MERCER COUNTY SCHOOLS
1403 HONAKER AVENUE
PRINCETON WV 24740
Technology Plan 2008-2010
E-rate funding years 2008-2010
Technology Plan
Technology Plan submitted: September 29, 2008
Mercer County is a mid-size district serving over 9000 students in pre-K through grade 12. We have 25 schools and 26 campuses including the Mercer
County Technical Education Center.
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Planning Committee
Name
Title
Representation
Dr. Deb Halsey-Hunter
Bluefield State College
*Business Community
Dr. Deborah S. Akers
Superintendent
*Title II *Title III *Title V *RLIS
*Administration
Dr. Randy Maxwell
Willis Chiropractic
*Business Community
Greg Arnold
*Business Community
Joe Wilson, Police Chief City of Bluefield
*Title IV *Business Community *Parent
Miss Claire Arnold
*Student
Mr. Bill Buzzo
City of Princeton
*Business Community
Mr. Bruce Puckett
Cole Chevrolet-Cadillac
*Business Community
Mr. Corbin Fredeking
Mr. Don White
*Student
Asst. Superintendent
*Title I *Administration
Mr. Frank Brady
*Business Community
Mr. Garry Taylor
Dir. of Tech./MCS
Mr. Gene Bailey
MCBOE Member
Mr. Greg Puckett
Mercer County Drug Free
*Technology *Administration
*Business Community
Mr. Jim Montgomery
*Business Community
Mr. John Bowling, Safe Schools Member
*Title IV *Business Community
Mr. John Mitchell, Safe Schools Member
*Title IV *Parent
Mr. Jon Corbett
Principal
*Administration
Mr. Marc Meachum
Bluefield Chamber of Commerce
*Business Community
Mr. Mike Pauley
Asst. Special Ed. Director
*Special Education *Administration
Mr. Pete Sarver, Safe Schools Member
*Title IV *Business Community
Mr. Randy Lester
CMS, Inc.
*Business Community
Mr. Richard Allen
The Insurance Store
*Business Community
Mr. Richard Allen
Prudential Insurance
*Business Community
Mr. Rick M. Ball
Coordinator II of Pupil Services
*Title IV *Administration *Parent
Mr. Robert Farley
Princeton/Mercer Co. Chamber of Commerce *Business Community
Mr. Roger Daniels
Adm. Assistant/Human Resources Director
*Administration
Mr. Roger Topping
Princeton Health Care
*Business Community
Mr. Ron Satterfield
*Business Community
Mr. Stephen Dickerson
Youth Connections, WIA
*Business Community
Mr. Tom Chaffins
Secondary Supervisor
*Administration
Mrs. Terri Fredeking
Parent
*Parent
Ms. Alicia Hypes
Laurel Creek Forest Products
*Business Community *Parent
Ms. Beth Sizemore
Childlaw Services
*Business Community
Ms. Brenda Ash, Director of Special Education
*Special Education
Ms. Candy Stanley
Career Connections Facilitator
*Administration
Ms. Carol McClaugherty
Career Connections Coordinator
*Administration
Ms. Cathy Blaylock
Guidance Counselor
*Teacher
Ms. Debbie Ameli
Bluefield Regional Medical Center
*Business Community
Ms. Donna Shay
Parent Volunteer
*Parent
Ms. Joy Hubbard
*Administration
Ms. Joyce Tedder
Spec. Ed. Instructional Supervisor
*Special Education
Ms. Karen Browning
First Community Bank
*Business Community
Ms. Karen Hall
Coordinator II
*Title I *Administration
Ms. Kellan Sarles
Information Specialist
*Administration
Ms. Linda Cox
MCTEC Facilitator
*Administration
Ms. Linda Greene
*Service Personnel
Ms. Lisa Clark
Student
*Parent
Ms. Marcia Ware
Academy of Adult Learning
*Administration
Ms. Pat East
Coordinator II of Federal Programs
*Title I *Administration
Ms. Ruth Boyd
Southeastern Tech. Prep
Ms. Sharon Dyer
Elementary Supervisor
*Title I *Administration
Ms. Sherri Anderson
*Business Community
Ms. Summer Mullins
*Parent
Ms. Tammie Toler
*Business Community
Ms. Tammy Monk
Concord University
Rev. Rob Buchanan
Parent Volunteer
*Parent
Describe how parents, community and other appropriate stakeholder members are involved in the development and/or revision of the plan.
During the development of Mercer County’s Strategic Plan,opportunities for parents and community members to have input into the planning and
design are provided via the following formal consultation activities: (1) Although the LEA is only required to have one annual Title I public meeting
with parents, we have elected to have two annual meetings, as advertised on two occasions by local newspapers, to discuss and provide input in relation
to the Title I grant application;
(2) annually the Local School Improvement Council (comprised of parents, educators and community members) meets with the Board of Education to
review school goals and achievement; and (3) the individual Title I projects are developed with parental input and the information garnered is used to
develop other grants available in the No Child Left Behind legislation.
Additionally, parent involvement and informal consultation are conducted through the following activities: (1) yearly
home visits for the Kindergarten Four Program students; (2) Read Aloud Program, over 400 volunteers have been trained;
(3) Training sessions for parents (on-going) according to areas identified by parent input on a school needs basis; and (4) Energy Express, a summer
program which contains the component of parent training to enable them to work with their children in academic areas. Consultation opportunities for
teachers, both Title I and all others, are many. Yearly, the Staff Development Council surveys all Mercer County Schools’ employees to determine their
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teachers, both Title I and all others, are many. Yearly, the Staff Development Council surveys all Mercer County Schools’ employees to determine their
needs. This information is used to formulate the staff development provided throughout the year. Monthly, the superintendent meets with Faculty
Senate Chairs, Mercer County Education Association officers and American Federation of Teachers representatives to answer questions and to receive
input into the educational program. Additionally, Local School Improvement Councils, which include teacher representation, meet annually with the
Board of Education to address concerns and goals.
Perhaps most importantly, teachers are the major authors of each school's Strategic Improvement Plan. The plan includes a needs assessment, goals,
activities and evaluation. This information informs and correlates with the county Strategic Plan.
Although Title I teachers and academic coaches are included in all of the above activities, they also meet regularly with their
supervisors, Title I coordinator, and Title I director regarding concerns and successes of their programs.
All school administrators meet monthly with the superintendent to receive information, address concerns, and offer
input into the educational process. On an informal basis, school administrators and central office staff, supervisors,
directors, coordinators, and the superintendent often collaborate on many issues concerning student achievement. The "Collaboration Wednesdays"
begun last year have made stipended collaboration time available for strategic planning and staff development.
School administrators are the coordinators of their school Strategic Improvement Plan. The plan includes a needs
assessment, goals, activities, and evaluation system for their schools. This information informs and correlates with
the county Strategic Plan, primarily drafted by central office administrators
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Core Beliefs
1. Key elements to a student's success are a skilled and caring staff who practice the following: (a) Respect personal worth, (b) Provide opportunities
for the development of problem-solving abilities, (c) Provide for individual differences, (d) Foster the love of learning, (e) Promote
decision-making skills that result in the wise use of leisure time and the development of social skills, (f) Seek to develop a respect for the dignity
of work, (g) Enhance positive attitudes toward school and the process of lifetime learning, (h) Promote good mental, emotional, and physical
health, (i) Foster belief in the democratic process, (j) Seek to develop an appreciation of the aesthetics, and (k) Teach students to accept
responsibility for their decisions and behaviors .
2. All students can learn. All students have potential that can be developed.
3. Education is a shared responsibility: Achievement requires the commitment and participation of students, staff, family, and community.
4. High expectations yield high achievement.
5. School climate contributes to achievement; learning occurs best in an environment of mutual respect.
Mission Statement
To provide students of all ages equitable opportunities to achieve 21st century skills and knowledge by offering the highest
quality education using all available resources efficiently and effectively.
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Data Analysis
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.
Mercer County's Strategic Plan must continue to focus on narrowing the achievement gap for all students --with special emphasis on special needs
students. Implementation of differentiated instructional models and techniques is key. Mercer County's second area of emphasis is on reducing the
drop-out rate and increasing high school students' readiness for and success in rigorous post-secondary programs of study.
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.
2008 fifth-day county enrollment figures reveal a a slight increase of 54 students since the corresponding count of the 2007-2008 school year. The data is
not consistent with a steady downward enrollment trend over the past 30 years. Although the general birthrate for Mercer County has fluctuated very
little, the county's population has declined steadily since 1980, and 43% of the population is 45 or older. In several schools, K-4 programs
have bolstered over-all enrollment. Mercer County is 93% White, 6% African-American, and 1% other. Bilingual and ESL programs are
underdeveloped because the need for such has been minimal. 2007 data indicate that 59% of Mercer County students qualified for free or reduced
lunch, with some schools exceeding 80%. Despite a modest average per capita income gain over a 10-year period, most new jobs in the county are in the
service/retail sector, paying low wages without benefits. In 2005, only 16% of West Virginia adults had a Bachelor's Degree. Nationwide, however,
85% of all new jobs (including middle skill level jobs) require some level of postsecondary education. Mercer County students must be motivated and
prepared to continue their education beyond high school.
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.
Mercer County did not meet AYP. Special Education students at all grade levels in both RLA and math could not make the benchmarks. The county
did demonstrate satisfactory proficiency rates for All, White, Black, and Low SES students in both RLA and Math. Compared with 2006, this year's
WESTEST scores for all subgroups showed very little variation. Several schools did show marked improvement and, for the first year, Princeton
Middle School made AYP. Two schools --Glenwood and Bluefield Middle --did not meet AYP benchmarks this year. The county's graduation rate fell
2.3%.
2008 Writing Assessment results are not yet available.
Composite ACT scores for county students show little change over 5 years and remain almost a point below the state composite and 1.3 points below the
national composite. As per 2007, only 13% of Mercer County ACT-takers reported having taken the core courses recommended for successful ACT
performance.
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.
Although state and county college-going rate has risen 10% since 1997 according to data released in Dec. 2006, Mercer County's rate of 52.8% is still
below the state rate (57.5) . Further, there are significant discrepancies between the four high schools. From PVHS and PSHS, 56% of graduates enter
college. The percentage drops to 48% for BHS and 30% for MHS. WV's rate of college completion is poor: Only 45.7% of full-time freshmen
entering in Fall 2007 will graduate within a 6-year period. The national completion rate is 54.8%.
Determining "root causes" for college completion trend data is complex (see WV College Student Retention Conference Report , March 2008). report .
Ironically, the steady increase in college enrollment may represent a greater percentage of high school seniors --including very average students with
weak transcripts-- enrolling in 4-year programs. Social/demographic variables include low-socioeconomic status, first generation college students,
marriage, parenthood, homesickness, low expectations. Finally, too few high school students are completing the recommended ACT core of courses,
and too many are requiring no-credit developmental courses at the college level.
Drop-out rates are generally higher in counties with enrollment exceeding 9,000 students.The county's 3.9% dropout rate (the 6th highest in the state in
07-08) has prompted Mercer County to initiate a drop-out intervention/prevention program. We recognize the primary factors to be (1) retention in one
or more grades, (2) disengagement from school beginning in elementary school, (3) poor reading skills that go unaddressed, and (4) frequent/chronic
absenteeism.
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.
As per 2006-2007 data, 91.8% of Mercer County classes are taught by Highly Qualified Teachers, a rate slightly higher than the state's.
The WV Vital Survey indicates that teachers are, on average, satisfied with most aspects of their work and environment in Mercer County Schools.
They gave professional development, safety, community support, and safety high marks. They generally reported feeling empowered to make
decisions. On the hand, respondents expressed the need for more non-instructional time for planning and collaborating with colleagues.
The OEP visited Mercer County Technical Education Center in the fall of 2007. Findings included low end-of-course passing rate, insufficient variety
of instructional strategies, writing instruction not given in all courses, and not all teachers developing lesson plans. School administrators and faculty, in
collaboration with county administrators, wrote an improvement plan and have since addressed these weaknesses through intensive professional
development throughout the 07-08 school year.
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
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Prioritized Strategic Issues
Mercer County's Strategic Plan must continue to focus on narrowing the achievement gap for all students --with special emphasis on special needs
students. Implementation of differentiated instructional models and techniques is key. Mercer County's second area of emphasis is on reducing the
drop-out rate and increasing high school students' readiness for and success in rigorous post-secondary programs of study.
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Goal 7: Title IV Compliance: To educate all students in a safe and drug-free learning environment that supports academic achievement. (Title IV)
7.1 To decrease by 10% annually the number of violations of the student Code of Conduct for acts of aggression or fighting as measured by WVEIS
data.(Base 468.00, Target 280.80)
7.2 To decrease by 10% annually the number of suspensions for violations of the Code of Conduct as measured by WVEIS data. (Base 2822, Target
1694.00)
7.3 To decrease by 10% annually the number of violations of the tobacco policy as measured by WVEIS data. (Base 0.89, Target 53.00)
7.4 To decrease by 10% annually the number of violations for acts of bullying and/or harrassment as measured by WVEIS data. (Base 134.00, Target
82.00)
7.5 To decrease by 10% annually the percentage of students who self report using tobacco as measured by Pride data. (Base 0.25, Target 82.00)
7.6 To decrease by 10% annually the percentage of students who self report using alcohol as measured by Pride data. (Base 0.46, Target 0.27)
Title IV Professional Development Plan
Date
Topic
Audience
Mode
Sept June
Discovery Website Utilization
Teachers
Trainer Led
Sept June
Peer Mediation, Advanced Peer Mediation
Teachers, Students
Trainer Led
Sept June
No More Bullying
Teachers
Trainer Led
Sept June
Crisis Intervention Update and Staff Training
Teachers, Staff
Learning
Community
Sept June
Multicultural Awareness and putting ideas
into practice
New Teachers and all
staff
Trainer Led
Action Step: Conduct Discovery Health Education Website Training Part II.
Title IV RLIS Technology
Action Step: Purchase Discovery Heatlh Education Websites Site Renewal Licenses for 24 schools in Mercer County.
Title IV RLIS Technology
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Goal 9: Twenty First Century/Technology Compliance: To install/maintain technology to support/enhance academic programs, improve
communication, and ensure a safe learning environment.
Target Objective: 100% of computers Windows XP and above
Measure: Digital Divide Survey
The 2007 Digital Divide survey indicates that 68.8% of all student computers in the county run on Windows XP. That figure is up from 49.2% in
2006, and 37.3% in 2005. For all computers including those for administrative use, there is a similar pattern of growth: 36.8% in 2005, 49.2% in
2006, and 70.5% in 2007. As per most recent data, 37.7% of teachers had 1-5 hours of technology training in the preceding year, and 29.6% had
6-15 hours. Implication: Continue upgrading hardware and operating systems to latest Windows and software to meet the academic needs
identified by data analysis. Offer technology staff development through group sessions and embedded TIS assistance. Digital Divide
Reports
Percentage of XP and
higher computers
2005-2006
report
37.3%
2006-2007
report
49.2%
2007-2008
report
68.8%
2008-2009
target
95-100%
Audience
Mode
Date
Topic
June 08-June 09
Technology integration specialists (5) will
be placed in schools (through Title I and II)
for embedded prof. development. All teachers
Coaching
Summer 08
Provide continued stipended professional
development summer sessions on use of
technology to teach 21st century skills
All teachers
Trainer led -- Title II
June 08-June 09
Continue sustained embedded professional
development on interactive white
boards/application to teaching 21st century
skills and core content
All teachers
Coaching/trainer led -- Title II
June 09
Conduct Technology Training academy in
summer to train 300 teachers on web
pages, Office products, Compass, Odyssey,
interactive classroom, whiteboards, email,
etc.
All teachers
June 08-June 09
Fourier training is provided for teachers
using the Nova 5000 Math/Science teachers
Trainer led
June 08-June 09
Conduct Compass Odyssey training for
elementary schools where Odyssey is
implemented
K-8 teachers
Trainer led -- Title II
June 08- June 09
TechSteps training K-8 teachers
Trainer led -- Title II
8/22/08
Whiteboard Training
Secondary math, science
and Eng. teachers
Trainer led -- Title II
Aug. 08 - Sept. 09
Acuity Training
Teachers
Trainer led -- Title II
Aug. 08 - June 09
ThinkFinity Training
Reg. and Spec. educators
Trainer led --Teacher Leader Institute team -- Title II
Aug. 08 - June 09
Intel Training
Reg. and Spec. educators
Trainer led --Teacher Leader Institute team -- Title II
Aug. 08 - June 09
Intro. to Teach 21 website
Reg. and Spec. educators
Trainer led --Teacher Leader Institute team -- Title II
Aug. 08 - June 09
Project-based learning training
Reg. and Spec. educators
Trainer led --Teacher Leader Institute team -- Title II
(Coaching, Learning Community, or Trainer Led)
Trainer led -- Title II
-TECH/01-Budget for and use the technology equipment/infrastructure that supports the acquisition of twenty-first century skills Technology
Install and implement broadband, wide-area network to all sites/locations.
Install server at Central Office to cache Acuity files.
Add workstations, whiteboards, projectors, printers where needed
Add servers to schools with servers over 4 years old
Upgrade switches and other infrastructure components to ensure the reliability of the network
Use Fourier 5000 for science/math instruction
Use Palm Pilots for DIBELS formative assessments and interpretation of results in K-3 classrooms
-TECH/02-Focus on using technology to improve achievement of all students with special emphasis on high need and high poverty students
Technology
Implement Odyssey (software lessons aligned to WV CSOs) in the remaining nine elementary/middle schools
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Implement Odyssey (software lessons aligned to WV CSOs) in the remaining nine elementary/middle schools
Elementary schools use Accelerated Reading software to improve reading, Accelerated Math to improve math, Essential Skills software to reinforce
math and reading skills
Elementary schools will use Inspiration mapping software
Secondary schools use Microsoft Office to teach workplace and productivity skills
Teachers will use SASinSchools lessons which are aligned to WV CSOs
Students will use Nova 5000 science and math software/probes for scientific measurement and analysis
Use Plato software for credit recovery and CSO alignment
Students will use Writing Roadmap II for writing reinforcement, instruction and acceleration
Use DIBELS software in K-3 for formative assessment in reading
Implement TechSteps in grades K-8
Students will access Intel and Thinkfinity resources
-TECH/03-Ensure that the use of telecommunications and internal connections in the schools will enhance student learning
Technology
Provide voice, long distance, paging (nurses/bus drivers/maintenance) and cellular (bus drivers/technicians/maintenance/nurses/central office for
improved communication and collaboration and to ensure safe school environment
To provide increased high bandwidth - Ethernet connections between all schools and the central office and the West Virginia Department of
Education- to create a centralized WAN with faster, more reliable, consistent and efficient connectivity
To request a Wireless SBA grant for PikeView High School
To use data lines for research, for access to WVEIS, for email communication, for school and county websites
Use Email for communication among staff, with students, families and community
To use the Internet for research, to access standards based lesson plans, to access the WVEIS for student information/attendance, etc.
To use Writing Roadmap II to prepare students for online writing assessment
Use Thinkfinity site for curriculum enhancement and enrichment
-TECH/04-Ensure increased access to technology for students and teachers
Technology
Provide/update computer labs in all secondary schools
Provide mobile labs in high schools for increased access
Increase bandwidth for greater connectivity, especially in high schools
Use handheld computers for increased access
-TECH/05-Use innovative strategies (e.g., distance learning) to provide for an effective model for the distance delivery or virtual delivery of instruction
Technology
Collaborate with institutions of higher education to provide direct and interactive/video college courses during and after the school day
Use video classrooms to deliver Advanced Placement and upper-level science and math college courses
Provide access to WV Virtual Schools for access to courses not otherwise available through traditional classroom instruction
-TECH/06- Promote collaboration with various partners including parents, community organizations, higher education, schools of colleges and universities,
employers and content providers Technology
Facilitate the use of school and county websites to communicate with parents and to support academic curriculum
Partner with institutions of higher ed e.g. Concord, MU, WVU, to offer college courses on the high school campuses through video classroom
Offer credit recovery courses for adults - Second Chance program
-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
Title I Technology
Improve classroom technology resources
Employ 5 integration specialists (TitleII) to deliver embedded staff development
Provide continued stipended professional development summer sessions on use of technology to tech 21st century skills
Continue sustained embedded professional development on interactive white boards/application to teaching 21st century skills and core content
Conduct Technology Training academy in summer to train teachers to use Office products, Compass, Odyssey, whiteboards, Intel resources
Conduct Compass Odyssey training for elementary schools where Odyssey is implemented
Train teachers to use interactive classroom for course delivery
Study how to implement the TechSteps program beginning in 2009-2010
DIBELS training/reinforcement is provided for elementary K-3 teachers
Fourier training is provided for teachers using the Nova 5000
Technology integration specialists will be placed in schools (through Title I and II) for embedded prof. development.
Provide interactive white board training for improved instruction
Train teachers to access and integrate Intel, Thinkfinity, and Teach21 resources.
Train teachers to integrate technology use with project-based learning plans. -TECH/08- To implement, support, maintain and repair all computer equipment and internal connections.
Technology
Upgrade computer hardware and operating systems to latest Windows and Norton anti-virus updates to meet needs of students and teachers
Employ four county technicians to provide maintenance and support for telecommunications network
To collaborate with TFS vendors for maintenance and support for equipment with four year warranties
Use Deep Freeze in computer labs for consistent reliability of computer
Use AB Tutor and Insight for monitoring in computer labs
-TECH/09- To collaborate with adult literacy providers when appropriate
Technology
The LEA supports and shares resources (labs, video classrooms) as needed with Mercer County Academy of Adult Learning and other adult literacy
providers.
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Mercer County's Technology Vision Statement is this: To provide students with the 21st century training and technology skills necessary to succeed in a competitive, changing
society. Implicit in the above statement is the need to (1) provide and maintain state-of-the-art technology and (2) train educators to effectively use that technology. Mercer
County's Technology Plan complements and supports the county's instructional goals while meeting objectives/requirements of each school, county/state policies, state/federal
programs, and competitive grants. Examples of these requirements include: Policy 2320: A Process for Improving Education Performance Based Accreditation System; Policy 2450:
Virtual Distance Learning; Policy 2460: Use of the Internet by Students and Educators; Policy 2470: Use of Technology by Students and Educators; Policy 2510: Assuring Quality of
Education; Policy 2520: Content Standards and Objectives; Federal Communications Commission (FCC) in order to receive Universal Service Fund Program E-rate Funds; the No
Child Left Behind Act of 2001 which establishes the Enhancing Education Through Technology Program; West Virginia House Bill 4319; Basic Skills/Computer Education (BS/CE); WV
SUCCESS; and WVDE Reinvention Education.
The most important function of the plan is to ensure that the effective use of educational technology supports achievement and lifelong learning. In Mercer County, technology is
employed for classroom instruction, research, and learning stations; distance learning through interactive classrooms; publications, word processing, and business and computer
application courses; simulated driving experiences, media center indexes and cataloging; alternative school self-paced instruction; Computer-aided Drafting (CADD) and graphic
design; assisted programs for special needs learners; group presentations/senior projects; adult education courses; and a host of instructional and administrative uses. Federal
Strategy 5.4 relates to the maintenance of this equipment.
At present, Mercer County employs one full-time technician and contracts with RESA 1 for 3 full-time technicians. The county's immediate objective is to repair or update all
educational technology within ten (10) working days of the request being filed. A long-range goal is to employ/train enough technicians to complete repairs/updates within 1
working week of the request. Federal Technology Strategy 5.7 will continue to be addressed through offerings at the Adult Learning Center, Technical Education Center, and through
Community Education. Surveys to determine needs are conducted annually through Local School Improvement Councils and the School to Work program. The goal remains to
provide access to adult education by offering a wide variety of courses within a flexible schedule.
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.
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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 2007 Digital Divide survey indicates that 68.8% of all student computers in the county run on Windows XP. That figure is up from 49.2% in 2006, and
37.3% in 2005. For all computers including those for administrative use, there is a similar pattern of growth: 36.8% in 2005, 49.2% in 2006, and 70.5% in
2007. As per most recent data, 37.7% of teachers had 1-5 hours of technology training in the preceding year, and 29.6% had 6-15 hours. Implication:
Continue upgrading hardware and operating systems to latest Windows and software to meet the academic needs identified by data analysis. Offer
technology staff development through group sessions and embedded TIS assistance. Page 12 of 16
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.
boe.merc.k12.wv.us/policy.htm
Schools
Other
Buildings
5. Please identify for E-Rate requirements the number of schools and other buildings in your county that have Dial Up
modem connections to the Internet?
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
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?
0
0
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
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
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
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
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
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
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
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
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 13 of 16
Total
0
0
0
0
0
0
0
0
0
0
0
Technology Planning Budget
Funding Source HardwareSoftwareInfrastructureMaintenance
TFS 100,000
elementary
TFS-secondary 130,000
TI
105,063
Local share
30,000
EETT
County/
50,000
School
Prof.
SalariesBenefits Stipends Supplies Other TOTALS
Development
27,574 0
0 30,000 157,574
17,574 0 0
0 0 0 10,000 0 0 157,574
135,063
64,449 250,000 20,000 390,000 9,985.31 757,071.31
0
30,000 34,449
20,000 50,000 Grants
Title I
SpEd
Other
Other
Other
TOTALS
9,985.31
(Wireless
SBA)
Funding Source
Year
Annual
E-rate funds
2009 Cellular
Disc% Commit
County Match
26,526.00
20,159.76
6,366.24
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
8,325.00
6,327.00
1,998.00
Paging
4,324.20
3,286.39
1,037.81
115,188.08
87,542.94
27,645.14
0.00
0.00
0.00
82728.00
Data Lines
Voice
Voice/Long Distance
WAN
344700.00
261972.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
499063.28
379288.09
119775.19
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
26,526.00
20,159.76
6,366.24
152,820.00
116,143.20
36,676.80
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
8,325.00
6,327.00
1,998.00
Paging
4,324.20
3,286.39
1,037.81
115,188.08
87,542.94
27,645.14
0.00
0.00
0.00
587,200.00
446,272.00
140,928.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
894,383.28
679,731.29
214,651.99
Data Lines
Voice
Voice/Long Distance
WAN
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
Annual
Disc% Commit
County Match
Page 14 of 16
E-rate funds
2007 Bundled Voice/Long Distance
Cellular
Data Lines
TFS/Elementary E-rate Application
0.00
0.00
21,340.80
6,019.20
152,820.00
119,199.60
33,620.40
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
7,200.00
5,616.00
1,584.00
Paging
4,650.00
3,627.00
1,023.00
Voice
102,000.00
79,560.00
22,440.00
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
294,030.00
229,343.40
64,686.60
2007 Bluefield Intermediate
0.00
0.00
0.00
Princeton Primary
0.00
0.00
0.00
State Totals - Elemenary TFS
0.00
0.00
0.00
State Totals - TFS/Elementary
0.00
0.00
0.00
0.00
0.00
0.00
TFS/Secondary E-rate Application
2007 State Totals - TFS/Secondary
Funding Source
Year
E-rate funds
2006 Cellular
Annual
Disc% Commit
County Match
19,320.00
15,069.60
4,250.40
158,220.00
123,411.60
34,808.40
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
150,000.00
121,800.00
28,200.00
0.00
0.00
0.00
16,216.80
12,649.10
3,567.70
4,320.00
3,369.60
950.40
Voice
105,353.28
82,175.56
23,177.72
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
453,430.08
358,475.46
94,954.62
Data Lines
Internet Access
Long Distance
Paging
State Basic Skills E-rate Application 2006 Bluefield Intermediate
20,329.00
80
16,263.20
4,065.80
Princeton Primary
23,318.00
80
18,654.40
4,663.60
State Totals - BS/CE
43,647.00
34,917.60
8,729.40
0.00
0.00
0.00
State SUCCESS E-rate Application
2006 State Totals - SUCCESS
Funding Source
Year
E-rate funds
2005 Cellular
Annual
Disc% Commit
County Match
14,400.00
11,520.00
2,880.00
Data Lines
185,685.00
148,548.00
37,137.00
Internal Conn Maint
144,000.00
119,400.00
24,600.00
Internal Connections
0.00
0.00
0.00
Internet Access
0.00
0.00
0.00
15,000.00
12,000.00
3,000.00
Paging
3,240.00
2,592.00
648.00
Voice
18,000.00
Long Distance
90,000.00
72,000.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
452,325.00
366,060.00
86,265.00
1,617.60
404.40
1,617.60
404.40
State Basic Skills E-rate Application 2005 Sun Valley ES
State Totals - BS/CE
State SUCCESS E-rate Application
0.00
27,360.00
2005 Bluefiled HS
2,022.00
80
2,022.00
2,256.90
80
1,805.52
451.38
Lashmeet Matoaka
3,888.80
90
3,499.92
388.88
Montcalm HS
2,256.90
80
1,805.52
451.38
Princeton HS
57,868.40
70
40,507.88
17,360.52
Page 15 of 16
Spanishburg K-8
State Totals - SUCCESS
7,152.60
66,271.00
90
6,437.34
715.26
47,618.84
18,652.16
Page 16 of 16