MINGO COUNTY SCHOOLS
RT. 2 BOX 310
WILLIAMSON WV 25661
Technology Plan 2008-2010
E-rate funding years 2008-2010
Technology Plan
Technology Plan submitted: October 09, 2008
Page 1 of 17
Planning Committee
Name
A.J. Parker
Beth Daniels
Cindy Calfee
Deanna New
Deborah Harris
Drema Dempsey
Dwight Dials
Erica Hatfield
Jackie Branch
Joy Marie Hunt
Karen Canterbury
Linda Diamond
Lisa Teeters
Marge Fletcher
Mike Whitt
Patrick Billips
Rachel Baisden
Randy Keathley
Rickey Meade
Rita Ward
Sherrie Spence
Teresa Jones
Terri Collier
Title
Special Education Director
Principal
Elementary Reading Facilitator
Curriculum Director
Safe and Drug Free Schools Coordinator
Superintendent
Representation
*Special Education *Administration
*Parent
*Administration
*Administration
*Title IV *Administration
*Administration
*Student
*Business Community
*Technology *Teacher
*Administration
Director of Living Waters Daycare
Technology Integration Specialist
Testing Coordinator/Counselor
Secondary Reading Facilitator
Technology Integration Facilitator
*RLIS *Technology
Principal, Burch Elementary School
*Administration
Executive Director, MC Redevelopment Authority *Business Community
Technology Coordinator
*Technology
*Parent
Assistant Superintendent, Title I Director
*Title I *Administration
*Parent
Title I Curriculum Specialist
*Title I
Teacher
*Special Education *Teacher
Elementary Math Facilitator
*Title II *Teacher
Administrative Assistant
*Title II *RLIS *Administration
Describe how parents, community and other appropriate stakeholder members are involved in the development and/or
revision of the plan.
Meetings took place regularly to obtain consultation and input from all members. Consultations took place via
email, conference calls, and full group meetings during 2007-2008. Full group participation was solicited in
order to strengthen strategic directions. This year committee teacher participation was updated. A student was
also added.
Starting with the new school year 2008 - 2009,The Strategic Planning Committee continues to be a collaborative
effort to bring about continuous school improvement. Mingo County has a well balanced committee that involves
many members including the superintendent, central office personnel, principals and staff personnel, parents,
agencies, and other community members.
The meetings are and will continue to be documented by having an agenda and sign-in sheet. The conference
calls, emails, and full group meetings will continue as needed.
The individuals that serve on the committee are very dedicated and totally committed to bring about continuous
school improvement. The thoughts and ideas of the group are considered and discussed. All members are
involved in the planning and decision making.
It is not unusual for the committee to break out into groups. Each group reviews a section(s) of the plan. The
groups will read, discuss, and brainstorm on ideas that might or should be considered to improve the county
plan. The new data for the school year is presented by the county testing coordinator. The principals and
teachers share data about past and current achievement of the schools. Teachers share their successes and
desires for the future. Central office personnel address student achievement on state mandated assessments with
an emphasis on the basic skills. Also, the group discusses future needs at all grade levels. The agencies and
community partners share thoughts and ideas with everyone. After the group sessions, each reports out to the
whole group. The committee will then decide if revisons are needed to the county plan.
This committee will meet many times throughout the school years. Individuals working dependently to
accomplish continuous improvement for the school/county.
Page 2 of 17
Page 3 of 17
Core Beliefs
1. Everyone can learn and has the right to be educated to his/her potential.
2. Schools and school systems are responsible for creating classroom opportunities and climate necessary for
all students to be successful in the 21st century.
3. Commitment to high standards in all aspects of the organization is essential to produce 21st century leaders.
4. Strong instructional leadership and highly qualified personnel are required to create systemic change and
develop a culture that values every student while building 21st century leaders.
5. Education requires a working relationship among the home, the school, and the community.
6. Education for the 21st century will include: rigorous and relevant academic and technical skills needed to
compete in a global society, an exploration of the arts, a focus upon wellness, and opportunities to make
real life connections.
7. Equal opportunity and success require appropriate resources (human, material, and technological)
distributed in accordance with the varying needs of students.
Mission Statement
Building 21st Century Leaders
Page 4 of 17
Data Analysis
*COLLEGE ENROLLMENT
The college going rate for Mingo County has been lower than the state average every year for the graduating classes of 2001 through
2005. In 2001, the college going rate for WV was 56.4%, whereas in Mingo County it was 48.6%. In 2002, the rate was 56.5% for WV
and 47.4% for the county. In 2003, the rate was 59.4% for WV and 50.2% for the county. In 2004, Mingo County's rate was 58.4%,
which was close to the state average of 60.6%; and in 2005, the Mingo County rate of 58.8% was even closer to the state average of
59.3%. Although lower than the state average, the college going rate for Mingo County has increased each year from 2002 through
2005. The gap between the state and Mingo County has been very close for the past two years.
Safe and Drug Free Schools FY 09: An analysis of the FY07 and FY08 West Virginia Education Information System (WVEIS)
discipline reports for schools/students in Mingo County indicates an increasing trend in ATOD/Violence. Also, the 2007 West Virginia
High School Youth Behavior Survey (YRBS) results indicate an increasing trend in incidents of risky behaviors amongst youth and the
potential for school violence. The 2007 YRBS results highlight concerns and significant disappointments in reducing adolescent risk
behaviors in the state. Many measures of substance use, violence, and sucide have increased slightly over the past two years (WV
Department of Education, 2008, Executive Summary).
A comparison of data using Mingo County WVEIS discipline reports for 2006/2007 and 2007/2008:
Total number of discipline violations increased by 11%
Incidents of bullying/fighting increased by 3%
Incidents of tobacco use/possession increased
Incidents of alchol/other drugs decreased
2007 WV High School Youth Risk Behavior Survey Results:
The percentage of students statewide who were in a physical fight on school property one or more times during 2007 increased
from 12.1% in 2005 to 12.9% in 2007.
In West Virginia, the percentage of weapon carrying on school property such as a gun, knife or club increased from 6.6% in
2003 to 6.9% in 2007.
Mingo County will continue to support the use of "Respect and Protect A Practical, Step-by-Step Violence Prevention and Intervention
Program for Schools & Communities" in our schools. During the 2008/2009 school term, two high schools and two middle schools will
implement the "West Virginia Model for Positive School Climate".
No Child Left Behind School Reports
Mingo County did not make AYP for 2008 in the students with disabilities subgroup in reading or mathematics at
the elementary, middle, or secondary level. The previous year, the students with disabilities subgroup made AYP
in mathematics at the elementary level and in reading and mathematics at the secondary level. Also, Mingo
County’s low SES subgroup did not make AYP in mathematics at the secondary level. However, in 2007 the low
SES subgroup did not make AYP in reading or mathematics at the secondary level.
Two schools did not make AYP for 2008. Burch High School did not make AYP in mathematics for the white
and low SES subgroups, even though the percent of proficient students increased for both subgroups. Although
Burch High did not have the cell size for accountability for students with disabilities, twenty-seven students were
tested and the percent who were proficient in math decreased significantly from the previous year. Williamson
High School did not make AYP because of the graduation rate, which was 67.4% in 2008. Williamson High had
met the graduation rate by showing improvement for each of the previous two years. In 2007, three schools did
not make AYP – Lenore K-8, Burch High and Tug Valley High.
Page 5 of 17
WESTEST Confidential Summary Report
Mathematics:
The percent of Mingo County students who are proficient in mathematics is decreasing as students move from the
5th to the 6th grade, from the 6 th to the 7th, from the 7th to the 8th and from the 8th to the 10th. The same pattern
is shown for low SES students. The pattern is also shown for students with disabilities, with the exception of the
students who were in the 10 th grade in 2008. For this group, 32% were proficient in math when they were tested
as 10th graders in 2008, whereas 28% were
proficient when tested as 8 th graders in 2006.
Reading:
The percent of Mingo County students who are proficient in reading is decreasing as students move from the 4th
grade to the 5th and from the 8th to the 10th. The same pattern is shown for low SES students. For students with
disabilities, the percent of students who are proficient in reading is decreasing as students move from the 4th
grade to the 5th and from the 5th grade to the 6th. For the previous two years, there had been a decrease from the
7 th to the 8th and from the 8th grade to the 10th grade. However, in 2008, 53% of the 8 th grade students with
disabilities were proficient in reading whereas only 50% were proficient as 7th graders in 2007. Also, 36% of the
10th grade students with disabilities were proficient in reading in 2008, whereas only 18% were proficient when
they were in the 8 th grade in 2006.
WESTEST Confidential Item Analysis Summary
Mathematics:
A comparison of the state mean percent correct with the county mean percent correct revealed that the county
was lower than the state in “Data Analysis and Probability” at every tested grade level except 4th grade.
In addition, the county mean percent correct was lower than the state mean percent correct for at least 4 of the 5
mathematics content standards for all tested grades from 6th grade on up.
Reading:
The county mean percent correct was lower than the state mean percent correct at every tested grade level in the
content standard “Reading”. In the content standard “Writing”, the county was lower than the state at every tested
grade level except 4th and 7th. In both content standards, however, in most grades the county was very close to the
state.
ACT Results
Although Mingo County’s average ACT scores had shown an increasing trend for the previous few years, the
scores declined for the graduating class of 2008. The composite ACT score dropped to 18.7, the lowest since
2004. The scores were lower than the previous year’s in English, mathematics, and reading; but remained the
same in science. Mathematics continues to be the subtest area having the lowest average score. Mingo County’s
scores in every content area continue to be lower than the state and the nation. The number of students taking the
ACT has declined for the past two years.
For the graduating class of 2008, 57% of Mingo County’s students met the college readiness benchmark for
English, whereas 72% in the state and 68% in the nation met the English benchmark. In mathematics, 19% of
Mingo County’s students met the college readiness benchmark, as compared to 31% in the state and 43% in the
nation. Forty-one percent of Mingo County’s students met the readiness benchmark for college social science, as
Page 6 of 17
compared to 52% in the state and 53% in the nation. Only 12% of Mingo County’s students met the readiness
benchmark for college biology, as compared to 23% in the state and 28% in the nation.
*ACT EXPLORE
Although Mingo County's EXPLORE scores had increased subtantially in every area in 2005-06, the scores
declined slightly in every area except reading in 2006-07. However, reading continues to be the lowest area and
science continues to be the highest. Scores in rhetorical skills were lower than scores in usage/mechanics.
Females scored higher than males in all content areas. The gender gap was significantly higher in English and
reading, but much closer in mathematics and science. Ethnic groups other than white had fewer than 10 students
and, therefore, will not be disaggregated.
Mingo County's scores continue to be lower than the national norms. The greatest disparity is in mathematics in
which the national norm is 15.1 and Mingo County is 13.6.
*ACT PLAN
In 2006-07, Mingo County's PLAN scores increased in every area except English, in which the scores remained
the same. Mathematics continues to be the lowest area and science continues to be the highest. Scores in
rhetorical skills were slightly lower than scores in usage/mechanics, and scores in pre-algebra were significantly
lower than scores in geometry. Females scored significantly higher than males in all content areas except math in
which males scored slightly higher. Ethnic groups other than white contained low numbers of students and,
therefore, will not be disaggregated.
Mingo County's scores continue to be lower than the national norms. The greatest disparity is in mathematics in
which the national norm is 17.4 and Mingo County is 15.2.
ATTENDANCE RATE
The attendance rates for Mingo County's total students have been higher than the required 90% every year since
2003. However, the percent decreased significantly from 96.1% for the 2006-07 year to 93.7% for the 2007-08
year. The attendance rate also decreased for low SES students from 95.88% in 2006-07 to 93.48% in 2007-08; and
for students with disabilities from 95.96% in 2006-07 to 93.81% in 2007-08. For the first time, the attendance rate
of students with disabilities was slightly higher than the rate for all students and for low SES students.
GRADUATION RATE
Mingo County has exceeded the graduation rate requirement of 80% every year. Although there had been an
increasing trend for the all students group for the past 2 years, the graduation rate of Mingo County's total
students decreased from 86.6% in 2006-07 to 82.8% in 2007-08. On the other hand, graduation rates for the low
SES students have increased for the past 2 years, from 80.4% in 2005-06 to 81.8% in 2006-07 and to 83.2% in
2007-08, which exceeded the rate for all students. Although students with disabilities had shown an increasing
trend from 2002-03 through 2004-05, the graduation rate declined to 72.3% in 2005-06 and to 71.1% in
2006-07. The graduation rate for students with disabilities in 2007-08 is currently not available. The graduation
rate of students with disabilities was lower than the total student group by 13.4 in 2005-06 and by 15.5 in
2006-07.
Although Mingo County has met the required graduation rate every year, Williamson High School did not meet
the requirement in 2004-05, met it by improvement in 2005-06 and 2006-07, and did not meet it in 2007-08.
While collecting and examining data for the Special Education Self-Assessment the following areas were
identified as priorities: The graduation rate for Mingo County students with disabilities (SWD) in 2006-07 was
71.1%. The target was 76.5%. Gilbert and Tug Valley High Schools had SWD graduation rates above the
target rate. Burch, Matewan and Williamson High Schools had graduation rates for SWD below the target
rate. The target graduation rate for SWD is 78.9% for the 2008-2009 school year.
Page 7 of 17
The dropout rate for Mingo County SWD in 2005-2006 was 7.82% and decreased to 5.9% in 2006-2007. The
target dropout rate is no more than 5 %.
Mingo County SWD did not meet AYP in reading at the elementary and middle school levels or math at the
middle school level for 2006-2007. Overall, SWD scoring proficient on the WESTEST in reading increased by
1%, but this increase did not meet the 2006-2007 target of 47% of SWD proficient (actual 44%). Overall, SWD
scoring proficient on the WESTEST in math increased by 3%, but this increase did not meet the 2006-2007
target of 48% of SWD proficient (actual 43%). SWD at Lenore K-8 did not meet AYP in reading.
IEP reviews of transition components and exit survey results indicate a need to increase transition services to
assist SWD become competively employed. The preliminary data indicates planning for increased
services during 2008-2009 with implementation in 2009-2010 and beyond.
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.) Increase annually the percent of proficient students in reading/language arts and mathematics for the students
with disabilities and low SES subgroups.
2.) Although Mingo County made AYP for graduation rate, a longitudinal study shows a high percentage of
students enrolled in Mingo County schools in the 9th grade do not graduate from a Mingo County school four
years later due to either dropping out or transferring out of county.
3.) Instructional practices and 21st century learning skills known to be highly engaging for students will be a
priority for the county professional development initiatives.
Page 8 of 17
County Strategic Goal 2: Teachers will incorporate the 21st century framework for learning into classroom
instruction.
The number of Windows 98 computers will be reduced each year, so that all will be replaced by 2010.
Measure Digital Divide Survey
http://wvde.state.wv.us/data/digitaldivide/
Percentage of XP and above
computers
Year
Actual
2004 (Baseline)
2005
44.4%
2006
2007
2008
45.4%
57%
Mode
Date
Topic
Audience
(Coaching, Learning Community, or Trainer Led)
8/22/08
techSteps teacher training
teachers
Trainer led
8/06/08
techSteps teacher training
teachers
Trainer led
1/21/09
techSteps teacher training
teachers
Trainer led
1/22/09
techSteps teacher training
teachers
Trainer led
2/11/09
techSteps teacher training
teachers
Trainer led
2/12/09
techSteps teacher training
teachers
Trainer led
2/13/09
techSteps teacher training
teachers
Trainer led
November 3
curriculum
mapping-techSteps
County curriculum
Trainer led
team
October 4
Principal training - techSteps Principals
Traiiner led
TBA per
school
Tech Steps Teachers
Trainer Led
TBA per
school
Thinkfinity
Teachers
Trainer Led
Aug. 25
21st Century Learning All personnel
Trainer Led - Bearden
Aug. 19
Cooperative Learning
New teachers
Trainer Led - Striebe
Aug. 19
Podcasting
Select teachers
Trainer Led
Designing Web Pages
Select teachers
Trainer Led
K-8 teachers
Trainier Led
Aug. 19
TBA per school Odyessy Training
TECH 01: Mingo County will budget for and use the technology equipment and infrastructure that supports the acquistion of
21st century skills
RLIS Technology
Page 9 of 17
Success (TFS Secondary) a lab will be purchased for Gilbert High and presentation equipment purchased for
classroom teachers.
Basic Skills (TFS Elementary) mini-computer labs will be installed in all 5th grade classrooms.
TECH 02: Mingo County will provide technology integration to improve 21st century skills and student achievement.
Technology
Mingo County will continue to utilize and expand the use of technology through internet and software programs for
mathematics instruction.
Provide Bridges web based career software for all high schools.
Use Waterford (early reading/math and science)software for all kindergarten through 2nd grade
Continue Accelerated Reading software programs and accelerated math at one school
Use School Kit in all high schools
Microsoft Office is installed on every computer in the schools
Use Dibels for K-2 for reading interventions
Implement Odyssey in additional elementary schools (Riverside & Matewan Elementary) with plans to complete
county wide implementation next year. Trained teachers in the use of INTEL for effective technology integration and 21st century instruciton.
RLIS funds will be utilized to finalize the implementation of Odyssey program. (Software, hardware and professional
development)
TECH 03: Mingo County will provide communication tools.
Technology
Teachers will use the Acuity website for assessment and informing instruction
E-rate funds will be used to provide high speed Internet Access.
Use e-rate funds for Phone lines, fax lines, and alarm lines at all schools and board office (local and long distance).
Teachers and students will use the Internet for accessing research, standards based lesson plans, etc.
Teachers and administrators will use email for communication with staff, students and community
Upgrade all schools Internet access to 10Mb fiber except Dingess which receives 2 T1 lines. Upgrade central office
from 22Mb DS3 to 100Mb switched ethernet. Shared 100 MB connection to the state network. This will increase our
network reliability and situate us for future upgrades.
E-rate funds will be used replace aging network hubs, switches, and wiring.
TECH/04: Provide increased access for students and teachers to 21st century tools and resources
Technology
Update lab at Gilbert High
Add 25 new interactive white boards with data projectors mounted on the ceiling
Update computers in all 5th grade classrooms and add a laser printer Install new Read 180 labs at Gilbert Elementary and Burch Elementary
TECH/05: Mingo county will provide distance learning.
RLIS Technology
Video field trips will be taken by schools.
Mingo County will provide video conferencing courses to students.
TECH/06: Promote parental involvement and improved collaboration with community/home through the user of 21st century
tools and resources RLIS Technology
Eight schools currently have web pages. Remaining seven schools will have web pages by the end of year.
Encourage teachers and principals to use email for communication internally and with parents and community
Williamson High is using a computerized grade program (Grade Quick)
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
RLIS Technology
Train principals on gaming and education
Provide compass odyssey training at Lenore plus compass classic for all schools
Conduct Cognitive Tutor training - online math program Provide Inspiration and Kidspiration training
Provide TCA Coach Study ACT prep online training
Train some teachers at all schools on Tech Steps
TECH/08: Mingo County will provide maintenance and repair of computer equipment.
Technology
Page 10 of 17
Technology
Contract with RESA II for computer repair.
County technology coordinator and technician will be responsible for timely repair and maintenance
Symantec anti-virus and deep freeze and Windows Updates will be downloaded daily for improved maintenance and
reliability
Purchase new Windows Update Servers to continue WUS and Symantec Anti-Virus updates for all schools
TECH/09: Mingo County will provide assistance for adult literacy.
Technology
Mingo County will provide Internet and network access to the MCCC adult education program.
Page 11 of 17
The county and school technology plans provide a description of how the county and schools plan to allocate adequate resources to
provide students with equitable access to 21st century technology tools, including instructional offerings and appropriate curriculum,
assessment and technology integration resources aligned to both the content and rigor of state content standards as well as to learning
skills and technology tools. The plans include the various technologies that enable and enhance the attainment of 21st century skills
outcomes for all students. How we plan for technology in our county and schools is based upon the validation from research-based
evaluation findings from previous West Virginia-based evaluation projects.
In addition, through the technology planning process, the county and schools continue to study and include emerging technologies for
application in a twenty-first century learning environment. The purchase of technology through state contracts provides for uniformity
in technological hardware and software standards and procedures. State provided anti-virus protection software helps to ensure
network security and integrity. Expanded bandwidth, along with additional local, state and federal funding, provide increased ability for
the county to ensure that the capabilities and capacities of the technology infrastructure are adequate for acceptable performance of the
technology being implemented in the public schools. As an additional benefit, the county and schools enjoy the opportunity to purchase
from state contracts that allow us to be able to take advantage of appropriate bulk purchasing abilities and to purchase from
competitively bid contracts.
An added benefit for our county and school data collection and reporting to the Department of Education and to the federal government
is WVEIS, the state-provided comprehensive statewide uniform integrated education management and information system. Also
developed by WVEIS, the online county and school’s technology plan’s structure allows flexibility to adjust the plan based on
developing technology, federal and state requirements and changing local school and county needs. The online county and school
technology plans are developed in compliance with United States Department of Education regulations and Federal Communications
Commission requirements for federal E-rate discounts. The county and schools also continue to seek applicable federal government
funds, philanthropic funds, and other partnership funds (or any combination of these types of funds) to augment state appropriations and
encourage the pursuit of funding through grants, gifts and donations.
Some technology initiatives in schools and counties may not be adequately addressed in the goals/objective/strategy section of the
technology planning section. The county and school narrative allow planning teams to structure a framework/narrative description to
describe how the county and schools will allocate adequate resources to provide students and teachers to twenty-first century technology
tools.
Page 12 of 17
Schools and counties should analyze digital divide survey reports as a needs assessment for technology planning.
Digital Divide
Summarize concerns from the analysis of the survey.
Mingo County has too many out-dated computers in classrooms and labs. According to the 2006 digital divide survey, 897 Windows 98 computers, 281 Wndows 95
computers and five 3.1 computers need to be updated to Windows XP and above; 2007 survey showed 602 Windows 92, 252 Windows 95 and five 3.1 computers. 58.2
computers in the county were Windows XP. Our goal is to have 100% Windows XP and above.
Page 13 of 17
County E-Rate Compliance Questions
Acceptable Use Policy
Look at the information included in this section. Revise if any of the information listed is incorrect or needs to be updated.
1. Do you have an Acceptable Use Policy?
Yes
No
2. If yes, what is the last date of adoption/revision?
06/11/2001
(mm/dd/yyyy)
3. When was the public meeting held for CIPA Compliance?
4. Provide the URL to your acceptable use policy.
http://boe.ming.k12.wv.us/policies.htm
Schools
Other
Buildings
Total
5. Please identify for E-Rate requirements the number of schools and other buildings
in your county that have Dial Up modem connections to the Internet?
0
0
0
6. Please identify for E-Rate requirements the number of schools and other buildings
in your county that have 56K frame relay connections to the Internet?
0
0
0
7. Please identify for E-Rate requirements the number of schools and other buildings
in your county that have T-1 frame relay connections to the Internet?
2
1
3
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?
13
0
13
12. Please identify for E-Rate requirements the number of schools and other buildings
in your county that have 45 Mb connections to the Internet?
0
0
0
13. Please identify for E-Rate requirements the number of schools and other buildings
in your county that have 100 Mb connections to the Internet?
0
1
1
14. Please identify for E-Rate requirements the number of schools and other buildings
in your county that have 1 Gb connections to the Internet?
0
0
0
15. Please identify for E-Rate requirements the number of schools and other buildings
in your county that have more than 1 Gb connections to the Internet?
0
0
0
16. Please identify for E-Rate requirements any other configurations that may exist
for schools and other buildings connecting to the Internet?
(Please only answer this question if your school or other building
connections do not apply to any of the questions above.
This question allows for emerging technologies that may not be in place
when the survey was written.
Most counties should leave this question blank.)
Page 14 of 17
22 PRI
PRI Lines
Lines at
at central of
central
office.
fice.
Technology Planning Budget
Funding Source
TFS - elementary
TFS-secondary
TI
Local share
EETT
County/school
Grants
Title I
SpEd
Other
Other
Other
TOTALS
Hardware
65000
60000
10000
100000
Software
10559
15559
54765
20904
20000
Infrastructure
Funding Source
Year
Annual
E-rate funds
2009 Bundled Voice/Long Distance
Maintenance
30000
Disc% Commit
Prof. Development
10000
County Match
0.00
0.00
0.00
0.00
0.00
0.00
182,867.52
147,206.02
35,661.50
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
210,521.00
168,416.80
42,104.20
61,177.56
48,942.05
12,235.51
0.00
0.00
0.00
Voice
69,456.96
55,565.68
13,891.39
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
521,623.04
418,537.02
103,086.02
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 Bundled Voice/Long Distance
Cellular
Data Lines
Internet Access
Long Distance
Paging
Annual
Disc% Commit
County Match
0.00
0.00
0.00
0.00
0.00
0.00
182,867.52
147,206.02
35,661.50
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
210,521.00
168,416.80
42,104.20
600.00
480.00
120.00
61,177.56
48,942.05
12,235.51
0.00
0.00
0.00
Voice
66,456.96
53,492.15
12,964.81
WAN
0.00
0.00
0.00
Cellular
Data Lines
Internet Access
Long Distance
Paging
Page 15 of 17
TOTALS
75559
75559
64765
30904
150000
396787
Web Hosting
0.00
0.00
0.00
E-rate Totals
521,623.04
418,537.02
103,086.02
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 113,087.64
Annual
Disc% Commit
County Match
90,796.70
22,290.94
0.00
0.00
0.00
143,760.00
115,920.00
27,840.00
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
210,521.00
168,416.80
42,104.20
600.00
480.00
120.00
53,654.40
42,923.52
10,730.88
Paging
0.00
0.00
0.00
Voice
0.00
0.00
0.00
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
521,623.04
418,537.02
103,086.02
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Cellular
Data Lines
Internet Access
Long Distance
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
129,134.88
103,317.50
25,817.38
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
163,817.00
131,105.50
32,711.50
0.00
0.00
0.00
62,667.60
50,134.08
12,533.52
0.00
0.00
0.00
Voice
97,457.04
78,472.85
18,984.19
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
453,076.52
363,029.93
90,046.59
Data Lines
Internet Access
Long Distance
Paging
State Basic Skills E-rate
Application
2006 State Totals - BS/CE
0.00
0.00
0.00
State SUCCESS E-rate Application
2006 State Totals - SUCCESS
0.00
0.00
0.00
Funding Source
Year
E-rate funds
2005 Cellular
Annual
Disc% Commit
0.00
Page 16 of 17
0.00
County Match
0.00
Data Lines
122,601.00
98,859.90
23,741.10
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
212,808.00
171,996.10
40,811.90
Internet Access
0.00
0.00
0.00
Long Distance
0.00
0.00
0.00
Paging
0.00
0.00
0.00
118,935.84
95,574.77
23,361.07
Web Hosting
0.00
0.00
0.00
E-rate Totals
464,618.84
374,649.97
89,968.87
Voice
State Basic Skills E-rate
Application
2005 State Totals - BS/CE
0.00
0.00
0.00
State SUCCESS E-rate Application
2005 State Totals - SUCCESS
0.00
0.00
0.00
Page 17 of 17