MONROE COUNTY BOARD OF EDUCATION OFFICE
WILLOW BEND RD.
P.O. BOX 330
UNION, WV 24983
Technology Plan 2008-2010
E-rate funding years 2008-2010
Technology Plan
Technology Plan submitted: September 12, 2008
Monroe County is very rural with only one major industry, a B.F. Goodrich plant which employs 312 people. The
school system is the major employer of the county. It could very well be said that we have more head of beef
cattle than people within our borders. With so few employment opportunities existing within the county, we have
a daily migration of working people going mostly to our neighboring counties of Greenbrier, Mercer and Giles
County, VA.
Our school population has continued to decline. For three years in succession, we have had a small decline in
enrollment. At the same time we have experienced an increase of retired people moving in to enjoy the
sparseness and scenic beauty of the land. Last year the Charleston Gazette listed Monroe County as one of West
Virginia’s faster growing counties. Despite this increase, the ethnic profiles of the county are static. As of our last
census, 92.67% of our population is white. We have few African American students in our schools and only this
year acquired two students of Hispanic origin.
Monroe County has continued to make AYP as an LEA. Additionally, we have been named for the third year in
succession as one of 100 best communities in America. This is based on the following criteria:
·
Community support of children and youth
·
Resources children and youth receive in the community
·
Outcomes from services received by children and youth
·
Innovative ideas used to improve the circumstances of children and youth in the community with an
emphasis on policy, practice and resources
·
Progress to date – i.e. changes noted over time and comparison to state and national benchmarks
We have an unemployment rate of 5% with 55.78% of our families reporting for free or reduced lunches. Our
dropout rate is 2% and attendance rate stands at 96.14. While our graduation rate of 85.9% is above the state
average, and our dropout numbers have significantly decreased to 20 from its high in 2006-07 of 34; getting more
students to graduate is implicit in our county goals.
As we looked at our data we have are turning more to the needs that exist in our high school. If we are to increase
the number of students who graduate, we must address enrollment in AP classes but that is not all. We have
experienced a six year decline in our ACT math scores and a decline in the number of Promise Scholars from 17
to 9. We reviewed the number of developmental classes our students take once they go to college along with
data from Explore, Explore/Plan, ACT, High Schools That Work, and Freshmen Success Reports. These reports
also speak to greater rigor in our high school offerings.
Page 1 of 28
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Page 2 of 28
Planning Committee
Name
Title
Representation
Aaron Judy
Board Member
*Business Community *Parent
Angel Ladner
Ms.
*Parent
Angela Terry
Mrs.
*Teacher
April Hobson
Mrs.
*Teacher
Barbara Holeapple Mrs
*Teacher
Becky Yost
Coordinator - Food Svc
*Teacher
Bill Shiflet
Board Member
*Parent
Brian Baker
Mr.
*Special Education *Teacher
Chastity Daniels
Ms.
*Teacher
Cinda Coulter
Ms.
*Teacher
Danny Lively
Board Member
Deana Pennington Ms.
*Parent
Debra Mathis
Mrs.
*Administration
Don Dransfield
Mr.
*Business Community *Parent
Ed Pell
Board President
Jeana Comer Carr Head Start Director
*Administration *Parent
Judy Azulay
Grants & Partnerships Manager
Kate Hentchel
Mrs.
*Teacher
Keisha Hamrick
Ms.
*Teacher
Larry Mustain
Board Member
Leigh Boggess
Principal
*Administration
Leslie Ferguson
Mrs.
*Special Education *Teacher
Lisa Canterbury
Principal
*Administration
Lyn Guy
Dr. - Superintendent
*Administration
Lynda Lindsey
Mrs.
*Teacher
Meghan Beech
Mrs.
*Teacher
Michael R. Collins Principal
*Administration
Nikki McClarney
Mrs.
*Parent
Pam Jackson
Mrs.
*Teacher
Pamela Hensley
Ms.
*Technology *Teacher
Patrick Boone
Mr.
*Teacher
Paul Lovett
Vocational Director/Tech Coordinator *Technology *Administration
Paula Ellison
Mrs.
*Teacher
Ray Lee
Principal
*Administration
Rebecca Allen
Director, Title I & Elem. Ed.
*Title I *Administration
Roberta Tuggle
Mrs.
*Teacher
Ron Whetzel
Director of Student Services
*Title II *Special Education *Administration
Sandra Humphries Mrs.
*Technology *Teacher
Susan Weikle
Assistant Principal
*Administration
Tami Brown
Mrs.
*Teacher
Terry Utterback
Mr.
*Parent
Tim Hancock
Mr.
*Teacher
Toby McMahan
Parent Resource Coor
*Parent
Tracy Foster-Long Mrs.
*Teacher
Wayne Spangler
*Teacher
Mr.
Describe how parents, community and other appropriate stakeholder members are involved in the development and/or revision of the
plan.
The superintendent mailed a 57 page document of data to (number of) individuals willing to serve on the strategic plan
committee. This group was comprised of all the board of education members, community/business partners, teachers,
counselors, parents, and all administrators.
After this mailing went out, a strategic planning committee meeting was held and facilitated by RESA I Director, Keith
Butcher. At the beginning of the meeting, Dr. Lyn Guy reviewed last year’s goals to discuss with the group how well the
county had met or not met these benchmarks. It was also noted that Monroe County was only one of three counties in the
state that had made AYP on the LEA level. From this point on Mr. Butcher led the group in reviewing the data they had
brought to this session to draw out comments and concerns, allowing those present to come to consensus on what goals
needed to be kept, amended, or discarded.
This plan is based on the input of this planning committee as well as the needs indicated by our data.
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TOTALS
Page 4 of 28
Core Beliefs
1. All children can learn and must be the center of any decision-making process.
2. Students succeed when held to high expectations and allowed the flexibility to meet challenging standards.
3. Accepting responsibility for learning is a critical step for achievement. All students are worthy of a quality
education.
4. Successful schools are organized around learning. Educating everyone takes everyone.
5. There is no teaching without learning. Reading is the cornerstone for learning at high levels.
6. Learning takes place best in a risk-free and supportive environment. No significant learning takes place
without a meaningful relationship.
7. Powerful schools are organized around a set of norms, values, and beliefs accepted and practiced by all,
creating a culture of respect.
8. Success requires change, collaborative decision-making, and the courage to confront the truth.
9. Each individual bears the responsibility to affect the greater good. There is no curriculum for the absent
child.
10. Our future is determined by the choices we make.
Mission Statement In partnership with the community, Monroe County Schools will lift every child to become a
life-long learner who values self and others, has the courage to work for the greater good, and the tenacity to
succeed in a changing world.
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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.
With regards to the NCLB data for school year 2007-08, Monroe County has improved with regard to AYP
status. This year had only one school which did not make AYP – Mountain View Elementary/Middle is which is a
Title I school.
In the 2006-2007 year, Mountain View did not make AYP in the special education subgroup for both reading and
math. In the 2007-08 year the school made AYP in all subgroups for mathematics but continued to be challenged
in AYP in the cell of special education –reading.
The trend data at MVS, however, has shown a continuous upward progression in the cells of special
education. Fewer children are being placed in special education and more gains are being made.
Peterstown Elementary is the county’s second Title I school. While PES is a Title I Distinguished School, the
trend data for three years has some disturbing aspects. This school has experienced continued declines for three
years for the ALL subgroup in reading and mathematics. The special education subgroup is too small to collect
data on for AYP purposes, but we do know the proficiency rate is at a low of 14.28 for math and 14.28 for
reading.
James Monroe High School, while making AYP, also mirrors concern. As with Peterstown Elementary, this
school’s special education cell size is too small to warrant AYP reporting but we are also seeing insufficient gains
in proficiency rates at JMHS in math and reading/language arts.
The DIBELS on-line data for Peterstown Elementary and Mountain View gives a mixed picture of overall
classroom growth and declines. Sadly, while some classrooms made extraordinary gains in the face of significant
challenges, others showed losses. These concerns will be addressed with the school’s leadership team as well as
individual teachers.
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.
Monroe County was once again recognized as one of the 100 Best Communities for Young People by America’s
Promise Alliance. This was due to our 21st Century Community Learning Center’s after-school programs for all
K-8 students which provide safe places for our youth to be tutored, engage in social events, receive cultural
enrichment, and have healthful snacks. Also, more than 50% of your youth serve the community one or hours per
week and most of our high school students select community service to fulfill their 40-hour work-based
graduation learning requirement.
All of our five schools are either new or have had major renovations in the past fifteen years and are wired for
digital learning. The board of education has adopted a new graduation honors policy which eliminates the
valedictorian status and challenges all students to take rigorous classes to graduate with honors.
Our biggest challenges rest with poverty, our rural geography, the lack of appreciation some families place on
education, and our inability to access high speed internet.
Data Analysis for Title IV: The PRIDE survey results were not analyzed because there were fewer than 100
students county-wide who had active parental consent for their participation in the survey. While Search Institute
Behavior Survey results have been reported in previous years, it is administered once every 5 years and our
students are slated to participate again in the 2008-09 school year. An analysis of discipline infractions recorded
in WVEIS yields the following data comparisons:
Total discipline infractions
Suspensions
Expulsions
05-06
1117
295
15
06-07
1481
1113
22
Page 7 of 28
07-08
1051
298
11
Page 8 of 28
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.
On a county-wide basis our math achievement has not matched the progress made by the state for two successive
years. We have actually had three continuous years of declines in math achievement. However, in reading, we
made gains beyond that of the state in 2005 and 2006, had a decline in 2007, and once again made more gains in
reading than the state in 2008. Monroe County has continued to out-pace the state in science and social studies for
five years in a row. Our low SES subgroup did better in state rankings than the subgroup of ALL and that of
special education and in 2007-08, we were one of only three counties in the state making AYP as a county!
We have also looked to see if the academic achievement of our students is improving through the ACT
EXPLORE, ACT, and the freshmen success report.
Our EXPLORE data shows increases in English, math, reading, and science when we compare the performance
of present students to past students. When we look at how our students rank when compared to a national norm
group, gains show that we are just keeping pace in English and math and making few gains in reading and
science.
When our trend data for ACT is examined, the results are less than encouraging. Only 11% of our students were
ready for college algebra (less than the state average of 31%), 48% ready for social science (compared to the state
average of 52%) and only 11% prepared for college biology (compared to the state average of 23%). The only
area in the ACT where our students scored much better was in college English Composition. Our students scored
74% compared to the state average of 72%.
The West Virginia College and University Freshmen Success Report shows our students making significantly
higher GPA’s in high school than they did as freshmen in college, higher even than that of the state average.
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.
All our schools met AYP on their attendance rate. Our dropout rate has gone to 12.4% from last year’s lowest
rate of 10.8%. Our juvenile delinquency case rate has also seen a two year increase. It was 21.9 in 2007 and 22.3
this past year. Our team injury death rates continue to stand much higher than the state rate. This past year the
state rate was 70.6% for teens 15-19 per 100,000 teens. Monroe County’s rate was 103%.
Our college going rate did increase for the 06-07 year from 46% the previous year to 53%.
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.
We have conducted an extensive review of our AYP status, WESTEST data, other assessments to include
benchmark and progress monitoring, teacher and parent surveys, etc. We also published a 56 page data book for
the current school year containing all the data discussed above plus more not communicated in this
document. This information was shared with our strategic planning committee of school administrators, teachers,
board members, parents and community leaders.
We have also had visits by OEPA at Peterstown Middle School and by the office of Title I at Mountain View
Elementary/Middle. These visits have resulted in findings that while we have some areas requiring additional
work, overall we are doing all we can with our resources to bring our two at-risk schools into compliance.
James Monroe High School had a 21st Century High Schools That Work Technical Appraisal in November of
2008. This report, while quite detailed can be summarized with the following recommendations. The critical
areas identified for focus and continued improvement were (1) the establishment of a high performing school
culture that include creating synergy between the staff of the high school and the vocational school; (2) defining
rigor and motivating students to think and work at higher levels; and (3) helping teachers plan, deliver, and
evaluate standards-based lessons and units. With these in mind, steps have been developed to address these areas.
We feel we have an in-depth understanding of our system’s strengths and weakness and these have been shared
with not only the strategic planning committee but with ALL of our staff – teachers, administrators, and service
Page 9 of 28
with not only the strategic planning committee but with ALL of our staff – teachers, administrators, and service
personnel.
The challenge we have before us rests not with more analysis, but with a coherence of purpose. With so many
initiatives and programs, we understand the need to bring together ALL teachers, principals, parents, and staff
into a shared and purposeful direction which will define what we put on and take off of our collective plate.
With the final approval of this five year strategic plan, we will commence integrating, through our data review
team (as identified in this document), what action steps we will initiate to ensure a concise, collaborative, and
consistent effort to carry out our goals.
Data Analysis for Special Education
District Self-Assessment Workbook
School Year 2007-08
Response
Compliant
Total
Responses
29
Need
Not
Not
Noncompliant
Improvement
Applicable Answered
0
4
1
0
Improvement Plan Info
#
Citation
1.5*
Chapter 10.
Section 3
Compliance
IP
Change
Cluster
Indicators
Done Answer
Written notice must be given to the parents of an
exceptional student or the adult student within a
reasonable time before the public agency proposes to Monitoring
initiate or change the identification, evaluation or
Priority Area: YES Change
educational placement of the student or the provision I.
of FAPE to the student or refuses to initiate or
change the identification, evaluation or educational
placement of the student or the provision of FAPE.
Action Step to Address
Citation Chapter 10.
Section 3
Evaluation
Component
Begin/End
Date:
Person/Group
Responsible
Funding
Sources
Funding
Amount
Measurable Objective:
Monroe County will provide written notice to the parents of an exceptional student, or the adult student,
within a reasonable time before initiating or changing the identification, evaluation or educational placement
of the student or the provision of FAPE to the student or refusing to initiate or change the identification,
evaluation or educational placement of the student or the provision of FAPE.
1. 1. The district will
Agenda; Staff sign-in
provide training for
sheet
SAT coordinators,
special education
teachers, and principals
on when to send Prior
Written Notice.
Start Date SpEd Director
08/01/2008
Ending
Date:
12/01/2008
Page 10 of 28
Special
Education
Estimated Cost:
4000.00
2. The district will conduct
summer file reviews to
determine if teachers are
correctly sending Prior
Written Notice.
Review indicates Prior
Written Notice is
appropriately sent
100% of the time.
Start Date Special Education staff
06/01/2008
Ending
Date:
09/01/2008
None
3. A random check of
special education files
will be ongoing
throughout the
2008/2009 school year
to determine that PWN
is being sent
appropriately.
Random checks will
indicate that PWN is
being sent
appropriately 100% of
the time.
Start Date Special Ed. staff
09/01/2008
Ending
Date:
05/01/2009
None
Chapter 7.
1.10* Section 1
The district implements the required procedures
when a student with a disability is removed from
school for disciplinary reasons beyond ten
cumulative days and the removal does not constitute
a change in placement.
Action Step to Address
Citation Chapter 7.
Section 1
Evaluation
Component
Begin/End
Date:
Monitoring
Priority
Area: I.
Person/Group
Responsible
Estimated Cost:
2000.00
Estimated Cost:
2000.00
YES
Change
Funding
Sources
Funding
Amount
Measurable Objective:
Monroe County will implement the required procedures when a student with a disability is removed from
school for disciplinary reasons beyond ten cumulative days and the removal does not constitute a change in
placement 100% of the time.
1. Principals, assistant
Agenda and Sign in
principals and special
Sheet
education designees will
be required to attend
training on discipline
flow chart from WVDE.
Start Date Special Education Director None
08/01/2008
Ending
Date:
Estimated Cost:
12/01/2008
0.00
2. After training, Principals Sign in sheet/ review
will use WVEIS look
only screen to determine
if student receives special
education services.
Start Date Attendance Director
08/01/2008
Ending
Date:
03/01/2009
None
3. Given new county wide Principal Log
discipline form,
principals will mark if
student needs to be
referred to IEP team
following consequences.
Start Date Principals Assistant
08/01/2008 Principals Special
Ending
Education Director
Date:
05/01/2009
None
Page 11 of 28
Estimated Cost:
0.00
Estimated Cost:
0.00
1.12
Chapter 9.
Section 2.B
AYP SPP
Indicator 3
Students with disabilities make continuous progress
within the state’s system for educational
accountability (meeting AYP).
Monitoring
Priority
Area: I.
YES
Change
Action Step to
Funding
Address Citation
Evaluation
Begin/End
Person/Group
Sources
Chapter 9. Section 2.B
Component
Date:
Responsible
Funding
AYP SPP Indicator 3
Amount
Measurable Objective:
Monroe County students with disabilities will make continuous progress within the state's system for
educational accountability (meeting AYP).
1. Monroe County
Schools will continue
to further implement
the Three-Tier
"Response to
Intervention" model
reading initiative at all
schools taking Level II
and III services through
the 9th grade.
Dibels benchmark data;
SWD progress
monitoring data;
WesTest scores
2. Special education
teachers will collect
benchmarking and
progress monitoring
data to ensure student
focus on skill deficit
areas.
Benchmarking and
progress monitoring
data
Start Date Principals Co-Teaching
08/26/2008 Teams Special
Ending
Education Staff
Date:
01/01/2009
LSIC
School
Funds
Estimated Cost:
5000.00
Start Date Special Education
08/26/2008 teachers
Ending
Date:
05/01/2009
None
3. Monroe County
Review of School
Schools will develop a Schedule
school wide
intervention block for
elementary and middle
school programs.
Start Date Principal
08/26/2008
Ending
Date:
12/01/2008
None
4. Monroe County
Schools will add the
use of Aims software
for data collection in
grades 7-9 for reading
and grades 5-8 in math.
Start Date Principals Special
08/26/2008 Education Director
Ending
Date:
05/01/2009
County
Funds
Title funds
Professional
Development POs Sign
In Sheet Agenda
Classroom Observations
Estimated Cost:
0.00
Estimated Cost:
0.00
Estimated Cost:
8000.00
3.2*
SPP
Indicator 11
Children with parental consent to evaluate are
evaluated within the established 80-day timeline.
Page 12 of 28
Monitoring
Priority
Area: III.
YES
Change
Action Step to Address
Citation SPP Indicator
11
Evaluation
Component
Begin/End
Date:
Person/Group
Responsible
Funding
Sources
Funding
Amount
Measurable Objective:
Children with parental consent to evaluate will be evaluated within the established 80-day timelines with
100& compliance.
1. Staff development will
Agenda; sign-in
be provided to all special sheets
education teachers,
psychologists, related
service personnel, and
principals re: timelines
and the importance of
ensuring timelines are
met.
Start Date Special Education
08/01/2008 Director
Ending
Date:
01/01/2009
None
2. All schools will maintain Record of new
a record of new enrollees enrollees
and will notify the
special education staff at
the school level and at
central office. If records
are not received within
two weeks, the school
will notify the central
office. The director,
coordinator, or secretary
will work to retrieve
records from the previous
school.
Start Date Special Education
08/21/2008 Director; School
Ending
principals
Date:
06/01/2009
None
3. The special education
coordinator will provide
monthly timeline lists to
each special education
staff member and require
signature upon receipt.
Start Date Special education
08/28/2008 coordinator; special
Ending
education teacher
Date:
06/01/2009
None
Start Date Special education
08/28/2008 director; principals
Ending
Date:
06/01/2009
None
Monthly timeline
lists signed upon
receipt by special
education teacher.
4. The special education
Professional
director will utilize
evaluations
Policy 5310 evaluation
process with principals
and teachers when
timelines are not met.
The area of "Professional
Work Habits" will be
noted as unsatisfactory.
Page 13 of 28
Estimated Cost:
0.00
Estimated Cost:
0.00
Estimated Cost:
0.00
Estimated Cost:
0.00
5. The special education
coordinator will assist in
the connection of
services between schools
to ensure that speech,
OT, and PT evaluations
are completed in a timely
manner.
Log of speech, OT,
and PT evaluations
requested, including
date requested and
date completed.
Start Date Special education
08/28/2008 coordinator
Ending
Date:
06/01/2009
None
6. The special education
designees and principals
will receive a monthly
update on status of
timeline procedures.
Copies of monthly
updates with
signatures of
designee and
principal
Start Date Special education
08/28/2008 coordinator
Ending
Date:
06/01/2009
None
Estimated Cost:
0.00
Estimated Cost:
0.00
Total Questions Needing Improvement Plan = 4
Other Special Education Data Analysis
Review of WESTEST reports indicates that students with disabilities are scoring below the "all students" score.
Teachers of students with disabilities will continue to implement individualized instruction in the areas of reading
and math and ensure that IRR reports are reviewed and data is used to guide instruction.
As data is collected, documentation will occur on county developed form, teams will reconvene and determine
additional services to include extended day programming to address skill deficit areas.
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
In addition to the goals set by our county in this strategic plan as well as compliance goals, we will focus on the
issues listed below.
1. HOW TIME IS USED IN OUR SCHOOLS - To address better use of time to improve our ability for teaming,
PLC’s, and intervention blocks, we have met with a scheduling consultant and are continuing work with
professionals in this field to help our principals develop ever more effective schedules for high student
performance.
2. FOCUS ON EFFORT VS. TALENT - In one of our professional learning community book readings, we
explored the research of Carol Dweck, in her book, Mindset. In this text the author has shown how the ability of
teachers and leaders to focus on a student’s effort to bring about achievement has a greater effect than the
conventional focus on recognition of mere talent.
3. CLIMATE OF HIGHER EXPECTATIONS - If our schools are to continue to achieve at ever higher levels we
must create a climate of higher expectations. That climate will manifest itself as students take on greater
challenges, as parents and teachers support enrolling in rigorous coursework such as Advanced Placement, and as
students and teachers support the high achievement of their peers.
Page 14 of 28
Page 15 of 28
21st Century: Technology: To improve student achievement, enhance student learning and improve twenty-first
century skills through the integration of technology.
Objective: Maintain, upgrade, and replace technologies in order to increase student achievement (based on operating systems/WinXP
or above).
Measure: Digital Divide Reports - http://wvde.state.wv.us/data/digitaldivide/
Year
2004 (Baseline)
2005
2006
2007
2008
Target
Actual
50
60
70
85
41.8
59.7
66.8
5th Grade students will be technologically literate based upon completion of at least 6 assessed integrated
projects.
3rd grade
4th grade
5th grade
2008-09
2
0
2
2009-2010
4
2
4
2010-2011
6
4
6
2011-2012
6
6
6
8th Grade students will be technologically literate based upon completion of at least 6 assessed integrated
projects.
6th grade
7th grade
8th grade
2008-09
2
2
2
2009-2010
4
4
4
2010-2011
6
6
6
2011-2012
6
6
6
date
topic
Audience
Mode of learning
Aug. 21, 2008 Aims Math
grades 4-8 math
Trainer Led-Jan Ellis
Aug. 21, 2008 Aims Reading
grades 7-9
Trainer Led-K. Allen
Aug. 21,2008
Teach 21
all teachers
Teacher Leaders
Aug. 29, 2008
Tech Steps
grades 5-8
Trainer led- Sheila Hall
Aug. 29, 2008
Podcasting
all grades, English
Trainer Led-Todd Ensign
Aug. 29,2008
Writing Roadmap II grades 4-11
Page 16 of 28
Trainer led-Sandra Foster
Aug. 29, 2008
Acuity
4-11 science/soc. studies
Trainer-Allegra Kazemzadeh
Oct. 13, 2008
Tech Steps
grades 1,3
Trainer-Sheila Hall
Oct. 2. 2008
Tech Steps
Principals
Trainer-Kelly Starr
Dec. 5, 2008
Tech Steps
Curr. mapping-gd.-1,3,5,6,7,8
Trainer-Kelly Starr
ADDITIONAL ASSESSMENTS & EDUCATIONAL ASSISTANCE - The Monroe County Title I Program will ensure that a tiered instructional model is in place to benchmark and
progress monitor student achievement beyond the WESTEST. In reading these additional assessments will be in the form of DIBELS. PALMS will be purchased for use in Title I
schools. Teachers will be given professional development in the use of these instruments. The district is also contracting with Wireless Generation for software for use with
PALMS and will provide training in this early in the school year on how to use the accompanying software to monitor student progress in reading. Principals will also be trained
by Steven King on how he monitors student achievement in his school. Principals will also be trained by Houghton Mifflin (core program) on methods to monitor for fidelity.
Teachers will also receive training in the core program for one full day in the fall with follow-up training later in the fall as they gain familiarity with the program. The classroom
teachers will conduct their own progress monitoring for reading and will be assisted with benchmarking by intervention teachers. The county has also assembled a math cadre
who has been trained the summer of 2007 in standards based math and has worked on math benchmarks. This team has reviewed progress monitoring instruments and has
chosen to use Odyssey for now as the instrument for benchmarking and progress monitoring. The LEA will ensure that Title I schools will use these reading and math
assessments to diagnose, plan, and provide supplemental instruction for students who might be at risk through a three tier process modeled on Response to Intervention.
Mountain View teacher leaders and the principal will have taken the WVDE K-3 reading model training and will develop a plan for the better implementation of their existing
tiered instructional model. Emphasis this year will be on tier one. To assist schools in identifying students who may at risk academically and coordinate and integrate services for
students who are disabled, migratory, neglected, delinquent or homeless, the Title I program is working with the SAT process, progress monitoring, and other agencies to aid in
identification and educational assistance. MCS is actually going into its third year of addressing RTI for students who are at risk and we are learning more how to improve what
we have begun. We contracted with a trainer who works in a WVDE pilot RTI school in Kanawha County to provide professional development to the Title I & Special Education
directors, superintendent, and principals on how to identify, coordinate d integrate services for students who fall into risk categories. We had begun a tiered instructional model
but as stated in another action step, our main focus this year will be how to establish tier one well and maintain fidelity to the core program in reading.
Title I Technology
MCS will employ instructional coach/ benchmark coordinators for PMS and JMHS.
Title I Technology
Instructional Coach will provide services for JMHS in the content areas of Science and Mathematics.. Instructional Coach will provide assistance on Benchmark
assessment to include development of Formative Assessment Training from Odyssey.
Instructional Coach will provide services for PMS and JMHS in the content area of Reading/ Language Arts. Instructional Coach will provide assistant on Benchmark
assessment to include Dibels and Odyssey.
Instructional Coach will provide services for PMS in the content area of Mathematics. Instructional Coach will provide assistance on Benchmark assessment to include
use of Odyssey.
Tech/1: Provide 21st century hardware and a stable, state of the art 21st century infrastructure for the effective use of technology.
Technology
Meet with school tech. reps
Update digital divide by October 2008.
Computers will be replaced with XP machines at Mountain View school with TFS monies as data from the digital divide
indicates.
Use TFS, local share, TI, and E-rate funds to maintain, implement, repair , to provide a stable network infrastructure
Increase technology opportunities by upgrading and installing wireless systems and computer labs in all schools.
Tech center and high school technology committees will decide how to spend funds according to tech plans.
Use PDA'S to do walk throughs to monitor student achievement and professional development needs.
Wireless labs will be used for benchmarking in math, and throughout the curriculum.
Work with RESA, Pomeroy and IBM technicians to improve network infrastructure.
Hardware purchased through above funds will be for wireless mobile labs and the completion of a wireless stationary lab.
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
Hold yearly meetings with technology school reps. to decide on technology needs for Tools For Schools
monies
Increase use of technology/ benchmarking software. (plato, odyssey, AIMS, Dibels)
Use Accuity, Thinkfinity, lesson plans and or Odyssey or Plato software to target specific deficiencies from
the WESTEST and benchmarking.
Use SAS curriculum pathways , Teach 21 to provide traditional and innovative resources in the core
disciplines in grades K-12.
Administrators use online tools provided by the WVDE to monitor the HQT status of teachers.
Ensure All teachers are using revised policy 2520.14- including technology and learning skills abjectives.
Encourage the use of WEB 2.0 tools for technology integration.
Ensure that classroom teachers are using the teach 21 site.
Page 17 of 28
Teachers will create web sites by using EDline, and incorporate gradequick into their web site.
Ensure TechSteps is implemented and a prority in Peterstown Elementary, Peterstown Middle and
Mountain View Elementary and Middle. First year grades 1,3,5,6,7,8, will do two modules each.
2009-2010 grades 2 and 4 wil implement techSteps-2 modules each, other grades will do 4 modules each.
TECH/3: Ensure a robust internal communications network
Technology
To provide a safe school environment by maintaining a stable network, for communication within the
whole school community by the use of pagers, cell phones, land lines, and the Internet.
Update calling system monthly.
The county will provide voice and long distance service within the school system to enhance
communication with student homes, county offices and within the community.
To provide access to the internet for improved communication between school, home and community,
Provide cellular, paging service to enhance communication with student homes, schools and county
offices.
Provide funds for each school to access the Internet, WVEIS on highband circuits.
Provide funds to install, repair or replace network cabling and switches as needed.
Add phone lines throughout school system to meet communication needs.
Revise E-rate requests to match communication needs- drops purchased from Pomeroy.
Train/review with school contacts how to add new staff and employee and or student e-mail.
Ensure that acceptable use training is review for all teachers/students.
Submitt e-rate requests for switches for Mountain View, Peterstown Middle and Elementary and James
Monroe.
Submitt e-rate requests for web hosting (EDline) for improving school and parental relations
TECH/4: Provide increased access for students and teachers to 21st century tools and resources.
Technology
Install 3 XP computers in every core curriculum classroom.
Mini Computer labs of 5 will be placed in each special education classroom to enable use of Odyssey software for benchmarking
purposes.
Provide access to standards-based web sites to enhance curriculum.(odyssey, Aims, Plato)
To provide access to the internet we will continue to use our T1 lines in an efficient manner.
Using available funds (telcom, TFS elem/secondary, local) add 30 station wireless labs to each school to provide greater access
to 21st century tools.
Using available monies the county will add electronic witeboards, laptops data projectors to all schools.
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
To provide infrastructure and equipment for distance learning lab for Ap cousres, middle school Spanish courses,
Provide online/distance courses when not otherwise available in the school setting.
Provide elementary/middle school curriculum enhancement through virtual field trips.
Investigate the offering of college Civics, Math and English through the WV Virtual School.
TECH/6: Promote parental involvement and improved collaboration with community/home throuh use of 21st century tools and
resources.
Technology
To provide open access to parents and community to all schools after school hours for continuing education.
Subscribe to a web-hosting service such as ChalkSite or Edline to communicate assignments, grades and announcements..
Implement and sustain an automatic absence notification system countywide.
Use county and school web sites to communicate with students , families and community.
Use e-mail to communicate with students parents, and other staff.
Add voicemail to school phone systems to allow for better communication throughout the day
TECH/7: Provide professional development for using the telecommunications network for training teachers and administrators to
improve the integration of 21st century tools and resources.
Page 18 of 28
Technology
Continuous training in DIBELS for new teachers who have not been trained
Instructional Coach will provide services for JMHS in the content areas of Science and Mathematics.. Instructional Coach will
provide assistance on Benchmark assessment to include development of Formative Assessment Training from Odyssey.
Instructional Coach will provide services for PMS and JMHS in the content area of Reading/ Language Arts. Instructional Coach
will provide assistant on Benchmark assessment to include Dibels, Aims, and Odyssey.
Instructional Coach will provide services for PMS in the content area of Mathematics. Instructional Coach will provide
assistance on Benchmark assessment to include use of Odyssey, and Plato.
Provide training for teachers on SAS curriculum
Teachers will be assisted in their ability to become highly proficient in the use of technology through technical assistance from
InfoSource training
Train teachers to align curriculum to ThinkFinity , think.com, lessons and integrate them into the classroom
Train teachers in the use of the basic skills program "Odyssey", KeyTrain, and Plato.
Train teachers in TechSteps and provide for implementation.
Provide consultation days to support teachers in Plato, Aims, Odyssey, and Dibles..
TECH/8: Maintain and repair all computer equipment and internal connections.
Technology
MCS will repair and maintain computer equipment for SWD.
Provide one computer technician from RESA to work in the schools to provide timely maintenance, software updates and
anti-virus protection for all technology in the schools
Use funds available to maintain, implement, and repair to provide a stable network infrastructure.
Rely on TFS vendor help desk for maintenance support.
Use Norton anti-virus and windows updates to ensure reliability of the network.
MCS will repair and maintain assistive technology for SWD/ administrative equip. & technology
TECH/9: Collaborate with adult literacy.
Technology
Encourage usage of the schools computer labs to parents and community groups by using the PTA or PTO to inform of times and
dates available.
Encourage parents to use EdLine to keep informed of school events and classes offered.
Page 19 of 28
Monroe County Schools will implement the Title I programmatic requirements as defined by NCLB.
Additional staffing and resources are provided to Title I schools for the improvement of
student achievement.
Mode
(Coaching,
Learning
Community, or
Trainer Led)
Date
Topic
Audience
6/10-13
Total Quality Learning
Benchmark coaches,
principals
Trainer led
6/11
Content Standards
Teachers of Math 5-8
Trainer led
6/12
sp. ed. teachers who
Algebra readiness & the language of
co-teach or complete
math
math labs
Trainer led
6/13
Odyssey
All teachers using
Odyssey
Trainer led
6/18-20
RTI training
All teachers
Trainer led
6/23-24
Technology integration &
co-teaching
All teachers
Trainer led (TIS)
8/8 & 8/9
AIMS Math and AIMS Reading
Teachers of reading and
math in designated grade Trainer led
levels
8/21
AYP Awareness
All staff
Trainer led
8/21
Unpacking the new CSO's
All teachers
Trainer led &
coaching
8/21
Teach 21
All teachers
Trainer led &
coaching
8/21
Blueprint for Intervention
K-3 teachers - Mt. View
Trainer led
8/22
SAT training
Principals & SAT
Coordinators
Trainer led
8/22
Math team
Review & update county
Learning community
math policies
8/22
AIMS math - for teachers not
previously trained
Teachers of math in
grades 5-8
Trainer led
8/22
AIMS reading - for teachers not
previously trained
Teachers of reading in
grades 7-9
Trainer led
8/22
Pillar one of effective schools school climate
All staff
Trainer led
8/29
21st Century teaching skills
All staff
Trainer led
8/29 &
continuing
RTI and structuring the reading
program through the tiers
K-6 teachers of reading
Coaching & learning
community
8/29
digital Portfolios, Cam Studios,
Google Sketch-up
Teachers of music, art
Trainer led
Page 20 of 28
8/29
Tech Steps for Language Arts &
Social Studies
Teachers of these subject
Trainer led
areas
8/29
Writing Roadmap
Lang. arts teachers in
4-11
Train the Trainer
session
8/29
ACUITY
Science and Social St.
Teachers in 4-11
Train the Trainer
session
8/29
Robotics and Energy - 2 different
1/2 day workshops
5-8 math & science
teachers
Trainer led
9/12 & 13
Preschool Training by WVDE
Preschool Principals
Trainer led
Sept. 08
School Improvement team meeting
with WVDE
Mt. View School
Improvement team
Trainer led
10/13
Writing Roadmap
All teachers of writing
3-11 not trained on 8/29
Trainer led
10/13
ACUITY
All teachers not trained
on 8/29
Trainer led
All year
CAG consultant for Mt. View
School working on school
improvement
Principal and all teachers Coaching
All year
State reading cadre consultant on
Mt. View School and
classroom management and literacy Peterstown Elementary
centers
School - K-3 teachers
Trainer led and
coaching
Date to be
determined
Visit by WVDE consultant and Title
I coordinator to review the schedule Principal and leadership
and instructional practices of Mt.
team
View School
Coaching
ADDITIONAL ASSESSMENTS & EDUCATIONAL ASSISTANCE - The Monroe County Title I Program
will ensure that a tiered instructional model is in place to benchmark and progress monitor student
achievement beyond the WESTEST. In reading these additional assessments will be in the form of
DIBELS. PALMS will be purchased for use in Title I schools. Teachers will be given professional
development in the use of these instruments. The district is also contracting with Wireless Generation
for software for use with PALMS and will provide training in this early in the school year on how to use
the accompanying software to monitor student progress in reading. Principals will also be trained by
Steven King on how he monitors student achievement in his school. Principals will also be trained by
Houghton Mifflin (core program) on methods to monitor for fidelity. Teachers will also receive training in
the core program for one full day in the fall with follow-up training later in the fall as they gain familiarity
with the program. The classroom teachers will conduct their own progress monitoring for reading and
will be assisted with benchmarking by intervention teachers. The county has also assembled a math
cadre who has been trained the summer of 2007 in standards based math and has worked on math
benchmarks. This team has reviewed progress monitoring instruments and has chosen to use Odyssey
for now as the instrument for benchmarking and progress monitoring. The LEA will ensure that Title I
schools will use these reading and math assessments to diagnose, plan, and provide supplemental
instruction for students who might be at risk through a three tier process modeled on Response to
Intervention. Mountain View teacher leaders and the principal will have taken the WVDE K-3 reading
model training and will develop a plan for the better implementation of their existing tiered instructional
model. Emphasis this year will be on tier one. To assist schools in identifying students who may at risk
academically and coordinate and integrate services for students who are disabled, migratory,
Page 21 of 28
neglected, delinquent or homeless, the Title I program is working with the SAT process, progress
monitoring, and other agencies to aid in identification and educational assistance. MCS is actually
going into its third year of addressing RTI for students who are at risk and we are learning more how to
improve what we have begun. We contracted with a trainer who works in a WVDE pilot RTI school in
Kanawha County to provide professional development to the Title I & Special Education directors,
superintendent, and principals on how to identify, coordinate d integrate services for students who fall
into risk categories. We had begun a tiered instructional model but as stated in another action step, our
main focus this year will be how to establish tier one well and maintain fidelity to the core program in
reading.
Title I Technology
Page 22 of 28
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 23 of 28
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.
All computers in the school system will be Windows XP and above. All labs in Monroe County schools are
running Windows XP: Mountain View elementary, James Monroe High School, Monroe County Technical
Center, Peterstown Elementary and Peterstown Middle school. All schools have a T1 line, and switches are 100
Mbps. Wireless access points are now available at Mountain View Elementary/Middle, James Monroe High
School, Peterstown Elementary and Peterstown Middle will be completed in September 2009. The Monroe
County Board Office is also wireless for staff development and board of education meetings. Wireless labs have
been added to all schools to aid in benchmarking for reading and math, and curriculum instruction.
Page 24 of 28
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?
01/01/1900 (mm/dd/yyyy)
4. Provide the URL to your acceptable use policy.
http://www.monroecountyschoolswv.org/policies.php?pdf_id=25
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?
4
1
5
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 25 of 28
Technology Planning Budget
Funding
Prof.
Hardware SoftwareInfrastructureMaintenance
SalariesBenefitsStipendsSupplies Other TOT
Source
Development
TFS 28,744.24 1098.00
2853.00
elementary
TFS-secondary 32,716
TI
12,271.26 488.00
Local share
19,406.10 2269.00
EETT
County/school 7,500
20,000
35,000
Grants
Title I
SpEd
Other
Other
Other
TOTALS
E-rate Budgets
Funding Source
Year
Annual
E-rate funds
2009 Cellular
Disc% Commit
County Match
27,600.00
21,252.00
6,348.00
32,340.00
24,901.80
7,438.20
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
3,900.00
3,003.00
897.00
Paging
7,500.00
5,775.00
1,725.00
Voice
23,160.00
17,833.20
5,326.80
Voice/Long Distance
0.00
0.00
0.00
WAN
0.00
0.00
0.00
Web Hosting
6,679.32
5,143.08
1,536.24
E-rate Totals
101,179.32
77,908.08
23,271.24
Data Lines
TFS/Elementary E-rate Application 2009 State Totals - TFS/Elementary
Mountain View Elem/Midd 35189.00 80 28151.20 7037.90
Peterstown Elem
53557.00 80 42765.60 10791.40
total
88746.00
70916.80 178291.40
TFS/Secondary E-rate Application
2009 State Totals - TFS/Secondary
JMHS
PMS
total
Funding Source
Year
E-rate funds
2008 Cellular
31989.00 80 25590.40
16604.00 80 13283.00
48592.00
38873.6
Annual
Data Lines
Disc% Commit
County Match
27,600.00
21,252.00
6,348.00
32,340.00
24,901.80
7,438.20
Page 26 of 28
6397.60
3320.80
9718.40
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
3,900.00
3,003.00
897.00
Paging
7,500.00
5,775.00
1,725.00
Voice
23,160.00
17,833.20
5,326.80
Voice/Long Distance
0.00
0.00
0.00
WAN
0.00
0.00
0.00
Web Hosting
6,679.32
5,143.08
1,536.24
E-rate Totals
101,179.32
77,908.08
23,271.24
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
TFS/Secondary E-rate Application
County Match
0.00
0.00
0.00
Cellular
24,960.00
18,969.60
5,990.40
Data Lines
32,340.00
24,578.40
7,761.60
Internal Conn Maint
0.00
0.00
0.00
Internal Connections
175,546.00
135,454.80
40,091.20
0.00
0.00
0.00
Long Distance
4,200.00
3,192.00
1,008.00
Paging
6,840.00
5,198.40
1,641.60
Voice
23,160.00
17,601.60
5,558.40
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
267,046.00
204,994.80
62,051.20
Internet Access
TFS/Elementary E-rate Application
Disc% Commit
2007 Mountainview Elementary
35,189.00
80
28,151.20
7,037.80
Peterstown Elementary
53,557.00
80
42,765.60
10,791.40
State Totals - TFS/Elementary
88,746.00
70,916.80
17,829.20
2007 James Monroe HS
31,988.00
80
25,590.40
6,397.60
Peterstown MS
16,604.00
80
13,283.20
3,320.80
State Totals - TFS/Secondary
48,592.00
38,873.60
9,718.40
Funding Source
Year
Annual
E-rate funds
2006 Cellular
Disc% Commit
County Match
26,400.00
20,856.00
5,544.00
Data Lines
32,340.00
25,548.60
6,791.40
Internal Conn Maint
30,680.04
24,527.23
6,152.81
Internal Connections
231,998.00
181,736.80
50,261.20
0.00
0.00
0.00
4,800.00
3,792.00
1,008.00
Internet Access
Long Distance
Page 27 of 28
State Basic Skills E-rate
Application
State SUCCESS E-rate Application
Paging
6,600.00
5,214.00
1,386.00
Voice
22,800.00
18,012.00
4,788.00
WAN
0.00
0.00
0.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
355,618.04
279,686.63
75,931.41
2006 Mountainview Elementary
35,145.00
80
28,116.00
7,029.00
Peterstown Elementary
53,401.00
80
42,720.80
10,680.20
State Totals - BS/CE
88,546.00
70,836.80
17,709.20
2006 James Monroe HS
36,484.80
80
29,187.84
7,296.96
Peterstown MS
18,862.80
80
15,090.24
3,772.56
State Totals - SUCCESS
55,347.60
44,278.08
11,069.52
Funding Source
Year
Annual
E-rate funds
2005 Cellular
State SUCCESS E-rate Application
County Match
13,200.00
10,560.00
2,640.00
Data Lines
44,040.00
35,232.00
8,808.00
Internal Conn Maint
35,270.80
28,216.64
7,054.16
Internal Connections
13,586.38
10,869.10
2,717.28
0.00
0.00
0.00
Long Distance
4,800.00
3,840.00
960.00
Paging
5,040.00
4,032.00
1,008.00
Voice
22,800.00
18,240.00
4,560.00
Web Hosting
0.00
0.00
0.00
E-rate Totals
138,737.18
110,989.74
27,747.44
Internet Access
State Basic Skills E-rate
Application
Disc% Commit
2005 Mountain View ES
3,644.40
80
2,915.52
728.88
Peterstown ES
6,050.00
80
4,840.00
1,210.00
State Totals - BS/CE
9,694.40
7,755.52
1,938.88
2005 James Monroe HS
Peterstown MS
State Totals - SUCCESS
7,118.60
80
5,694.88
1,423.72
9,496.38
80
7,597.10
1,899.28
13,291.98
3,323.00
16,614.98
Page 28 of 28