TAYLOR COUNTY BOARD OF EDUCATION
P.O. BOX 160
GRAFTON WV 26354
Technology Plan 2008-2010
E-rate funding years 2008-2010
Technology Plan
Technology Plan submitted: October 08, 2008
Taylor County is a small, rural county located in north central West Virginia. The county school system consists of three
elementary schools, (Grades Pre-K to 4); one middle school, (Grades 5-8); and one comprehensive high school/technical
center (Grades 9-12). The total enrollment of the Taylor County School System is approximately 2450.
Once considered a “central hub” for the Baltimore and Ohio/CSX Railroad industry, Grafton, the county seat, suffered a
major shift and decline, both economically as well as in population in the mid-nineteen eighties when the decision was
made to relocate the majority of It’s operation elsewhere and the railroad families were forced to make a choice to follow or
lose their primary source of income. Since that time, the population has remained fairly constant and the economic standing
has continued to decline, creating a situation where the Taylor County School system as one of the largest employers in the
area. The percentage of needy students continues to be at or about 52% county-wide.
Although rural, Taylor County has been recognized for a number of model examples of strong programming and
opportunities for the students, staff and community. For the past five years, the professional staff development program
offerings have been in response to identified needs of each programmatic level, as well as addressing issues of concern on
fairly universal basis. Included as a part of this initiative has been the provision of the annual “Taylor County Achieves
Summer Teachers’ Academy”. The focus of the summer academy experience has been to provide awareness training and
on-going, sustained follow-up opportunities pertaining to current scientific researchbased best practices addressing the
closing of the achievement gap for any/all subgroups of the program.
An additional component felt to be an integral part of the professional development provided has been the introduction and
establishment of professional learning communities whereby professional book studies are conducted involving both
universal, as well as site-specific topics, felt to be in the best interest of the students served at each level. Decisions
regarding topics are derived from professional reading, recommendations by presenters recognized as expert in their field
and needs identified as a result of study of student performance data from a variety of formative and summative
assessments.
As a result of the West Virginia Department of Education having fairly recently entered into a partnership of 21st Century
Learning, and as a result is becoming a leader in the implementation of 21st Century learning skills in the nation, recent
review of more current professional literature in addition to information issued through this initiative has identified the
importance of recognizing the fact that schools systems operating under the 20th Century model of educational
delivery when educating our youth provides them a disservice. As a result of the evolution of the global society, it is
imperative that changes be made in the way we teach our students/learners.
Traditional teaching methods are no longer sufficient to serve the needs of our youth who more than ever are at the mercy
of the shift to a global 21st Century society. Providing continual opportunities for exposure to best practices from around the
world is an integral part of this needed change. One step to this change process involves re-thinking what is provided to
staff so that they can embrace this imperative need to altering how/what they teach. Most importantly, staff must
acknowledge that the students they serve no longer benefit from the older methods of information sharing, but instead need
to be taught how to think, problem solve, work cooperatively and initiate innovative responses through self-direction rather
than answer a set of questions once requiring mere rote memorization. Taylor County continues to strives to do just that.
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Planning Committee
Name
Title
Representation
Anita Hornor
Principal - Anna Jarvis Elementary School
*Title I *Administration
Barbara Smith
Parent Representative
*Parent
Carolyn Harrison
Faculty Senate Chairperson, Title I Mentor/Coach - Flemington Elementary
School
*Title I *Teacher
Cindy Oliver
Faculty Senate Chairperson - Taylor County Middle School
*Teacher
Debra Spadafore
Title I Mentor/Coach - Anna Jarvis Elementary School
*Title I *Teacher
George Carver
Technology Coordinator, Director of Finance/Treasurer
*Technology *Administration
J. Diane Watt
Superintendent
*Administration
Jim Smith
Flemington Lion's Club - Flemington Elementary School, LSIC Chairperson
*Business Community
John E. Stallings,
Jr.
Director of Curriculum and Instruction, Federal Programs - Titles I, II, III, V &
VI(RLIS)
*Title I *Title II *Title III *Title V *RLIS
*Administration
John Taylor
Faculty Senate Chairperson - Grafton High School
*Teacher
Kathleen Green
Principal - West Taylor Elementary School
*Title I *Administration
Kathy Jones
Teacher - Flemington Elementary School
*Teacher
Kay Boyles
LSIC Chairperson, Title 1 Mentor/Coach - West Taylor Elementary School
*Title I *Teacher
Linda Adlington
LSIC Chairperson - Anna Jarvis Elementary School
*Service Personnel
Linda Findley
Director - Child Nutrition, Serv. Pers. Staff Dev
*Administration
Linda Rubenstein
WV Corrections - Pruntytown
*Business Community
Michael Crutchfield Coordinator - Attendance, Alt. Ed., & Homebound
*Administration
Michael Delagatti
LSIC Chairperson - Taylor County Middle School
*Parent
Pam Gallaher
Principal - Taylor County Middle School
*Administration
Pamela A. Knight
Principal - Grafton High School
*Administration
Sonya Knotts
Faculty Senate Chairperson - West Taylor Elementary School
*Title I *Teacher
Star Hill
Rosewood Nursing Home - Anna Jarvis Elementary School
*Business Community
Suzann Murphy
Principal - Flemington Elementary School
*Title I *Administration *Teacher
Suzanne Viski
Director - Special Ed., LEP, Testing & SDFS
*Title IV *Special Education *Administration
Tammi Daniels
Faculty Senate Chairperson - Anna Jarvis Elementary School
*Teacher
Describe how parents, community and other appropriate stakeholder members are involved in the development and/or revision of the
plan.
It has been the practice in Taylor County to assemble the "Taylor County 5 Year Strategic Planning Committee" periodically
(Initially, the county advisory committee met on the fourth Wednesday of every month. Once the initial planning process
had been established, the frequency of meetings became somewhat less regular as the need to do so was not viewed
as necessary), for the purpose of discussing potential up-dates and or needed changes to the county and school specific
strategic plans. As a result of more recent changes (improvements) to the process for editing individual strategic plans, it
has been necessary for the county to conduct numerous county-sposored awareness training meetings, for the purpose
of assisting staff in understanding how to navigate the plan revision and reporting process. It is anticipated that, as a result
of the available opportunities for staff to review and discuss program changes, there will be less apprehension when
addressing the deveolpment of indidvidual school plans, making edits a much more smooth transition whenever the
need arises.
In addition, in Taylor County, on-going meetings are held involving the Director of Curriculum, building administrators and
members of the school level design committees (including "parent advisories", etc.) for the purpose of staying abreast of the
programs in place and discussing what may need to be changed and how that entity might best approach said changes.
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TOTALS
40831
40831
31642
16516
15000
147790
Page 4 of 21
Core Beliefs
CORE BELIEFS:
We Believe ....
1. ...students come first;
2. ...in maximizing each student's potential;
3. ...respect is essential;
4. ...high quality instruction yields high achievement;
5. ...education is a shared responsibility among home, school and community; and
6. ...a safe secure environment is crucial for student success.
VISION STATEMENT:
To have citizens that are the most enlighten in the world, who are able to use project-based initiatives and be globally
intelligent and resiliant in our 21st Century world.
Mission Statement
MISSION STATEMENT:
The Taylor County Board of Education will provide a high quality education that:
prepares 21st Century learners who are able to responsibly live, learn and thrive in a digital global society; and
grows the seeds of greatness in every child, teaching them to achieve to their fullest potential, so that they may be
globally intelligent and resiliant in our 21st Century world.
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Data Analysis
Key Outcome Indicators:
Briefly describe the conclusion reached after examining data. Then, summarize the overall implications for the Five-Year
Strategic Plan.
Review of the student performance trend data indicates that achievement is showing a slight increase in
Reading/Language Arts over the past three years while Mathematics showed an increase for the previous two years
but a decline last year at all schools with the exception of one elementary school. Taylor County proficiency rates has
met AYP for the all groups in all schools. The special education sub group in the middle school is the only sub group
not making AYP.
Social Studies and Science show some leveling off, however, the county continues to make gains in these areas.
Science continues to be a strength for the county.
The special education subgroup showed a decrease in proficiency for both reading and mathematics at all schools
but one this past school year reversing an increasing trend from the previous two years.
The graduation rate leveled off this year and while the drop out rate decreased for the all group it increased for the
special education subgroup nearly doubling the rate from the previous year.
Implications for the county Five - Year strategic plan include providing a strong professional development plan
addressing best practices in instructional strategies, implementation of professional learning community opportunities
wherein staff participate in programs developed by programmtic level that are both awareness activities and sustain
indepth ongoing professional development. The Five-Year Plan will need an effective monitoring program for
consistent implementation of strategies and a more developed communication approach with all stakeholders.
External Trend Data:
Examine the trends in the community to determine external factors and broaden the committee's understanding of the
trends that affect how student should learn.
1. What enrollment increases or decreases have occurend in your school system? How has this impacted the system?
Taylor County's total enrollment has decreased (including a graduation count that has been larger than the number of
children being enrolled in the Pre-k and/or Kindergarten programs). This continues to impact state aid formula funding
revenue such that decreasing amounts of funds are being made available to the county as a whole while the requirements
of the county continue to increse. In a very short time, this negative trend has impacted the amount of operational funds for
all programs.
2. According to available data, what changes have occured in the age, ethnic, or racial population demographics of your
county? What are the implications?
It appears that little or no changes have occured in these categories in Taylor County. For the most part, Taylor County
statistics remain fairly constant.
3. Have there been any significant changes in the socio-economic demographics of your county? If so, what are the
implications?
While a number of businesses have developed in the area, most have been along the Interstate 79 corridor, (just outside
the Taylor County boundaries), hence the taxes and other such revenues have not been forth-coming specifically to Taylor
County. To that end, it appears that, from a financial standpoint, Taylor County will continue to experience a decrease in
available support funding, including a drop in revenue more traditionally experienced through such sources as state aid, etc.
[On a positive note: It is important to mention, that in January 2006, the Taylor County community once again endorced the
continuation of the 50% Excess Levy call for the county. As a result, it is anticipated that supprt funding in this area (a very
important component of the finacial structure for the county school system) will continue to exit.]
4. Have there been changes in the economic stability or economic trends in your county? What are the implications?
None noted.
Student Achievement Data: The core of the Five-Year Strategic Plan is the establishment...Policy, these goals must focus
on improved student achievement. Thus careful study of the school system achievement trends is essential to broaden the
committee's understanding. Items to review may include.WESTEST, Writing Assesment, end of course exams, ACT PLan
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Page 8 of 21
ACT Explore,SAT and ACT.
WESTEST:Four out of five schools made AYP for 2007-2008. Taylor County Middle School did not make AYP due to
special education subgroup in both reading and math. GHS improved from last year in the graduation rate and met AYP for
this school year. Reading Scores over the last four years have shown an uneven improvement in student achievement.
The overall proficiency rates decrease with grade level.Mathematic scores over the last four years have shown an uneven
decline in student achievement. The overall proficiency rates decrease with grade level.
Writing Assessment: Trend data for the Elementary programmatic level over the course of the past 6 years indicates that
county elementary population has experienced fluctuating results, ranging from low 80's to low 90's in percent proficent.
There have not been two consistent years of growth. The ECE programmatic level has an average performance of 83%
over the course of the years reported. In the middle and high school programmatic levels, however, student performance
has remained fairly constant, with an average of 87.7% for MCE and 93% for AE over the past six years. There has been
a decline in proficiency the last two years at all schools but one elementary school. There was no writing assessment score
information for the 2007-2008 school year.
Formative and and Benchmark Assessments: Taylor County Schools have been completing benchmark assessments in
Grades k through 10 using both the i-know support and IRA and IMA assessments at the k-2 levels. Each school scores
and anaylizes the assessments for student growth. The use of this assessment data have been more effective at the
elementary level than the other programmatic levels in driving instruction. The county will be pulling county level results
starting in 2008-2009 with the use of Acuity.
AP Testing Report/AP Rate: Taylor County continues to grow in the number of students taking AP courses. We current
show 2% taking AP courses at the 10th grade and 10% at the 11th grade and 11% at the 12th grade with over 60% of the
students taking the the APT test scoring 3.0 or higher . We are higher than the state average.
SAT/ACT Results: Taylor County has shown an increase in the number of students taking the ACT since 2006. The
county scores mirror the state scores for both reading and math. On the SAT, Taylor County has 2% less students taking
the assessment than the state average and our students scoring an average of 479 which is lower than the state average
score of 505.
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.
The attendance rates for all schools in the county for all subgroups have shown an average of 98%. It is note
worthy that data indicates students who drop out have 20 more unexcused absences at the time of the drop.
The discipline reports show a decrease all overall discipline referrals.The decrease was noted in every category but
illegal drugs, tobacco and and alchol. The use of over the counter drugs was the area of concern. Grafton High
School, Anna Jarvis Elementary School and Taylor County Middle School showed decreases in the overall number of
discipline referrals while the other two elementary schools showed an increase in referrals. Boys have committed the
overwhelming majority of referrals. The ratio of general education to special education student referrals is about 71%
general education and 29% special education which has remained a consent trend over the past three years.
The county's LEP data show a low incidence with good student ahcievment and attendance by LEP students.
The drop out rate decreased for the second year in a row for the all group. However the special education subgroup
incresed for the first time in four years with over 50% of the students dropping out being special education identified.
The county did make AYP this year for graduation rate.
The CIMP self assessment showed improvement for the third straight year by reducing the number of
non-compliances from 7 non-compliant indicators to 5. The non-complaint indicators were: drop out rate for students
with disabilities, the number of students serviced in separate class settings, the providing of an instructional day, a
school day and a school calendar at lease equivalent to that established for non-exceptional peers, IEPs are written
to include all required components, and students age 16 and above have an IEP that includes transition services that
will reasonably enable the student to meet the post-secondary goals. Three of the indicators carried over from the
previous year and two were new indicators. Special Education Data Profiles indicate Taylor County has better than
the state average student achievement for student with exceptionalites, the highest drop out rate, a lower than state
average graduation rate, a higher rate of separate class setting students, and proportioned discipline when compared
to students without exceptionalities.
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.
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Taylor County Schools continues to have more than 98% of it's staff as highly qualified. The area of special
education shows the non-highly qualified staff.
School Satisfaction Surveys continue to show parents and students rating of satisfaction over 90% for every school.
Taylor County Schools come off of special education monitoring at the start of the 2007-2008 school year by
reducing the special education drop out rate to 7%.
Each school in Taylor County Schools has a Student Assistance Team. Each year, the number of students being
supported through this process has increased while the rate of discipline referrals over all and for violence and
alochol has decreased, the attendance rate has shown a slight increase, the graduation rate has now started an
upward trend, the drop out data has shown a slight decrease, and the percentage of retentions has decreased.
Digital Divide Report shows the following: addiitional staff development continues to be needed in order to improve
curriculum integration which includes such things as training on specific software and hardware; the need for
additional technolgy capabilities including increasing the number of computers with VISTA, white boards, and
projectors; and the need for increased number of course taught on line or via virtual school for all students including
at risk students for credit recovery opportunites. It is important to note the county tripled the number of TIS certified
staff, increased the number of white boards, student responders, and computers in the county. Taylor County has
embarked on a cyber school for both staff and students to aid in technology professional development.
Classroom walk throughs show increased DI but not a consistent application across all teachers or schools with
more than half the walkthroughs showing some DI occuring. These walk throughs also note a concern with
active participation of all students in all periods with more than a third of periods showing a concern with active
student participation at the middle and high school levels.
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
1. Continued attention needs to be given to:
the improvement of student proficiency efforts in Mathematics;
the improvement of student proficiency efforts in Reading;
the decreasing of the student Drop Out rate in Taylor County;
the improvement of the student Graduation rate in Taylor County; and
ensuring that all classrooms are moving in the same direction, where textbooks are used as a resource rather the
curriculum.
2. Implementation of routine tracking/review and discussion between central office and building level
administrators to ensure expectations of:
frequent/regular monitoring of scientific research-based, as well as routine, intentional integration of 21st Century
Learning skills/activities throughout instructional deliveries/best practices and standards-based
instruction via Classroom Walkthroughs (*See note below);
routine school level development of appropriate Classroom Walkthrough-related agenda information prior to and
presented during faculty senate and other faculty meetings; (*See note below);
routine, (monthly), reporting to the central office regarding results from, and/or progress, pertaining to Classroom
Walkthrough-related items noted, addressed during faculty senate and regular faculty meetings as well as progress
toward addressing issues of identified need; (*See note below);
routine instructional planning, delivery and assessment (Benchmark and other progress monitoring) based on the
WV CSOs; (*See note below);
utilization of such scientific research-based instructional best practices as: Instructional Rubrics; Curriculum
Calendars/Maps, Differentiated Instruction, Response to Intervention, and effective integration of Technology
throughout the instructional program at each school/within classrooms; (*See note below); and
routine reporting to the central office regarding progress of individual school level 5 Year Strategic plan strategies,
actions and/or activities. (*See note below);
* (Required documentation shall be submitted to county office monthly that includes summarization of prior
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month's classroom visitations, as well as findings and plans for addressing areas of identified need. In addition,
a copy of such documentation will be maintained on file at each school as part of the consolidated monitoring file.)
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Federal Compliance/Technology: To improve student achievement, enhance student learning and improve
twenty-first century skills through the integration of technology.
To improve the technology infrastructure, equipment and software by eliminating all Windows 95 and Windows 98
computers and up-dating curriculum software.
Measure Currently in all schools, approximately 45% of all computers are Windows 95 and Windows 98
To decrease the percentage over the next five years and achieve all Windows XP operating systems and above.
Percentage of Computers that are Windows 95 and Windows 98
2005 survey
2006 survey
75%
2007 survey
45%
2008 target
25%
2009 target
5%
Date:
Topic:
Audience:
Mode: (Coaching,
Learning
Community, or
Trainer Led)
06-11/12-08
Taylor County
Achieves Annual
Summer Acdemy:
TEACH 21
PreK-12
Consultant/Trainer
Led
Titles I,II&VI
06-11/12-08
Taylor County
Achieves Annual
Summer Acdemy:
"Thinkfinity"
PreK-12
Consultant/Trainer
Led
Titles I,II&VI
06-11/12-08
Taylor County
Achieves Annual
Summer
Acdemy: WESTEST
II
K-12
Consultant/Trainer
Led
Titles I,II&VI
06-11/12-08
Taylor County
Achieves Annual
Summer Acdemy:
Instructional
Blogging"
Pre-K-12
Trainer (&
Student) Led
Titles I,II&VI
09-05-08
5 Year Strategic
Plan Training
Administrators
WVDE Trainer Led
Title II
09-17/18-08
"PALS On-line
Wizard" Training
K-3
Consultant/Trainer
Led
Title I
09-19-08
"techSteps"
Awareness Training
Administrators K-8
Consultant/Trainer
Led
Title II
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Funding Source:
09-30-08
On-line "Acutiy"
Training
Grades 4-8
Trainer Led
Title II
Trainer Led
Title II
10-01-08
5 Year Strategic
Administrators/Teachers
Plan Work Session
10-29-08
"techSteps"
Awareness Training
Teachers K-8
Consultant/Trainer
Led
Title II
FY'09
"INFOSOURCE"
Training
PreK-12
Trainer Led
Titles I,II &VI
FY'09
"PLATO" On-line
Learning
9-12
Consultant/Trainer
Led
Title VI
06-09
6th Annual Taylor
County Achieves
Summer Academy
PreK-12
Consultant/Trainer Titles
Led
I,II&VI
Odyssey training
TECH/1: Provide 21st century hardware and a stable, state of the art 21st century infrastructure for the effective
use of technology
Technology
Utilize available TFS and Technology Infrastructure funds to acquire needed equipment and software to support the
schools' instructional programs.
Provide Professional Awarenees training regarding 21st Century Learning Skills to all Professional Employees.
Provide awarenss training regarding the availability and implementation of the Taylor County Cyberschool
(on-line/electronic awareness training).
Earmark available funding to assist schools in up-grading computer labs as appropriate.
Add three interactive white boards to Flemington ES through TI funds.
Add 2 new laptops - Flemington ES through TI funds
Add 1 document camera to Flemington ES through TI funds
Add four new workstations to Flemington ES through LS funds.
Add 19 notebook computers at Grafton HS through TFSS funds
Add 19 new Lexmark computers at Grafton HS through TFSS funds
Add 10 Smart Interactive white boards at Grafton HS through TFSS funds
Add 12 Videosonic projectors at Grafton HS through TFSS funds
Add wireless access points at Grafton HS through TI funds
TECH/2: Focus on 21st century technology tools and resources that improve achievement of all students with
special emphasis on high need and poverty students.
Technology
Implement and use of the "Acuity" web-site for developing such things as lesson plans and Benchmark
Assessments to enhance the ability to track student progress.
Incorporate utilization of such programs as "Thinkfinity", "Acuity", and/or "SAS", etc., throughout instructional
deliveries throughout the county
Conitue to implement implement the "Accelerated Reader" progress monitoring tool for the Middle Childhood
programmatic level.
Continue contract arrangements, provide on-going training to staff and comintue to implement the "PALS" progress
monitoring tool for the Early Childhood Education programmatic level.
Implement techSteps to ensure allK-8 students are technology literate
Purchase and implement on-line Cyberschool software programming for use by all Taylor County BOE employees.
Implement the use of Compass Odyssey at Flemington ES
Continue to provide Microsoft Office productivity software for all computers purchased through TFS, LS and TI
funding
TECH/3: Ensure a robust internal communications network.
Technology
Ensure access to such things as the Internet and WVEIS for students, teachers and administrators.
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Ensure access to such things as the Internet and WVEIS for students, teachers and administrators.
Provide such things as data lines, long distance service and voice service throughout the Taylor County school
system.
Encourage school implementation and utilization of electronic communication programs such as "EDLINE", "Grade
Quick", etc., in order to enhance communication with parents.
Encourage schools to provide awareness opportunities for parents in order to increase utilization of available 21st
Century communication tools/methods.
TECH/4: Provide increased access for student and teachers to 21st century tools and resources.
Technology
Continue to assess school and county needs for computer up-dates and improvement.
Continue to encourage school implementation of a variety of 21st Century learning tools (as suggested via the
"TEACH 21" Professional Development module) to enhance the potential instructional impact on student
achievement.
Plan for the provision of a variety of electronic equipment (i.e., palm pilots, laptop computers, LED projectors,
wireless access, etc .) for schools for use for such things as insturctional best practices, Benchmark and progress
monitoring diagnostics, as well as classroom walk-throughs - "eWalks".
Plan for, and provide, on-going professional development awareness training opportunites for appropriate/affected
staff.
TECH/5: Utilize innovative strategies for providing rigorous and specialized courses that may not be available
without the use of 21st century tools and resources
Technology
Continue to provide Distance Learning (WV Virtual School) opportunities access as needed.
Continue to provide access to electronic tutoring programs, (such as "Plato" Learning, etc.), to support credit
recovery (available during the regular school day, as well as a part of the Summer School program,
etc.), opportutnies at the AE programmatic level.
Review the level of utilization and resultant effectiveness of on-line Cyberschool software programming intended for
use by all Taylor County BOE employees, in order to determine the appropriateness of continuing same.
TECH/6: Promote parental involvement and improved collaboration with community/home through the use of 21st
century tools and resources
Technology
Up-grade and improve county and school-specific web-sites (web-pages).
Investigate on-going expansion and utilization of the "Ed-line" and "Grade Quick" software programs.
Encourage school implementation and utilization of electronic communication programs such as "EDLINE", "Grade
Quick", etc., in order to enhance communication with parents.
TECH/7: Provide professional development for using the telecommunications network for training teachers and
adminstrators to improve the integration of 21st century tools and resources
Technology
Support staff participation in annual Teacher Leadership Institute.
Support Building level Technology Coordinators' acquisition of skills an all areas of technology by encouraging
participation in available WVDE-sponsored and /or other appropriate professional development training sources.
Encourage staff participation in WVDE sponsored on-line professional development "WEBINARs" and various
other workshops.'
Provide Compass Odyssey support and training through TFSE funds
Provide professional development for techSteps implementation
TECH/8: Maintain and repair all computer equipment and internal connections.
Technology
Collaborate with RESA VII technicians to provide timely maintenance of computers, infrastructure and all
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Collaborate with RESA VII technicians to provide timely maintenance of computers, infrastructure and all
technology in the schools.
Reduce possible harm to computer systems via use of available preventative anti-viral program software and "Deep
Freeze".
TECH/9: Collaborate with WVDE adult literacy providers to ensure the incorporation of 21st Century Learning
opportunities throughut the county.
Technology
Collaborate with Adult Literacy Providers to ensure open access to needed school and/or county computer labs for
use by Adult Literacy instruction.
Collaborate with area institutions of Higher Learning to enhance opportunities for school and county instructional
programs.
Page 15 of 21
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 16 of 21
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.
1. Additional staff development training continues to be needed in order to improve curriculum integration which includes such things as training on specific software
and hardware identified for improving instruction. [This includes a need to ensure that the number of hours for training focused on technology integration be
increased.]
2. As technology capabilities continue to be developed, it will be important for the county to ensure that increasing numbers of computers with Windows XP and/or
Vista capabilities be provided.
3. It is apparent that an increase in the number of courses via on-line and virtual school deliveries be available for the regular, remedial instructional programs, as well
as for the identified "at-risk" population.
Page 17 of 21
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?
06/12/2001 (mm/dd/yyyy)
4. Provide the URL to your acceptable use policy.
www.taylorcountyboe.net
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?
6
1
7
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 18 of 21
Technology Planning Budget
Funding
Prof.
Hardware SoftwareInfrastructureMaintenance
SalariesBenefitsStipendsSupplies Other TOT
Source
Development
TFS 28000
10831
2000
408
elementary
TFS-secondary 28000
10831
2000
408
TI
34612
316
Local share
8258
8258
165
EETT
County/school
15000
150
Grants
Title I
SpEd
Other
Other
Other
TOTALS
64258
21662
42870
15000
4000
147
E-rate Budgets
Funding Source
Year
Annual
E-rate funds
2009 Cellular
Disc% Commit County Match
0.00
0.00
0.00
27,360.00
20,748.00
6,612.00
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
2,580.00
1,932.00
648.00
0.00
0.00
0.00
8,460.00
6,354.00
2,106.00
Voice/Long Distance
0.00
0.00
0.00
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
38,400.00
29,034.00
9,366.00
Data Lines
Long Distance
Paging
Voice
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
0.00
0.00
0.00
27,360.00
20,748.00
6,612.00
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
2,580.00
1,932.00
648.00
0.00
0.00
0.00
Data Lines
Long Distance
Paging
Page 19 of 21
Voice
8,460.00
6,354.00
2,106.00
Voice/Long Distance
0.00
0.00
0.00
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
38,400.00
29,034.00
9,366.00
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
0.00
0.00
0.00
0.00
0.00
0.00
27,360.00
21,432.00
5,928.00
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
2,880.00
2,190.00
690.00
0.00
0.00
0.00
Voice
19,140.00
14,514.00
4,626.00
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
49,380.00
38,136.00
11,244.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Cellular
Data Lines
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
29,160.00
22,413.60
6,746.40
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
15,780.00
12,378.00
3,402.00
0.00
0.00
0.00
Voice
24,000.00
18,540.00
5,460.00
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
68,940.00
53,331.60
15,608.40
0.00
0.00
0.00
Data Lines
Long Distance
Paging
State Basic Skills E-rate
Application
Disc% Commit County Match
2006 State Totals - BS/CE
Page 20 of 21
State SUCCESS E-rate Application
2006 State Totals - SUCCESS
Funding Source
Year
E-rate funds
2005 Cellular
0.00
Annual
0.00
0.00
Disc% Commit County Match
0.00
0.00
0.00
19,485.00
14,938.50
4,546.50
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
1,680.00
1,254.00
426.00
0.00
0.00
0.00
20,400.00
15,420.00
4,980.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
41,565.00
31,612.50
9,952.50
Data Lines
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 21 of 21