACT, SAT, and remedial placement in college classes,
and then plan for and implement necessary changes.
9. Provide opportunity for personnel to attend state and national conferences and return to their county to share with others.
10. Principals and coaches work with teachers to utilize math program improvement reviews and provide prof development
Page 11 of 24 10. Principals and coaches work with teachers to utilize math program improvement reviews and provide prof development
as needed.
Page 12 of 24 All students will achieve mastery or above in reading/language arts as measured by the WESTEST by 2013-14 and the
achievement gap between/among groups will be closed.
1. The monitoring and support listed for this objective also apply to all objectives under this goal. The percentage
of the group "all students" who scored mastery in reading/language arts will increase by 10% each year until we reach
100%.
A. Measure WESTEST
1. Base 2007-08 78%
2. Target 100%
B. Monitoring Principals and central office personnel will conduct walk throughs. The superintendent will
lead discussion groups with principals. Student achievement will be monitored through Acuity, Dibels,
and other assessments. Staff development sessions will be monitored by the Dir. of C & I. Technology
implementation will be monitored by the Technology Director. The Special Education and Curriculum
Directors will monitor Collaboration and co /teaching.
C. Support Academic coaches will meet monthly with the Dir. of C & I to resolve any issues. Principals will
meet bi-monthly with the superintendent and central office staff to discuss and resolve issues. As needs
become evident, they will be met through collaborative efforts of the administration.
2. The percentage of the group "low SES" who score mastery in reading/language arts will increase by 10% each year
until we achieve 100%.
Measure WESTEST
Base 2007-08 75%
Target 100% 3. The percentage of the group "special education" who scored mastery in reading/language arts will increase by 10%
each year until we reach 100%.
Measure WESTEST
Base 2007-08 38% Target 100%
4. The gap between the percent of students in the all group who score mastery and those in the SE group who score
mastery in reading/language arts will decrease by 10% per year until all students reach mastery.
Measure WESTEST
Base 2007-08 40%
Target 0%
Mode
Date
Topic
Audience
(Coaching, Learning Community, or Trainer Led)
October
Dibels at elementary level
el reading teachers
RF state office and then RMT for county
Aug-Sept
Westest scores and what we need
to do
all E/la teachers
RMT and academic coach led
each 6 weeks
collaborative planning for coteachers and subject level teachers
at the middle school level to
discuss student acheivement and
needs based upon acuity and class
work
classroom teachers
led by academic coaches
Page 13 of 24 each 6 weeks
collaborative planning for
co-teachers and subject level
teachers at the elementary level to
disucss student needs and
achievement and for planning
based upon DIBELS, acuity, and
class work
classroom teachers
led by RMT and academic coaches
each 6 weeks
collaborative planning for
co-teachers and subject level
teachers at the high school level to
discuss student achievement and
needs based upon acuity and class
work
classroom teachers
led by academic coaches
Aug 08-June 09 RTI middle level classroom teachers
led by RESA I, Concord/Bluefield State
early out days
21st cent technology and skills
classroom teachers
led by 21st century teacher leaders
all year
TIS will continually visit
classrooms and demonstrate 21st
cent technology
classroom teachers
let by TIS
all year
TIS and coaches demonstrate
writing roadmap
classroom teachers
led by coach and TIS
County leadership team will engage in regular and systematic data anlaysis including assessments, attandance rates, drop out
rates, disciplinary data, parents surveys, WVIES, and other data.
Core Plan Title I Title II Title IV RLIS Technology
County administrators will review all school system data, reflect upon success or lack thereof, and share findings and
goals with principals and other key employees.
Four times a year, county administrators will review with the steering committee all programs including Title I, II, IV,
VI, special education, technology, vocational, and ABE and utilize suggestions from the committee for improving the
system.
Monthly meetings of the superintendent and directors will be held with principals as needed to study monitoring
results and identify areas where improvement and adjustments are needed and to integrate and coordinate services.
Through paper reports, discussion, or walk throughs, directors will obtain and monitor data for code of conduct
implementation and violation, attendance, duty schedules, staff development, principal walk throughs, IEP
implementation, Federal Programs, parent involvement including handbooks and newsletters, and other reports to
insure compliance with all regulations and to provide staff development in areas where needed.
The LEA will provide technical assistance and oversight in viewing school plans to ensure sufficient resources to carry
out the professional development plans.
The LEA will review the effectiveness of professional development in the district through review of coach's logs.
The LEA will ensure professional development involves coordination of funds and is sustained and of high quality.
Incorporate scientifically research based instructional practices, staff development, monitoring, and evaluation in every
classroom and extended learning situation. Core Plan Title I Title II RLIS Technology
1. Use Title I, II, and VI and Step 7 funds to hire full and part time academic coaches and a full time TIS to provide staff
development for all teachers, to evaluate current implementation of previously taught strategies, and to work with teachers
on maps, benchmarks, and assessments, and 21st century technology to ensure the highest level of success for our students.
2. Use Title I, II, VI, and Step 7 funds to provide on going and sustained staff development.
3. Use Rural funds to employ tutors for before/after school and summer tutoring and credit recovery.
4. Principals and teachers with the help of academic coaches will review Westest scores and create a plan of action to
increase academic achievement.
5. Coaches will help teachers create benchmark tests based upon the curriculum map.
Page 14 of 24 6. Teachers will use acuity as a benchmark test in Oct., Jan., and May.
7. Results from Acuity will be collected by coaches and shared with Dir. C&I and Sp. Ed.
8. E/la and reading teachers and coaches will meet each six-weeks to discuss and monitor progress.
9. 21st Century teacher leaders and the TIS will conduct staff development concerning the use of 21st century tools and
practices for the teachers on early out days.
10. Form study groups in each school to look at gaps both individual and group on assessments including but not limited to
WESTEST, DIBELS, ACT Explore and Plan, writing assessment, ACT, SAT, and remedial placement in college classes,
and then plan for and implement necessary changes.
11. Provide opportunity for personnel to attend state and national conferences and return to their county to share with others.
Page 15 of 24 Provide technology (software and hardware) to personalize learning to accommodate different learning styles and be able to
remediate and accelerate to meet student needs and to become 21st Century learners.
To improve the infrastructure in Summers County schools by providing up to date 21st century tools
Measure Digital Divide measuring the percentage of Windows XP computers
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
Actual
percentage of
XP and above
computers
39.4%
47.8%
51.6%
Target
percentage of
XP and above
computers
75%
100%
Mode
Date
Topic
Audience
(Coaching, Learning Community, or
Trainer Led)
Odyssey
HAE. JBE, Talcott
IBM trainer led
TechSteps
HAE,JBE,Talcott, SMS
IBM trainer led
Tech Steps for principals
Tech Steps curriculum mapping
Ed Line
SCHS and SMS
teachers
trainer led
TECH/01:
Provide 21st century hardware and a stable, state of the art 21st century infrastructure for the effective use of
technology.
Technology
Add 30 new desktop computers to lab at HAE
Add new server to JBE to handle latest Odyssey update
Add 17 laptops at SCHS for 21st century school
Add 5 Whiteboard bundles at SCHS Add 1 whiteboard bundle at SMS Continue to improve wireless connections at SCHS
TECH/02:
Focus on 21 st century technology tools and resources that improve achievement of all students, with a special
emphasis on high need and low SES students.
Technology
Use Microsoft Office for productivity tools in all schools Use Plato at SMS, SCHS, Alternative ED, Credit Recovery, and GED Use Carnegie Math at SMS Use Bridges to Algebra Carnegie at SMS Use Writing RoadMap in all schools Provide opportunities for both virtual and on-ground field trips. Continue training for teachers and students on portfolio development and student led conferences utilizing technology as
appropriate.
Continue to provide increased opportunities for students to take EDGE classes.
Provide research based programs that benefit highly mobile (homeless) students and provide training for teachers to help them
educate these students for the 21st century. Continue to provide extra help and extra time through the in school and after school tutoring programs, summer Energy Express,
and with the computer based Plato learning system.
Use newly created teacher leadership team and academic coaches to create 21st century classroom environments with reports
given to Dir. C & I.
Use DIBELS assessment and a three tiered instructional model. Ensure schools use assessments to diagnose, plan and provide supplemental instruction for students through providing time for
Title I and classroom teachers to analyze the data and place students in tiered groups for extra help. Assist schools in identifying students who may be at risk academically by providing DIBELS assessment and time to analyze the
results and place students in tiered groups. Coordinate and integrate services provided by Title I and other programs for students w/disabilities, migratory, and neglected and
delinquent students as needed. Page 16 of 24 Plan and provide with special education department for RTI and the three tiered reading model. TECH/03: Ensure that the use of telecommunications and internal connections in the schools will enhance student learning.
Technology
Use Thinkfinity and SAS as internet based instructional resources
Provide all teachers with email addresses to be used as they communicate with parents and other school personnel.
Provide local and long distance and cellular phone service for improved communication among and between schools and the
community.
Provide T1 data lines for all schools to access WVEIS and internet for instruction and communication
Add internal connections maintenance and internet access for county communications and instruction
Provide teachers with the necessary training and technology to create webpages for parental communication.
TECH/04: Provide increased access for students and teachers to 21st century tools and resources
Technology
Provide wireless mobile labs in the schools.
Provide a loan system so that students can check out computers for use at home with the parents.
Mobile carts for JBE and SMS for laptops labs
Provide support and continue video journalism (Bobcat TV) at SCHS
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
Allow students to take courses not offered inSummers County - Spanish, Algebra, Calculus - through online distance delivery of
courses
Video journalism at SCHS for studnts and web presentations
Health up-date for employees on-line
On-line certification for bus drivers
TECH/06: Promote parental involvement and improved collaboration with community/home through the user of 21st century tools and resources Technology
Use county and school web pages to communicate with parents, students, teachers, and community
Use e-mail for communication with students, teachers, parents, and community
Add Midi program for keyboard computer use in music SMS
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 Odyssey professonal development support days for elementary schools.
Provide webinars for staff
Provide McKiney-Vento training to principals
Provide training and support for the use of EdLine at SCHS for communication with students, parents, and communty
Provide training and support for the use of GradeQuick at SMS and SCHS for communication
Provide techSteps training for principals, curriculum team and teachers
Professional Development will be provided for teachers in using TFS/ODDESSY, Plato, SAS, Marco Polo, SchoolKit, Bridges, and
other technology integration and the use of such programs will be monitored by the leadership team. Continue training for teachers and students on portfolio development and student led conferences utilizing technology as
appropriate.
TECH/08:
Maintain and repair all 21st century tools and internal connections.
Technology
Page 17 of 24 Work with RESA I to provide a technology specialist who will troubleshoot/repair the technology or train school personnel to do
so. Maintain a web-based reporting system for schools to report technology problems and ensure that someone at the school knows
how to report. Update technology available to students through replacement of older technology and addition of White Boards. TECH/09:To collaborate with adult literacy providers to provide 21st century skills for community
Technology
To continue to provide basic computer classes for adults and the use of the Plato system in the ABE, credit recovery, Sp. Ed.,
and alternative programs
Page 18 of 24 Summers County Schools are currently utilizing technology in a variety of ways in order to increase student learning, staff learning, and improve the use of time and resources to meet the 21st
Century initiative. In addition to curricular uses, some schools are using technology for parent communication, entering absences and grades by the teachers, monitoring hallways, and staff
communication. Other schools need to improve in these areas. Computers are aging and need to be replaced and as new technology is developed, our schools need to be able to stay abreast of the
changes and teach our students how to use the technology. Staff development is always a need that we are trying to meet. With the requirements for formative and summative assessments, we must
provide the technology that will simplify the data for the teachers so that they can spend their time instructing rather than doing paper work. 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 19 of 24 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 digital divide reports indicate that all schools are making progress in addressing the technology issues. We have nine computer labs in the county.
All schools have Internet access via T1 lines. Assistive technology is available where needed. A full time technology specialist is employed and a
technology director is in charge of technology for the system. Professional development is provided for all personnel in technology use and integration.
Most schools have radio and television reception. All schools have projection devices and telephones. Several schools have access to PDAs. More
professional development is needed so that teachers will be better able to fully integrate the available technology including but not limited to Tools for
Schools, MS Office, Plato, and A+. Improved communication needs to be established between the schools and homes. The infrastructure needs to be
maintained and the equipment needs to be repaired and replaced. To enhance school safety and general communication pagers, cellular service, cameras
and other technology needs to be implemented or improved.
Page 20 of 24 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?
09/20/2001 (mm/dd/yyyy)
4. Provide the URL to your acceptable use policy.
boe.summ.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?
5
1
6
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?
1
1
2
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 21 of 24 Technology Planning Budget
Funding
Source
TFS elementary
Hardware Software Infrastructure Maintenance
Prof.
Salaries
Development
Benefits Stipends Supplies Other
TOTALS
24784.00 1042.00 25826.00
25826.00
5706.00
22136.00
3173.00
10563.00
10000.00
1500.00 5000.00 11000.00
15000.00
33000.00
102898.
14317.00
156495.00
25826.00
TFS-secondary 1021.00
TI
15409.00
Local share
7390.00 EETT
County/school 30000.00
3000.00
Grants
Title I
SpEd
9500.00 Other
5800.00 33480.00
3000.00
Other
3000.00
Other
TOTALS
85909.00 37863.00 36653.00
10000.00
5706.00
102898.00 14317.00 Funding Source
Year
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 Annual
Disc% Commit County Match
180.96
42,120.00 35,004.00 0.00 958.80 1,560.00 0.00 21,400.16 0.00 0.00 0.00 101,223.92 142.96
38.00
33,274.80
8,845.20
28,003.20
7,000.80
0.00
0.00
757.45
201.35
1,232.40
327.60
0.00
0.00
16,906.13
4,494.03
0.00
0.00
0.00
0.00
0.00
0.00
80,316.94
20,906.98
Page 22 of 24 5000.00 3000.00 302846.00
TFS/Elementary E-rate Application 2009 State Totals - TFS/Elementary 0.00
0.00
0.00
TFS/Secondary E-rate Application 0.00
0.00
0.00
2009 State Totals - TFS/Secondary Funding Source
Year
E-rate funds 2008 Cellular Data Lines Internal Conn Maint Internal Connections Internet Access Long Distance Paging Voice Voice/Long Distance WAN Web Hosting E-rate Totals Annual
Disc% Commit County Match
180.96
42,120.00 35,004.00 0.00 958.80 1,560.00 0.00 21,400.16 0.00 0.00 0.00 101,223.92 142.96
38.00
33,274.80
8,845.20
28,003.20
7,000.80
0.00
0.00
757.45
201.35
1,232.40
327.60
0.00
0.00
16,906.13
4,494.03
0.00
0.00
0.00
0.00
0.00
0.00
80,316.94
20,906.98
TFS/Elementary E-rate Application 2008 State Totals - TFS/Elementary 0.00
0.00
0.00
TFS/Secondary E-rate Application 0.00
0.00
0.00
2008 State Totals - TFS/Secondary Funding Source
Year
E-rate funds 2007 Bundled Voice/Long Distance Annual
Disc% Commit County Match
0.00
0.00
142.96
38.00
32,516.40
8,643.60
0.00
0.00
33,629.12
8,407.28
853.20
226.80
1,232.40
327.60
0.00
0.00
16,985.13
4,515.03
0.00
0.00
0.00
0.00
85,359.21
22,158.31
43,265.00
80 34,612.32
8,653.08
State Totals - TFS/Elementary 43,265.00
34,612.32
8,653.28
0.00
0.00
Cellular Data Lines Internal Conn Maint Internal Connections Internet Access Long Distance Paging Voice WAN Web Hosting E-rate Totals TFS/Elementary E-rate Application 2007 Talcott Elementary TFS/Secondary E-rate Application 2007 State Totals - TFS/Secondary 0.00
180.00 41,160.00 0.00 42,036.00 1,080.00 1,560.00 0.00 21,500.00 0.00 0.00 107,517.00 0.00
Funding Source
Year
E-rate funds 2006 Cellular Data Lines Internal Conn Maint Annual
Disc% Commit County Match
240.00
41,160.00 0.00 189.60
50.40
32,516.40
8,643.60
0.00
0.00
Page 23 of 24 Internal Connections State Basic Skills E-rate
Application 2006 State Totals - BS/CE Internet Access Long Distance Paging Voice WAN Web Hosting E-rate Totals State SUCCESS E-rate Application 2006 State Totals - SUCCESS 32,793.50
1,080.00 2,532.00 156.00 21,500.16 0.00 0.00 99,461.66 26,234.80
6,558.70
853.20
226.80
2,000.28
531.72
123.24
32.76
16,985.13
4,515.03
0.00
0.00
0.00
0.00
78,902.65
20,559.01
0.00
0.00
0.00
0.00
0.00
0.00
Funding Source
Year
E-rate funds 2005 Cellular State Basic Skills E-rate
Application 2005 State Totals - BS/CE Data Lines Internal Conn Maint Internal Connections Internet Access Long Distance Paging Voice Web Hosting E-rate Totals State SUCCESS E-rate Application 2005 State Totals - SUCCESS Annual
Disc% Commit County Match
292.32
35,385.00 30,000.00 0.00 0.00 1,979.52 0.00 15,669.36 0.00 83,326.20 230.93
61.39
27,954.15
7,430.85
23,400.00
6,600.00
0.00
0.00
0.00
0.00
1,563.82
415.70
0.00
0.00
12,378.79
3,290.57
0.00
0.00
65,527.69
17,798.51
0.00
0.00
0.00
0.00
0.00
0.00
Page 24 of 24