HARRISON COUNTY SCHOOLS
408 E.B. SAUNDERS WAY
CLARKSBURG WV 26301
Technology Plan 2008-2010
E-rate funding years 2008-2010
Technology Plan
Technology Plan submitted: September 26, 2008
Superintendent Susan Lee Collins Welcomes You to the
Harrison County Schools Strategic Plan Serving over 11,200 students, Harrison County Schools is proud to be part of a community that values education,
its children, and its future. In response to our desire for quality education, we have developed exemplary
programs, employed the best qualified staff, and have managed our resources so that all children and schools have
equal access and opportunity. Our 1,450 professional and service employees, working in 13 elementary, 5 middle and 5 high schools, remain
dedicated to our mission of providing safe, nurturing, and positive learning environments in a modern
child-centered school system where all students will graduate academically, emotionally, physically, and socially
prepared to adapt and contribute to a diverse technological society. Harrison County students boast an attendance rate of 97.13% and graduate 84.09% of the students attending our
five high schools. The average class size is 20.6 students. Visit Harrison County Schools web page at
http://www.harcoboe.com Join us as partners as we attempt to insure that every student will reach his or her full
potential.
Page 1 of 36 education,
ry
chools have
s, remain
nd socially
nding our
or her full
Page 2 of 36 Planning Committee
Name
Title
Representation
Angela Madia
Coordinator
*Special Education *Administration
Anthony Fratto
Principal
*Administration
Beth Tucker
Teacher, Elementary Schools
*Teacher
Christy Horne
Curriculum Specialist
*Title I *Title II *Teacher
Cynthia Fazzini
Curriculum Specialist
*Teacher
Donna Moore
Coordinator of Health Services
*Administration
Drew Pomery
Citynet
*Business Community
Eugenia Reesman
ESL Lead Specialist
*Title III *Teacher
Heidi Griffith
K-12 RLA Coordinator
*Administration
Idress Gooden
RESA VII Safe & Drug Free Schools
*Title IV
James Eschenmann
Coordinator
*Technology *Administration
Janet Benincosa
Technology Curriculum Specialist
*Title II *Technology *Administration
Jim Kirby
Homeless Liaison
*Administration
Jonathan Griffith
Teacher, High Schools
*Teacher
Judy Manley
Secretary/Accountant
*Title I *Title II *Title III *Title V *RLIS *Service Personnel
Kym Burton
Literacy Coach, Middle Schools
*Title II *Teacher
Libby Bucy
Coordinator
*Title I *Title II *Administration
Lindy Bennett
Assistant Superintendent
*Administration
Lisa Ray
Pre-K Coordinator
*Administration
Lola Brown
Federal Programs Curriculum Coordinator *Title I *Title II *Administration
M. Kay Devono
Supervisor, Federal Programs
*Title I *Title II *Title III *Title V *RLIS *Administration
Marcel Malfregeot
Administrative Assistant
*Title IV *Administration
Melody Waybright
PERC Coordinator
*Parent
Robin Altenburg
Volunteer
*Parent
Ron Poole
Administrative Assistant
*Administration
Rosemary Stromberg Math Science Coordinator
*Administration
Stephanie Runion
Title I Teacher
*Title I *Teacher
Susan Collins
Superintendent
*Administration
Suzi Lehosit
MCM Business Systems
*Business Community
Vic Fisher
Supervisor Pupil Services
*Special Education *Administration
Victor Gabriel
Administrative Assistant Support Services *Administration *Service Personnel
Describe how parents, community and other appropriate stakeholder members are involved in the development and/or revision of the plan.
STRATEGIC PLANNING COMMITTEE: Harrison County has established a 5-year Strategic Planning Committee that
is comprised of representation from all of the major stakeholders in our educational community. This committee includes,
but is not limited to, the following membership: teachers, building level and district wide administrators, technology and
curriculum coordinators and specialists, Federal Programs--Title I, II, III, IV, parents, business community, and Special
Educators. The planning process includes a mechanism for smaller sub-committees that meet together to refine and research
the questions, proposals, and suggestions that arise in the larger group meetings. REVIEW and REFLECTION: Committee members also participate in a mid and end-of-year review of the action steps
to determine the extent of coverage and to determine which action steps to retain, revise, expand, and add. Members receive
information and announcements through updates via email and facsimile. CURRICULUM FOCUS GROUP: Harrison County Focus Group meets monthly during September and May, and
bi-monthly during the interim months. Agenda-guided meetings provide opportunity for professional growth and
development. Work sessions and guided discussions provide a productive forum for developing long-range curricular
goals. Focus group is a vital professional learning community that works to keep the curriculum teams informed of progress
towards goals. PARENT INPUT: Harrison County's Parent Advisory Committee meets monthly throughout the year to offer input and
suggestions for programs offered to students and parents. An online survey, available at the Harrison County Federal
Page 3 of 36 TOTALS
150982.35
165195.57
161727.00
41855.00
1480000.00
1999760.00
Page 4 of 36 Programs website www.allcanread.org provides parents, teachers, and adminstrators with a database of questions to guide
the professional development program offerings. It is our practice to offer all stakeholders an opportunity for input through
evaluations at each professional development and parent involvement event. BOARD OF EDUCATION: School Board Effectiveness meetings provide a forum for Board of Education and
community members to hear individual school 5 year plan presentations. Additionally, our board of education members
receive regular updates during work sessions in which they are updated on issues regarding the progress of plan
development. Here they are able to submit their concerns, comments, and commendations. PUBLIC COMMENT PERIOD: Prior to its submission, a draft of the strategic plan is available for review during a
comment period, . Any suggestions will be presented to the planning committee for review and inclusion in the plan. Page 5 of 36 Page 6 of 36 Core Beliefs HARRISON COUNTY CORE BELIEFS
All students can learn, perform at high levels, and succeed. All students must have equal educational opportunities.
All students should graduate.
All students should become contributing, productive and responsible citizens.
Education is the shared responsibility of the school, family and community.
All schools should provide a positive, healthy, safe and drug-free environment.
Curriculum must be planned, relevant and rigorous.
All individuals should become life-long learners.
All individuals should demonstrate character, civility, integrity and sound stewardship.
Excellence is foremost in all that we do.
Mission Statement HARRISON COUNTY MISSION STATEMENT
The mission of Harrison County Schools is to achieve excellence in education, through
partnership with home and community, so that each student becomes:
~ a life-long learner ...
~ a responsible citizen...
~ a productive member of society.
Page 7 of 36 Page 8 of 36 Data Analysis Harrison County Schools NCLB and AYP Highlights for WESTEST, Spring 2008
Accountability results, as required by NCLB, are available at the following url:
http://wveis.k12.wv.us/nclb/public08/nclbmenu.cfm
COUNTY OVERVIEW OF AYP: All Harrison County elementary and high schools made AYP
SCHOOLS NOT MAKING AYP: All but two (Washington Irving and Lumberport Middle) of Harrison County schools made AYP
PERCENTAGE INCREASE: The percentage of Harrison County schools making AYP increased from 72.0% in 2004 (18 of 25 schools) to
91.3% in 2008 (21 of 23 schools). In years 2005, 2006, and 2007, each were at 80% (20 of 25 schools).
STATE PERFORMANCE: Statewide, 80.2% of schools made AYP. Elementary AYP was 93.0%; Middle AYP was 57.3%; and High School
AYP was 65.6%.
SCHOOL ON IMPROVEMENT: Nutter Fort INtermediate improved to make AYP. Students with disabilities increased from 60% to 63%
proficient in Reading/Language Arts allowing NFI to achieve AYP
GRADUATION RATE: Graduation Rate--3 of 5 Harrison County high schools improved their graduation rates: Liberty, South Harrison, and
Robert C. Byrd. Harrison County's total graduation rate improved slightly from 84.9% to 84.77%. West Virginia graduation rate is 83.84.
ATTENDANCE RATE: Harrison County attendance rate is 96.60% as compared to the state rate of 96.37%
2007-2008 HARRISON COUNTY WESTEST AYP PROFICIENCY HIGHLIGHTS
TOP MATH PERFORMERS:
Bridgeport Middle--88%
Johnson--87%
Norwood--86%
Bridgeport High--83%
Simpson--81%
TOP READING/LANGUAGE ARTS PERFORMERS:
Bridgeport Middle--92%
Johnson--90%
Simpson--88%
Adamston--87%
Lost Creek/Norwood/NFI--84%
Key Outcome Indicators: Briefly describe the conclusion reached after examining trend informa
tion and benchmark assessments. Then, summarize the overall implications for the Five-Year Strategic Plan. COULD ENTER THE UPDATED NCLB DATA TABLE FOR 2007-2008
NCLB Data for 2005-2006
SP ED
Math Reading
Elem
No
No
Middle
No
Yes
High
No
Yes
Low SES Math Reading
Elem
Yes
Yes
Middle
Yes
Yes
High
Yes
Yes
NCLB Data for 2006-2007
SP ED
Math Reading
Elem
No
No
Middle
No
No
High
No
No
Low SES Page 9 of 36 Elem
Yes
Yes
Middle
No
No
High
Yes
No
x indicates did not make AYP Harrison County NCLB Trend data for 2005-2007 indicates district improvement needs in areas of reading and
math for students with disabilities. Though during the 2006-2007 school year the low SES subgroup struggled in
middle and high school reading, both subjects were taught with accountability for the elementary SES
subgroup. In the previous year 2005-2006, however, scores for the low SES subgroup were meeting AYP
standards at all programmatic levels. In 05-06, mathematics was problematic for Special Education subgroup at
all programmatic levels. Low SES students made AYP at all programmatic levels in 2005-2006. An Analysis of ROOT CAUSES for Deficiencies:
In determining root causes for the decline in low SES students in 06-07 at the middle and high school levels
would stem from an increased focus upon implementing RtI at the elementary level. Resources and professional
development training and materials have been allocated to meet the state mandated timeline of Fall 2009 for
identifying students with learning disabilities. Students with disabilities are not meeting AYP at all programmatic levels, for two years in a row. A root cause for
this continued trend stems from an emphasis upon reading, both in materials and in instructional support through
the literacy coaching model. District curriculum leaders will continue their attempts to secure both elementary and
secondary math coaches. Additional root causes for failing to meet AYP in mathematics could result from adequate forms of formative
assessment and progress monitoring measures. Research on teaching and learning stresses the imperative nature
of monitoring student progress using an on-going, diagnostic and prescriptive approach. Harrison County
curriculum leaders need to be continually focused upon and committed to the Adolescent Intervention Model
(AIM) in which the strong use and interpretation of assessment and progress monitoring will inform intervention
instruction for students failing to meet AYP. 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.
Enrollment Trends:
After many years of rapid decline during the mid to late ‘90s, school enrollment began to stabilize at the beginning of the decade. Enrollment increased
during the 02-03 school year with the beginning of preschool programs, but enrollment in other grades continued to decline. A similar pattern occurred
in 03-04. During the 04-05 school year, enrollment once again declined because there was no additional space for more preschool rooms. Preliminary
enrollment data for the 05-06 school year point toward another year of decline, hopefully not as pronounced as in previous years. Any decline in student
enrollment has a negative effect on school systems since funding under the state aid formula is based on enrollment. Less funding has the potential to
lead to a reduction in staff, curtailment of programs and activities, and consolidation of facilities. Through careful management we have been able to
avoid these issues but our ability to do so in the future will diminish should enrollment deteriorate further. Year 2002 11,659 Year 2003 11,722 Year 2004 11,710 Year 2005 11,477 Total Students
2002 2003 2004 2005: Females 5,683 5,699 5,736 5,607 Males 5,976 6,023 5,974 5,869
2002 2003 2004 2005: White Students 11,298 11,342 11,290 11,042 Black Students 277 291 301 312 Hispanic Students 21 24 37 43 Page 10 of 36 American Indian 12 12 12 9 Asian Students 51 53 70 71 Demographics:
The population, 2006 estimate 68,745 which is an increase over the 2005 population of 68,369.
County Socioeconomic Demographics:
Economic Stability and Trends:
The median income for a household in the country was $30,562, and the median income for a family was $36,870. Males had a median income of
$30,721 versus $22,110 for females. The per capita income for the country was $16,810. About 13.60% of families and 17.20% of the population
were below the poverty line, including 24.10% of those under age 18 and 9.40% of those ages 65 or over.
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.
Special Education
WESTEST results for the 2006/2007 school year show that Harrison County Schools made improvement, in comparison to the 2005/2006
school year, in four of the six special education cells. A significant achievement gap still exists between the special education subgroup and the
all group. The deficits range from a low of 27.1 in elementary math to a high of 50.6 in high school reading. Harrison County did not make
AYP, in part, because of the students with disabilities subgroup.
WESTEST Summative Trend Data
Math 05/06
Math 06/07
Rdg/LA 05/06
Rdg/LA 06/07
Elementary
50.5
53.4
43.3
44.2
Middle
28.3
28.5
40.1
36.7
High
23.0
23.5
30.0
26.9
DIBELS Assessment Grades K-3
DIBELS data results from assessment district-wide K-3 and 4th and 5th grades at one school. For the school year 2007-2008, the percentage of
students meeting benchmark increased from 61% to 66% from the beginning of the year (BOY) to the end of the year (EOY). The following
chart demonstrates the percentage results by grade level for 2007-2008 with overall recommendations and measure breakdowns for the first
time given/last time given:
Grade Level
Instructional
Recom.
ISF
LNF
PSF
NWF
ORF
K
60/80
76/65
71/76
64/75
76/73
*
1
77/69
*
73
74/89
69/67
64/61
2
59/61
*
*
*
58
59/61
3
51/55
*
*
*
*
51/55
4
40/59
*
*
*
*
40/59
5
55/69
*
8
*
*
55/69
For grade level and measure breakdowns trend data, the chart reflects the percentage of change of the percent of students meeting benchmark
for the last period assessed within the grade level from 05-06 to 07-08 with the exception of third grade from 06-07 to 07-08:
Instructional
Recom.
Grade Level
ISF
LNF
PSF
NWF
ORF
K
+9
+16
+7
+16
+12
*
1
+8
*
+1
+2
+2
+8
2
+14
*
*
*
+13
+14
3
+4
*
*
*
*
+4
All grade levels and measures showed growth with the greatest gain in second grade and phonemic awareness (ISF and PSF). Phonics (NWF)
needs to be addressed with first grade and Fluency (ORF) at third grade within the core program. Math Analysis 2008 All grade levels through various analyses showed declines in student math achievement from previous year. In 2007-08, we had no math training
Page 11 of 36 All grade levels through various analyses showed declines in student math achievement from previous year. In 2007-08, we had no math training
during the school day when all teachers could attend. The County Mean Percent Correct by Standard 2005 – 2008 reflects that Third Grade exceeded the 72.5 percent proficient in two out of the 5
standards. Fourth and Fifth grade both met the 72.5 percent proficient in only one out of the five standards. All middle school grades did not have any
of the standards meet the 70 percent proficient. The tenth grade at high school did not have any of the standards meet the 65.83 percent proficient. The County Mean Percent Correct by Standard 2005-2008 revealed that Geometry and Data Analysis and Probability were the greatest standard declines
across grade levels with Measurement as the second greatest decline. If noted, Geometry had increased from ‘06 to 07, which was the emphasis of
professional development during the 2006-07 year. This analysis also showed that measurement was the standard with the lowest percent proficient in five of the seven grade levels. Item analysis reflected the need for measurement conversions, elapsed time, volume of various 3D solids, area, perimeter, Pythagorean Theorem and formulas for area
and volume. Areas of opportunity for improvement as a result of multi-year declines included third grade Numbers and Operations and Data Analysis and
Probability, fourth grade Data Analysis and Probability, eighth grade Numbers and Operations, and tenth grade Algebra according to the County Mean
Percent Correct by Standard 2005-2008. Item analysis reflects decimals and fractions in the Numbers and Operations and Interpreting/organizing graphs
may be the underlying issues that impact the Algebra in tenth grade with solving equations and analyzing graphs or graphing. Harrison County Schools
WESTEST
County Mean Percent Correct by Standard
2005-2008
Red denotes decline from previous year or reflects a multi-year trend decline.
Numbers &
Operations
Algebra
Geometry
Measurement
Data Analysis &
Probability
'05 '06 '07 '08 '05 '06 '07 '08 '05 '06 '07 '08 '05 '06 '07 '08 '05 '06 '07 '08
3rd
63 70 66 66 73 75 72 72 80 76 78 75 64 71 70 69 76 80 78 75
grade
4th
66 71 74 70 63 65 70 63 69 73 76 73 62 63 65 63 63 70 68 68
grade
5th
55 59 57 58 64 72 68 71 51 54 57 57 64 67 68 65 71 74 74 76
grade
6th
62 62 61 62 54 47 52 49 57 58 58 59 44 48 47 48 54 51 53 52
grade
7th
53 55 54 57 55 57 54 59 50 45 60 48 38 43 43 44 52 53 56 54
grade
8th
67 67 66 65 56 56 54 56 56 53 53 52 38 43 40 45 66 67 67 67
grade
10th
61 64 59 62 54 58 53 51 50 49 51 46 46 42 51 41 50 50 51 49
grade
Harrison County Elementary Schools
Deficit Skill Summary by Strands
Identified by Item Analysis
Less Than or Equal To 72.50% Proficient
Spring 2008
Red denotes new items deficient.
Black denotes items that remained deficient across multiple years.
Numbers &
Operations
3rd
Read Decimals to tenths
(3.1.2)
Fraction representations
(3.1.5)
Subtraction of whole
numbers (3.1.10 )
Subtraction/money (3.10)
Division/multiplication
(3.1.12)
Word problems/division/
subtraction/addition
(3.1.16)
Algebra
Geometry
Measurement
Geometric
pattern (3.2.1)
Number
pattern/
identify rule
pattern (3.2.4)
Identify
polygons (3.3.1)
3D shapes from
2D shapes (3.3.3)
Describe lines
(3.3.5)
Identify
right/obtuse
angles (3.3.6)
Point
location/grids
(3.3.8)
Measurement
conversions (3.4.4)
Identify time/clock
(3.4.6)
Elapsed time/clock
(3.4.7)
Make change/$5.00
(3.4.9)
Page 12 of 36 Data Analysis
& Probability
Determine
probability (3.5.3)
Analyze graph
(3.5.4)
Identify
rectangle (4.3.1)
Compare
quadrilaterals
(4.3.2)
Point
location/grid
(4.3.7)
Identify circle
parts (4.3.8)
Measure length (4.4.1)
Volume of a
rectangle (4.4.3)
Elapsed time/clock
(4.4.7)
Interpret
graph/organize
graph (4.5.3)
Probability/tree
diagram (4.5.4)
4th
Add fractions using
Complete
models (4.1.6)
pattern/rule
Compare fractions (4.1.6) (4.2.2)
Subtract/Add
fractions/models (4.1.8)
Compare
fractions/decimals (4.1.9)
Division of Whole #
(4.1.15)
Order of operation
(4.1.16)
Interpret data on a chart
(4.1.17)
Construct 3D
figures (5.3.2)
Measure angles
(5.3.3)
Draw lines of
symmetry (5.3.3)
Identify rotation
(5.3.5)
Volume of prism
(5.4.3)
Conversions of
measure (5.4.5)
Metric units for
length (5.4.8)
Measurement/scale
drawing (5.4.9)
Determine
probability (5.5.2)
Interpret graph
(5.5.3)
5th
Change fraction to
decimal (5.1.2)
Estimate with money
(5.1.4)
Divisibility rules (5.1.5)
Order fractions (5.1.6)
Identify fractions with
models/
change fraction to
decimal (5.1.7)
Add mixed numbers
(5.1.8)
Model multiplication of
fractions (5.1.9)
Multiply decimals/Divide
decimals (5.1.10)
Solve word problems
(5.1.12)
Identify
Pattern/Rule
(5.2.1)
Input/Output
Model (5.2.2)
Write an
equation (5.2.3)
Harrison County Middle Schools
Deficit Skill Summary by Strands
Identified by Item Analysis
Less Than or Equal To 70% Proficient
Spring 2008
Red denotes new items deficient.
Black denotes items that remained deficient across multiple years.
6th
7th
Numbers &
Operations
Data
Measurement Analysis &
Probability
Algebra
Geometry
Prime
factors/GCF/LCM
CR (6.1.3)
Integers on a
number line (6.1.4)
Word problems
with fractions and
money (6.1.6)
Order of operations
(6.2.1)
Identify
patterns/rules(6.2.2
and 6.2.3)
Cross
mult./proportion
(6.2.5), evaluate
equation (6.2.7)
Plot points in 4
quadrants (6.2.8)
Identify parallel
lines(6.3.1)
Identify angle measure/
draw angle given
measure (6.3.4)
Identify symmetry (6.3.5)
Identify and construct
similar figures 6.3.6)
Determine
perimeter,apply
formula
of plane figure,
and determine
circumference
(6.4.2)
metric
conversion (6.4.3)
volume/surface
area (6.4.4)
scale drawing
(6.4.6)
Interpret
chart/data in
chart/
construct graph
(6.5.1)
Determine
median (6.5.2)
Probability as
fraction (6.5.3)
Determine
absolute value
(7.1.3)
Convert
decimals/fractions
(7.1.4)
Operations with
integers (7.1.5)
Apply associative
properties and
Correct
property/equation
(7.1.6)
Word problems
with percents and
Solve application
problem (7.1.7)
Estimation
strategies (7.1.8)
Find LCM (7.2.4)
Word problems
with ratio and
problem/solve
proportion (7.2.6)
Expression for
word phrase (7.2.7)
Apply scientific
notation (7.2.8)
Solve linear
equations (7.2.9)
Function
tables/graph
equation CR (7.2.11)
Determine
slope/graph (7.2.12)
Solve word problem
(7.2.13)
Contstruct/measure
angles (7.3.1)
Sum/measure/interior
angles (7.3.2)
Rotations to plane figure
(7.3.6)
Scale/use ratio to solve
and
ratio/scale/polygons
(7.3.7)
Apply formulas
with plane
figures
and problem
solve with
formula CR
(7.4.1)
Determine
volume and
volume of 3D
figure (7.4.2)
Apply
Pythagorean
Theorem (4.4.3)
Convert within
metric system
(7.4.4)
Determine
probability (7.5.1)
Interpret graph
and box &
whisker/interpret
data (7.5.3)
Find unknown
mean and
measure/central
tendency (7.5.4)
Page 13 of 36 Order rational
numbers (8.1.1)
Estimation with
decimals (8.1.5)
Solve fraction
problems (8.1.6)
2 step linear
equation (8.2.2)
Ratio to solve
problems
Ratio to solve
problems (8.2.3)
Subtract
polynomials (8.2.4)
Apply algebraic
equations and
algebraic
expressions (8.2.5)
Function table/rule
(8.2.6)
Function
table/graph
equation (8.2.7)
Apply rule to
pattern and
complete
pattern(8.2.8)
Determine slope of
line (8.2.9)
8th
Relationship/lines/angles
(8.3.1)
classify polyhedrons
(8.3.2)
identify angle bisectors
(8.3.3)
congruent/coordinate
geo and
coordinate geo/similar
fig. (8.3.5)
scale models, use scale
models,
measure scale models,
and
similar triangles/ratio
(8.3.6)
Determine
volume and solve
application
problems (8.4.1)
Cone and
area/pyramid
(8.4.2)
Apply
Pythagorean
Theorem (8.4.4)
Determine
probability (8.5.2)
Interpret graph,
and create
graph using table
(8.5.3)
Analyze/interpret
graph and draw
inferences from
graph (8.5.5)
Harrison County High Schools
Deficit Skill Summary by Strands
Identified by Item Analysis
Less Than or Equal To 65.83% Proficient
Spring 2008
Red denotes new items deficient.
Black denotes items that remained deficient across multiple years.
WESTEST
Number of Questions per Standard
Algebra
Geometry
Measurement Data
Analysis &
Probability
Total
Number of
Questions
3rd 19
7
10
10
6
52
4th 20
7
10
8
7
52
5th 17
9
9
9
8
52
6th 13
13
10
8
8
52
7th 10
16
8
8
10
52
8th 9
15
10
7
11
52
10th 9
17
9
7
7
49
Numbers &
Operations
Reading / English Language Arts Analysis 2008
Elementary 2008
Deficit Skill Summary By Strands
Items with <76.67% Proficient
Page 14 of 36 Vocabulary- Context Clues (3.1.1)
Genre-play, literary text-biography,
poem-main idea (3.1.3), Comprehensionstory elements, comprehensioninference, sequencing, main idea,
3rd
comprehension draw conclusions (3.1.4),
Literary text-idiom, literary text (3.1.5),
meaning clues- predict (3.1.7), purpose
for reading (3.1.10), author's purpose
(3.1.11)
Supporting sentences (3.2.3), spelling
(3.2.7), capitalize-punctuate (3.2.8),
punctuate-quotations, punctuation
composition, punctuate apostrophes
(3.2.9), sentence fragments, sentence
completions (3.2.10), pronouns
(3.2.11), sentence combining (3.2.12)
Vocabulary-Context Clues (4.1.1),
Comprehension- draw conclusions,
cause-effect, summarizing, story
elements, sequencing (4.1.4), Figurative
4th Language, metaphor (4.1.5), Graphic
Organizers (4.1.6), comprehensionpictures, meaning clues (4.1.7),
Comprehension- reading purpose
(4.1.10), Author's purpose (4.1.11)
Supporting Sentences, topic sentences
(4.2.3), research topics (4.2.4),
Spelling (4.2.7), Sentence combining,
sentence fragment (4.2.10), Verb
Tense, pronouns (4.2.11)
Characterization (5.1.1), Supporting
Details (5.1.3), Comprehensionsummarizing, draw conclusions,
inferencing (5.1.5), point of view (5.1.6), 5th
Compare/contrast, cause/effect (5.1.9), inference- poetry (5.1.10), prefixes/suffixes (5.1.13)
Supporting Sentences, relevent details
(5.2.2), paragraph organization (5.2.3), run on, fragments (5.2.7), punctuation
(5.2.9), pronouns (5.2.11), verb tense,
contractions (5.2.12), Sentence
Combining (5.2.14), reference skills
(5.2.15), Research Strategies (5.2.17), Graphic Interpretation (5.2.18)
Middle School 2008
Deficit Skill Summary By Strands
Items with <79.17% Proficient
Main idea, supporting details (6.1.3), Analyze text, transitional words (6.1.4), Comprehension- pictures, fact/opinion,
draw conclusions, sequencing, main
idea, summarizing (6.1.5), Author's
6th purpose, tone, elements of literature,
purpose (6.1.6), figurative languagesimile, metaphor (6.1.7), text
connections )6.1.8), connotations/denotations, vocabularycontext clues (6.1.8)
Sentence organization, run-ons (6.2.4), Capitalization (6.2.6), punctuate
(6.2.7), compound sentences, sentence
combining (6.2.8), pronouns (6.2.9), verb tense (6.2.10), compouns
subjects/verbs (6.2.12), sentence
combining- combining verbs (6.2.13), sentence fragments (6.2.14), reference
skills (6.2.15)
Autobiography, literature passage,
genre-folk lore, poem (7.1.1), Comprehension- summarizing,
inference, evaluate, main idea,
supporting details, generalization,
cause/effect, draw conclusion (7.1.4), 7th
author's purpose, comprehension
generalization, elements of literature
(7.1.5), comprehension- inference
(7.1.7), poem- mood (7.1.9), connotation/ denotation, vocabulary- context clues (7.1.11)
Topic Sentence (7.2.1), supporting
sentences, supporting details, relevent
details, paragraph organization (7.2.2), pronouns (7.2.6), comparatives/superlatives (7.2.7), sentence combining, punctuate (7.2.9), verb tense (7.2.11), sentence fragment,
run-on sentences (7.2.12), research
strategies (7.2.14)
Page 15 of 36 Genre-poem (8.1.1), Comprehensionmaking judgements, draw conclusions,
inferences, characterize, strategies,
main idea (8.1.3), point of view,
8th
author's purpose (8.1.4), figurative
language- simile, metaphor (8.1.5), interpret literature (8.1.7), Vocabulary- root words (8.1.11)
Supporting sentences (8.2.2), Editing
Strategies, verb tense (8.2.3), Verb
tense, sentence construction (8.2.7), Sentence structure, sentence combining
(8.2.8), sentence structure (8.2.9)
Genre- type of literature, literary styles
(10.1.2), Reading strategies (10.1.4), Vocabulary- Context Clues (10.1.5), Author's purpose (10.1.6) Inference
from text, form conclusions, form
10th inferences, research strategies (10.1.7), Figurative Language- simile, metaphor,
exaggeration, literary devices (10.1.8),
supportable opinions, persuasive
language (10.1.9)
Supporting sentences, paragraph
organization, relevant details (10.2.5), Transitional words, transitional devices,
parenthetical expressions (10.2.6), supporting sentences, sentence variety
(10.2.7), editing strategies, reflexive
pronouns, verb tense/pronouns,
punctuate (10.2.9), parts of speech
(10.2.16), verb tense (10.2.19), Sentence structure, sentence fragments
(10.2.20)
Reading
Grade
2005
2006
2007
2008
3
67
69
67
68
4
72
71
73
71
5
65
66
66
67
6
63
63
63
65
7
64
62
62
62
8
64
65
60
64
10
64
64
65
62
Writing
Grade
2005
2006
2007
2008
3
65
71
71
68
4
70
71
70
71
5
70
72
67
72
6
67
67
65
66
7
67
65
65
66
8
64
64
63
62
10
68
70
65
68
Reading
Writing
Grade
State
County
State
County
3
68
68
68
68
4
72
71
71
71
Page 16 of 36 5
66
67
70
72
6
65
65
65
66
7
62
62
64
66
8
64
64
61
62
10
61
62
66
68
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.
CIMP Self Assessment
The Special Education self-assessment for the 2007/2008 school year indicate that Harrison County was compliant for 30 of 33 indicators.
Improvement plans were developed for:
Students with disabilities make continuous progress within the state's system for educational accountability (meeting AYP). Actions steps
created to address this indicator include participation in various curriculum and instruction summer workshops, a special education
data day workshop, and tiered intervention professional development
Students ages 3-5 receive services to the maximum extent appropriate in early childhood settings. Harrison County's action step to improve
the inclusion of developmental delay students in early childhood settings includes the addition of another inclusive pre-k classroom.
Students age 16 and above have an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably
enable the student to meet the post-secondary goals. The actions step for the indicator include a transition IEP review, professional
development during the summer special education workshops, as well as materials, updates, and instruction provided during the school
year.
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.
♦ SPECIAL EDUCATION MONITORING:
♦ SPECIAL EDUCATION MONITORING: Harrison County's most recent focused monitoring review was due to its suspension rate for
students with disabilities. Significant improvement has been achieved during the last two school years keeping the suspension rate below the
rate that resulted in the on-site. Although the rate has decreased, the target, a 2% reduction in the percentage of special education students
suspended more than 10 cumulative days, has not been achieved. Professional development continues, including briefings during regularly
scheduled principal's meetings. A monitoring system remains implemented, positive behavior support initiatives are supported within targeted
schools, and social skills/behavior intervention materials are provided.
♦ HIGHLY QUALIFIED:
♦ HIGHLY QUALIFIED: During the 2008 school year, the number of highly qualified (HQ) teachers in Harrison County was 94.3%, which
surpasses the state average of 91.9%. Harrison remains attentive to concerns over the number of highly qualified teachers in core subject
areas: Reading Language Arts(RLA) and English, which are the lowest of all core subjects--87.45% of RLA teachers and 89.8% English
teachers are highly qualified. 92.5% of math teachers are HQ which exceeds state percentages of 86.9%. At the programmatic level, there are
more HQ elementary teachers (96.3%) than middle (93%) and high (93.4%).
♦ WALKTHROUGHS:
♦ WALKTHROUGHS: Harrison County administrators completed a total of 3,713 walkthroughs during the school year 2007-2008. The
overall element report for the district reflects a 63% for “Highly Engaged Classroom” and a 72% for “Well-Managed Classroom.” The
strategy most frequently observed in the classroom was “Reinforcement/Recognition” at 65%; the least frequently observed was
“Generating/Testing Hypothesis” at 28%. The levels of thinking skills exhibited in classroom activities are reflected in the following:
Knowledge/Recall/Recognition – 78%; Comprehension/Application/Conceptual Thinking – 71%; Analysis/Strategic Thinking – 32%;
Synthesis/Evaluation/Extended Thinking – 13%. At the elementary school level, administrators observed Knowledge/Recall/Recognition –
86% and Synthesis/Evaluation/Extended Thinking – 17%; at the middle school level, Knowledge/Recall/Recognition – 73% and
Synthesis/Evaluation/Extended Thinking – 8%; high school administrators reported Knowledge/Recall/Recognition – 67% and
Synthesis/Evaluation/Extended Thinking – 8%.
♦The WV Phonemic Awareness Project: ♦ The WV Phonemic Awareness Project: The WV Phonemic Awareness Project (WVPAP) was implemented during the 2007-2008 academic
year. To insure effective implementation of the project, a series of monitoring visits was conducted in participating schools. Project
monitoring documentation forms document observations and comments to support the curriculum for whole group instruction (PAYP) and for
the intensive and strategic students (IPAP). Schedules and grouping methods are also documented based upon student grouping and DIBELS
data analysis.
♦ QUESTIONNAIRES/OBSERVATIONS/EVALUATIONS:
Page 17 of 36 ♦ QUESTIONNAIRES/OBSERVATIONS/EVALUATIONS:
♦During the 2007-2008 academic year, HC Schools offered a variety of surveys to parents and teachers in both online and traditional paper
format.
♦Surveys were designed to encourage parent involvement in school system activites and to seek their input.
♦ Teacher professional development surveys are available to all HC Schools staff. The results from teacher input are compiled
and presented to curriculum planning teams for development of upcoming professional development activities.
♦Evaluations are provided for every professional development and parent involvement event. These evaluations are compiled and shared
with planning teams and coordinators to determine the effectiveness of sessions offered to key stakeholders. The input provided
by participants makes it possible to hear the voice of the people and to make appropriate changes for effective administration and educational
decisions.
♦ DIGITAL DIVIDE:
The Digital Divide Report has been used extensively since it’s inception for long and short range technology planning activities. Each school completes
their survey in May with that information being utilized to plan for the following year’s expenditures and to plan and prioritize projects on a long term
basis. It is our goal to replace all non Windows XP workstations. We currently have 99.07% Windows XP workstations based on Digital Divide
information collected in May 2008.
According to U.S. Census 2003 estimates:
The median household income in Harrison County is $32,405, compared to $32,967 in WV and $43,318 in the U.S.
The Harrison County median household income in 2002 was $31,172, a slight increase of 0.04%
The median family income in Harrison County is $36,870, compared to $36,484 in WV and $41,994 in the U.S.
The per capita income in Harrison County (1999 dollars) was $16,810, compared to $16,477 in WV and $21,587 in the U.S.
Implications: The median household and family income in Harrison County is slightly lower than the WV average, but is approximately a full 34%
lower than the national average. Household and family income affects the ability of families to make ends meet; to buy homes; build for retirement;
save for emergencies; support their children’s health, development and education; contribute to the economic vitality of their community. Census data on Family characteristics and background:
There were 27,867 households out of which 29.70% had children under the age of 18 living with them, 53.30% were married couples living together,
11.40% had a female householder with no husband present, and 31.50% were non-families. 27.70% of all households were made up of individuals and
13.20% had someone living alone who was 65 years of age or older. The average household size was 2.42, and the average family size was 2.94
In the county, the population was spread out with 23.10% under the age of 18, 8.30% from 18 to 24, 27.50% from 25 to 44, 24.50% from 45 to 64, and
16.60% who were 65 years of age or older. The median age was 39 years. For every 100 females there were 91.80 males. For every 100 females age
18 and over, there were 88.20 males.
U.S. Census 2000
16.3% of the population in Harrison County 25 years and older have Bachelor’s Degree or higher compared to 14.8% in WV and 24.4% in the U.S. 3.0% of Harrison County’s population of over age 5 speak a language other than English compared to 2.7% in WV 2.7% and 17.9% in the U.S. 23% of Harrison County’s population over age 5 are disabled compared to 19.3% in the U.S.
WV KIDS COUNT Fund: There was an increase in the percent of high school drop-outs in Harrison County from 14.0% in 1999 to 15% in 2003
(compared to 16% in WV in 1999 and 17% in 2003). The percent of births to mothers < 12th grade education was up slightly in Harrison County from 20% in 1999 to 20.2% in 2003 (compared to 20.5% in
WV in 1999 and 18.7% in 2003). The percent of births to unmarried teens in Harrison County was 10.6% in 2003 compared to 9.3% in WV. The percent of all families with related children who receive cash assistance was down from 8.2% in 2001 to 5.7% in 2003 in Harrison County
(compared to WV, which was down from 7.5% in 2001 to 5.1% in 2002). The child abuse/neglect rate is 17% compared to the state average of 23%. The unemployment rate has dropped from 5.8% in 2000 to 5.3% in 2003, the same as the state rate. About 50% of children qualify for free and reduced priced school meals
Page 18 of 36 About 50% of children qualify for free and reduced priced school meals
Implications: Only 16.3% of Harrison County residents over the age of 25 have a Bachelor’s degree or higher compared to 24.4% nationally. The low
percentage of the population with a Bachelor’s degree or higher affects the economic climate of the individual and family as well as the community.
Although Harrison County Schools drop-out rate is lower than the state and national average, it increased slightly from 1999 to 2003. Approximately
50% of children qualify for free and reduced priced meals. All of these factors contribute to children who enter school without the skills and support
they need to succeed. Children from low-income and low-educate d families are likely to need extra attention and resources directed toward their areas
of need.
Since the PRIDE Survey is given on alternating years and was given last year, results are not available for this school year.
According to the 2005 West Virginia Youth Risk Behavior Survey:
25.3% of high school students were smokers
41.5% of high school students used alcohol
19.6% of high school students used marijuana
The RESA VII Consortium grant would also like to report the following 2005-2006 WVEIS Disciple data involving aggressive conduct:
Barbour Co. - 254
Doddridge Co. - 135
Gilmer Co. - 89
Harrison Co. - 756
Lewis Co. - 360
Preston Co. - 375
Tucker Co. - 47
_____
The 2005 PRIDE Survey indicates that the following community risk factors such as never or seldom joining in community activities (53.1%), never
or seldom attending church or synagogue (31.3%), taking part in gangs (12.2%) and availability of alcohol and other drugs are indicators of high
probability of drug use by students. These factors also correlate with the number of students reporting getting into trouble with the police (22.3% or 932). Of these students, 54.4% report
using alcohol, 46.9% report using marijuana, 14.6% report using cocaine and 19.8% report using inhalants. Most of these students report coming from homes where parents do not set or enforce clear rules or discuss the dangers of alcohol, tobacco or other
drug use. Only 58.9% of students report living with both parents. 83% report that their father has a full-time job while 57.9% report their mothers work full-time. The educational level of parents impacts our students in many ways. Parents who value education are more supportive of their children’s efforts at
school and more likely to encourage safe, healthy behavior. 21.1% of students responding to the PRIDE Survey report being afraid another student will hurt them at school. 17.2% report getting hurt at school. 48.2% students report feeling safe at school while 71.1% report feeling safe in their neighborhoods. 12.1% report carrying a gun for protection while not at school while 2.8 reported carrying a gun to school in the past year.
According to the WV KIDS COUNT Fund data for Harrison County:
The juvenile delinquency case rate (per 1000 youth) increased from 24% in 1999 to 32% in 2003, compared to 16% in 1999 in WV and 17% in 2003.
The teen violent death rate (per 100,000 teens 15-19 yrs) was 84.4 in 2003 compared to 66.9 in WV, up from 75.3 in 2002.
The child death rate (per 100,000 children ages 1-14) was up from 14.5 in 1999 to 28.3 in 2003, compared to 24.6 in WV in 1999 and 24.7 in 2003. According to the WV County Health Profiles 2004, WV DHHR, Bureau of Public Health, Health Statistics Center: the obesity rate in Harrison County
declined slightly from 17.5% in 1994 to 17.1% in 1999, compared to the U.S. rate of 19.4% in 1999. According the U.S. Census 2000, 14% of all Harrison County residents did not have health insurance (compared to 13.1% in WV and 14.2% in the U.S.)
and 9.8% of Harrison County residents under age 18 did not have health insurance (compared to 8.4% in WV and 11.9% in the U.S.).
According to the 2005 West Virginia Youth Risk Behavior Survey:
25.3% of high school students were smokers
41.5% of high school students used alcohol
19.6% of high school students used marijuana
The RESA VII Consortium grant would also like to report the following 2005-2006 WVEIS Disciple data involving aggressive conduct:
Barbour Co.--235
Doddridge Co.—120
Gilmer Co.—95
Harrison Co.—786
Lewis Co.—262
Preston Co.--287
According to U.S. Census 2003 poverty estimates: 16.7% of all individuals in Harrison County were in poverty compared to 16.3% in WV and 12.5%
in the U.S. This is a 1.4% increase over Census 2000 poverty data in Harrison County.
Page 19 of 36 in the U.S. This is a 1.4% increase over Census 2000 poverty data in Harrison County.
Trend data for the percentage of children under 18 in poverty indicates (WV KIDS COUNT Fund):
In 1999, 24.3 % of children in Harrison County were below the poverty level compared to 23.8% in WV and 16.1% in the U.S.;
In 2000, 24.5% of children in Harrison County were below the poverty level compared to 24.3% in WV;
In 2002, 25.2% of children in Harrison County were below the poverty level compared to 24.3% in WV;
In 2003, 24.5% of children in Harrison County were below the poverty level compared to 24.3% in WV and 17.6% in the U.S.
Implications: There is a higher level of poverty in Harrison County and WV than nationally. The poverty rate of children under the age of 18 is practically unchanged from 1999 (24.3%) to 2003 (24.5%). Harrison County’s poverty rate remains slightly higher than the state rate and significantly higher than the national rate (24.5% in Harrison County in
2003 and 17.6% in the U.S.). Poverty can have a devastating impact in children and families. The lack of resources for basic and supplemental needs contributes to many health,
learning, development, delinquency and despondency problems. Children in poverty are less likely to be prepared for school, fall further and further
behind their peers, less likely to graduate from high school or go to college than their more affluent peers, and to have higher incidences of special needs
and juvenile delinquency. The impact of poverty on children is significant and long lasting, limiting chances of moving out of poverty. Poverty is
associated with substandard housing, homelessness, inadequate child care, unsafe neighborhoods. Poor children are at greater risk than higher income
children for a range of problems, including detrimental affects on IQ, poor academic achievement, developmental delays, behavioral problems, asthma,
and poor nutrition. Poor children need targeted school resources and support. Population, percent change, April 1, 2000, to July 1, 2006, was 0.1%
_____
The estimated 2005 population was 68,369, which is a slight increase over the 2004 population of 68,303 and a decrease of -.4% from the 2000 census
population of 68, 652. There was a -1.5% population change from 1990 to 2004.
According to the U.S. Census 2004 (http://quickfacts.census.gov/qfd/states/54/54033.html)
5.7% of Harrison County’s population are under age 5 (compared to 5.9% in 1990 Census), while 5.6% in WV and 6.8% in the U.S were under age 5.
77.9% are 18 years and over (compared to 75.4% in 1990 Census), while 78.8% in WV and 75% in the U.S. were 18 years and over.
16.0% are 65 years & over (compared to 17.7% in 1990 Census), while 15.3% in WV and 12.4% in the U.S. are 65 years and older
The minority population has increased very slightly from 3.5% in 2000 to 3.7% 2004. (WV KIDS COUNT Fund). According to the U.S. Census 2004:
95.7% of Harrison County residents are white (including not Hispanic) compared to 94.4% in WV and 67.4% in the U.S.;
1.6% are African-American compared to 3.2% in WV and 12.8% in the U.S.;
1.0% are Hispanic or Latino compared to 0.8% in WV and 14.1% in the U.S.;
0.7 % are Asian compared to 0.6% in WV and 4.2% in the U.S.
0.1% are American Indian or Alaska Native compared to 0.2% in WV and 1.0% in the U.S.
From 1990 to 2004, there has been a -11.7% change in the population under 18 in Harrison County. Harrison County, as well as WV, has a higher percentage of population over the age of 65 than the national percentage. There has been a 24.6% change in the minority population of the County from 1990 to 2004 (from 2.9% to 3.7%) and only a slight increase from 2000 to
2004. The population decline and aging of the population result in a declining school population, particularly in rural areas. In WV, school funding formulas
are based on enrollment. Declining enrollments mean declining budgets and schools have to decide on ways to cut expenses or raise revenues.
Technology
The Harrison County Board of Education has completed a five year plan to upgrade the network infrastructures within all buildings to a totally switched,
layer-3 environment with either a 100Mb, 1Gb, 10Gb backbone. All buildings now have a fiber optic backbone with three campuses having multiple
buildings connected through fiber optic cabling. In addition, these buildings are connected to our centralized Network Operations Center through
100Mb, multiple 100Mb, or 1Gb fiber TLS connections provided through Verizon. These connections have proven to be extremely reliable in that they
have been up more than 99.9999% of the time. We are aggressively pursuing the replacement of all non-Windows XP computers with less than 50 that
still need replaced. As a result of the network upgrades and the creation of the NOC mentioned above, we have migrated from Compass to an enterprise
Page 20 of 36 based installation of Odyssey to allow students improved basic skills curriculum and to provide home access for additional learning opportunities. We
have also completed a multiyear plan to consolidate all school based servers to the NOC and to migrate their services to new Windows 2003 clustered,
redundant servers. Complete comprehensive backup and off site disaster recovery capabilities have upgraded along with our sever technologies. We
continue to augment these and fine tune these services as needed. Additional network security hardware and software measures are being deployed to
protect our investments and to ensure a secure network and computing environment. We are delivering distance learning based classes between five
schools and are finishing the process of installing distance learning equipment in the last remaining school. This will provide distance learning
opportunities at 100% of our schools and the central office. In addition, we have started the implementation of Apple computers within our schools. The addition of iMac’s will provide learning and instructional opportunities for our students and teachers that would not be available on PC based
computers. In addition, it allows for the use of dual platform computers for about the same cost as a single PC.
_____
VITAL - Vision for Teaching and Learning Survey
In the spring of 2008, the West Virginia Board of Education conducted the VITAL (Vision for Teaching and Learning) online survey available to every
school-based educator throughout the state. The answers reflected the perceptions of school-level leadership, resources, professional development, and
decision making. If more than 40% of the school's staff responded, then the responses for that school were compiled and made available to the school
principal. The summary of the survey results can provide helpful data for review to identify directions for improvement as well as prove useful as a
planning tool for the School Five Year Strategic Plan.
Fifteen of Harrison County's schools met the minimum participation rate of at least 40% of the staff: six elementary schools, four of our five middle
schools, four of our five high schools, and our one career center. A total of 442 Harrison County educators (49.89%) completed the survey. Of those,
360 were from the fifteen schools meeting the 40% minimum:
Adamston Elementary
Bridgeport High
Bridgeport Middle
Liberty High
Lincoln High
Lumberport Middle
Mountaineer Middle
North View Elementary
Norwood Elementary
Nutter Fort Intermediate
South Harrison High
South Harrison Middle
United Technical Center
West Milford Elementary
Wilsonburg Elementary
82% indicated that they have sufficient access to instructional materials and resources.
78% felt that they have access to reliable communication technology (phones, faxes, email).
76% said that they have sufficient access to instructional technology.
23% expressed that they have a major role in determining the content of in-service professional development programs.
67% felt professional development provided them with strategies they have incorporated into instructional delivery methods.
60% felt they have sufficient training and support to fully utilize the instructional technology.
60% said that professional development has proven useful in efforts to improve student instruction.
58% indicated professional development offerings are data-driven.
48% expressed that teachers are provided opportunities to learn from one another.
74% felt that school leadership supports their efforts to maintain discipline in the classroom.
39% responded that they felt they have time available to collaborate with colleagues.
14% felt they provide input on how the school budget will be spent. 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 Based upon the Performance Based Accreditation by the Office of Education Pewrformance Audits (OEPA, Harrison County Schools met all
standards, with the exception of academic accountability standard 5.1.1 NCLB Data for SY 2007-2008 indicates that the special education
suggroups for elementary, middl and high school programmatic levels failed to meet standards in the mathematics assessment/ Additionally,
the low socioeconomic subgroup in middle school failed to meet mathematics standards. In reading, the special education and low
socioeconomics subgroups in both middle and high school failed to meet academic standards. All schools met standards in attendance and
graduation rates. Below is an overview of Harrison County Concerns for WESTEST, Spring 2008.
Harrison County Schools NCLB and AYP Highlights for WESTEST,
Spring 2008
Accountability results, as required by NCLB, are available at the following url:
http://wveis.k12.wv.us/nclb/public08/nclbmenu.cfm
COUNTY OVERVIEW OF AYP: All Harrison County elementary and high schools made AYP
SCHOOLS NOT MAKING AYP: All but two (Washington Irving and Lumberport Middle) of Harrison County schools made AYP
PERCENTAGE INCREASE: The percentage of Harrison County schools making AYP increased from 72.0% in 2004 (18 of 25 schools) to
91.3% in 2008 (21 of 23 schools). In years 2005, 2006, and 2007, each were at 80% (20 of 25 schools).
STATE PERFORMANCE: Statewide, 80.2% of schools made AYP. Elementary AYP was 93.0%; Middle AYP was 57.3%; and High School
AYP was 65.6%.
SCHOOL ON IMPROVEMENT: Nutter Fort INtermediate improved to make AYP. Students with disabilities increased from 60% to 63%
proficient in Reading/Language Arts allowing NFI to achieve AYP
GRADUATION RATE: Graduation Rate--3 of 5 Harrison County high schools improved their graduation rates: Liberty, South Harrison, and
Page 21 of 36 GRADUATION RATE: Graduation Rate--3 of 5 Harrison County high schools improved their graduation rates: Liberty, South Harrison, and
Robert C. Byrd. Harrison County's total graduation rate improved slightly from 84.9% to 84.77%. West Virginia graduation rate is 83.84.
ATTENDANCE RATE: Harrison County attendance rate is 96.60% as compared to the state rate of 96.37%
Prioritized Strategic Issues Harrison County Curriculum Focus Group and Strategic Planning Committee sets forth a prioritized list of
strategic issues. Planning teams use the process of reviewing action steps and self analysis of accomplishments as
related to student academic achievement data, interest surveys, and evaluations of district professional
development offerings to determine district priorities.
Professional development remains a priority for Harrison County schools. Harrison County, where all are leaders
and all are learners, embodies a culture of learning for all staff as well as students. Professional learning
communities, embedded staff development, trainer-led, and online courses are but a few of the priorities for
district improvement through training and retaining highly qualified teachers. Implementing intervention in all grades K-8 is a priority action for the district. Elementary grades K-3 have
diligently pursued the skills and knowledge to assess, diagnose, and prescribe quality intervention for all students. District curriculum teams are steadily preparing curriculum maps, benchmark testlets, and grouping strategies for
walk to intervention groups. Coaches assist teachers with modeled lessons, online teacher resources, and an
understanding of newly revised CSOs and technology standards. Page 22 of 36 Federal Compliance/Technology/21st Century: Students and staff will have access to the most modern
and advanced computer technologies, services, and applications.
1. Students and staff will have access to the most modern and advanced computer technologies, services, and applications. Measure The percentage of Windows XP
operating system equipped computers.
Percentae of XP and above computers
Actual
Year
2004 (Baseline)
37%
2005
58.6%
2006
91.1%
2007
2008
99.07%
Mode
Date
Topic
Audience
(Coaching, Learning Community, or Trainer Led)
6/11-13/2008
Intel
Teachers
Trainer Led
6/17/2008
Learning Communities
Math Teachers
Learning Community
6/19/2008
Thinkfinity
Teachers
Trainer Led
6/24/2008
21st Century Learning
Elementary
Teachers
Trainer Led
6/25/2008
21st Century Learning
Secondary Teachers Trainer Led
8/5/2008
CSO Roll Out
School Teams
Train the Trainer
8/11-12/2008
Standards-Based Instruction
Math Teachers
Learning Community
8/27/2008
Odyssey
LMS
Embedded Consultant
8/28/2008
Odyssey
SHMS
Embedded Consultant
8/29/2008
Odyssey
Norwood
Embedded Consultant
9/2/2008
Odyssey
Lost Creek
Embedded Consultant
9/3/2008
Odyssey
Lumberport
Embedded Consultant
9/4/2008
Odyssey
West Milford
Embedded Consultant
9/5/2008
Creative Curriculum
Pre-K/K Teachers
Trainer Led
9/8/2008
Benchmarks in Odyssey
RELA Teachers
Trainer Led
9/8/2008
Odyssey
Adamston
Embedded Consultant
9/8/2008
Odyssey
NFP
Embedded Consultant
9/9/2008
Odyssey
Big Elm
Embedded Consultant
9/9/2008
Odyssey
NFI
Embedded Consultant
9/9/2008
techSteps
8th Grade Teachers Trainer Led
9/9/2008
Benchmarks in Odyssey
RELA Teachers
Trainer Led
9/10/2008
Odyssey
North View
Embedded Consultant
9/10/2008
techSteps
7th Grade Teachers Trainer Led
9/11/2008
Benchmarks in Odyssey
RELA Teachers
Trainer Led
9/11/2008
Odyssey
Simpson
Embedded Consultant
9/11/2008
Odyssey
Johnson
Embedded Consultant
9/12/2008
Benchmarks in Odyssey
RELA Teachers
Trainer Led
9/12/2008
Odyssey
Salem
Embedded Consultant
9/12/2008
Odyssey
WIMS
Embedded Consultant
9/15/2008
Odyssey
BMS
Embedded Consultant
Page 23 of 36 9/16/2008
Odyssey
MMS
Embedded Consultant
9/16/2008
techSteps
6th Grade Teachers Trainer Led
9/17/2008
techSteps
5th Grade Teachers Trainer Led
9/17/2008
Odyssey
SHMS
Embedded Consultant
9/17/2008
Odyssey
Wilsonburg
Embedded Consultant
9/18/2008
Odyssey
LMS
Embedded Consultant
9/18/2008
Odyssey
Norwood
Embedded Consultant
9/19/2008
Odyssey
Lost Creek
Embedded Consultant
9/26/2008
Benchmarks in Odyssey
Math Teachers
Trainer Led
9/29/2008
WVEIS
New Teachers
Trainer Led
9/29/2008
Odyssey
Lumberport
Embedded Consultant
9/30/2008
Odyssey
West Milford
Embedded Consultant
10/1/2008
Odyssey
Adamston
Embedded Consultant
10/2/2008
Odyssey
NFP
Embedded Consultant
10/3/2008
Odyssey
WIMS
Embedded Consultant
10/13/2008
Odyssey
Big Elm
Embedded Consultant
10/14/2008
Odyssey
NFI
Embedded Consultant
10/15/2008
Odyssey
North View
Embedded Consultant
10/16/2008
Odyssey
Simpson
Embedded Consultant
10/17/2008
Odyssey
Salem
Embedded Consultant
10/18/2008
Odyssey
MMS
Embedded Consultant
10/6/2008
Live Grades
Teachers
Trainer Led
10/7/2008
techSteps
4th Grade Teachers Trainer Led
10/8/2008
techSteps
3rd Grade Teachers Trainer Led
10/14/2008
techSteps
2nd Grade Teachers Trainer Led
10/15/2008
techSteps
1st Grade Teachers Trainer Led
10/16/2008
techSteps
K Teachers
Trainer Led
10/17/2008
Benchmarking
Math Teachers
Trainer Led
10/21/2008
DIBELS
Teachers
Trainer Led
10/22/2008
WVEIS
Teachers
Trainer Led
10/23/2008
DIBELS
Teachers
Trainer Led
10/28/2008
techSteps
Computer Teachers Trainer Led
11/4/2008
Odyssey
Wilsonburg
Embedded Consultant
Special Education: Action 03, Materials, Supplies, and Equipment
Purchase materials, supplies, and equipment to support free appropriate public education for
students with exceptionalities.
Special Education Technology
Provide assistive technology and other equipment
Provide technology including computers, related hardware, and software
Summer Institute Professional Development Series 2009 Page 24 of 36 Core Plan Title I Technology
Support for computer and handheld devices that maintain the effectiveness of teacher and administrator usage Core Plan Title II Technology
TECH/01: Provide 21st century hardware and a stable, state of the art 21st century infrastructure for the effective use of technology
Core Plan Technology
Harrison County technology professionals will continue to upgrade, secure, and maintain infrastructure and hardware to allow for
the facilitation of advanced and dual credit classes for middle and high school students.
Harrison County special needs students will have access to specialized technology tools in order to ensure a quality education.
Harrison County students will be clients of a MAN with LAN and WAN connectivity, consisting of TLS, PRI, and SONET circuits,
that will provide accelerated Internet access, standardized software, enhanced security, software deployment, adnvanced
diagnostics, enhanced service, and online assessment opportunities in order to ensure a quality education.
Harrison County technology professionals will maintain a Metropolitan Area Network (MAN), consisting of TLS, PRI, and SONET
circuits, that will connect all educational facilities to provide data, video, voice, and Distance Learning connectivity.
The Harrison County Technology Committee will continue the installation of new, replacement hardware to ensure technology
equity and access throughout the county. The concentration for this year's TFS and local funds will be the addition of 26-30
computers for each elementary school and a presentation bundle for each middle and high school science teacher.
Iniate the deployment of Aple iMac computers to provide additoinal learning opporrtunities and the utilization of applications not
available in a PC only environment.
The Harrison County Technology Committee will continue to work with the WVDE and the SBA to expand wireless connectivity to all middle and high schools.
Special Education: Provide assistive technology and other equipment
Special Education: Provide technology including computers, related hardware, and software
TECH/02: Focus on 21st century technology tools and resources that improve achievement of all students, with a special emphasis on
high need and low SES students.
Core Plan Technology
Harrison County students and staff will have access to district-wide licensing for Microsoft Office products to ensure
standardization of software county-wide.
7-12 teachers throughout Harrison County will continue to integrate software provided through the TFS initatives, such as Microsoft
Office, SchoolKIT, EDclass, and online subscription websites in order to improve WESTESST results.
Harrison County will continue to provide and support Odyssey basic skills software in order to update curriculum, provide for
remediation, and to allow student access from home.
Harrison County technology professionals will identify, evaluate, and acquire additional software to develop career education in the
middle and high schools.
Harrison County Professionals will review, evaluate, and revise Technology Plans and county and school strategic plans
periodically to reflect the changes in curriculum, technology, methodologies, and to better meet student needs
K-8 teachers throughout Harrison County will continue to target basic skills deficiencies through the implementation of Odyssey
and Compass Learning lessons to improve WESTESST results.
Teachers throughout Harrison County will continue to participate in state supported technology programs such as TFS, TFSS,
ReInventing Education, SASinschool, WV Virtual Schools, and others to provide students with quality technology programs.
Teachers throughout Harrison County will develop and use technology-based thematic units of instruction incorporating WV CSO’s
which will address needs identified by testing program results.
K-12 students and teacerhs will have access to Distance Learning facilities in each builidng and be provided world-wide
connectivity options.
6-12 Science teachers will be provided a presentation bundle consisting of a laptop computer, Numonics white baord and
projector. This is in addition to the same budnle that has been provided to the 6-12 Math teachers.
Expand teacher use of technoloy for enhanced classroom instruction
The Harrison Coiunty Board of Edcuation will expand the implementation of techSteps to all elementary and middle schools.
TECH/03: Ensure that the use of telecommunications and internal connections in the schools will enhance student learning.
Core Plan Technology
Harrison County staff will have access to improved technological communication resources utilizing TLS, PRI, and SONET circuits
to exchange information more efficiently
Harrison County staff will utilize access E-mail accounts in order to communicate more efficiently.
Harrison County technology professionals will continue to develop, maintain, and update the county and school web pages to
ensure a well-informed school community by presenting critical information such as schedules, grades, and lesson plans
Harrison County technology professionals will provide advanced IP telephony service between all schools utilizing TLS and PRI
circuits to ensure enhanced communications.
Harrison County will deploy and utilize a newly designed web page that will integrate school and teacher web pages, calendars,
student grades, and lesson plans into an easily accessed format
Harrison County will utilize the W.A.R.N. System to provide district-wide emergency communictions with parents and by local
schools for general and attendance notifications. Harrison County, with the assistance of an SBA grant, install wireless networking at Liberty High School to increas and augment
network connectivity.
TECH/04: Provide increased access for students and teachers to 21st century tools and resources
Core Plan Technology
Harrison County students will have the opportunity to participate in Virtual School online courses provided through WVDE and
Page 25 of 36 Harrison County students will have the opportunity to participate in Virtual School online courses provided through WVDE and
virtual classes developed by Harrison County Schools personnel to expand curriculum choices.
Harrison County professionals will continue to actively seek and apply for technology grant funding that would address the
academic needs of students and provide equitable educational opportunities for all students
Harrison County central office and schools will actively seek and apply for technology grant funding that would address
academically deficient schools.
Harrison County high schools will continue to participate in the Photoshop Project to provide advanced opportunities for Journalism
and Photograhy students utilizing Apple iMac computers and Addobe Creative Sweet 3 Design Premimum.
TECH/05: Utilize innovative strategies for providing rigorous and specialized courses that may not be available without the use of 21st
century tools and resources Core Plan Technology
Harrison County students will have the opportunity to participate in Virtual School online courses offered through WV Virtual School
(WVDE/OTIS) and virtual classes developed by Harrison County Schools personnel in order to expand curriculum choices for
students
Harrison County technology professionals will provide alternative ways of offering courses through the use of technology in order to
expand learning opportunities.
Harrison County technology professionals will complete the establishment distance learning labs in all schools and the central
office in order to provide greater course offerings, expand learning opportunities, provide for additional staff development
opportunities, and to maximize staff utilization.
Harrison County technology professionals will continue to support and upgrade S.O.L.E on county-based servers to deliver on-line
instruction to students and staff.
Harrison County technology professionals will continue the delivery of county produced virtual classes to provide expanded
learning opportunities for students.
Harrison County students will have access to subscription sites to enhance career education and classroom curriculum.
Harrison County high schools will continue to participate in the Photoshop Project to provide advanced opportunities for Journalism
and Photograhy students utilizing Apple iMac computers and Addobe Creative Sweet 3 Design Premimum.
TECH/06: Promote parental involvement and improved collaboration with community/home through the user of 21st century tools and
resources
Core Plan Technology
Harrison County technology professionals will continue to install digital video recorders that will monitor activities both within and
outside of school structures and provide connectivity to emergency personnel and the 911 center to ensure the safety of students
Harrison County technology professionals will continue to provide connectivity through a high speed MAN and site-based wireless
networking for access by the 911 Center and emergency responders
Harrison County School communities will be presented with information regarding the fine arts, academic activities, athletic events,
and other opportunities delivered to the community through Public Access television.
Harrison County School communities will be presented with information regarding the fine arts, academic activities, athletic events,
and other opportunities delivered to the community via he Harrison County web page.
Harrison County School communities will continue to foster and encourage the Partners in Education business partners to support
technology education.
Harrison County schools will begin utilization of LiveGrades to inscreas and improve communications with students and parents
concerning academic performance.
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
Core Plan Technology
Harrison County technology professionals will continue to emphasize staff development opportunites that will address student
needs, with the assistance of various technology tools to improve learning opportunities for students.
Harrison County Schools will provide county-wide training opportunities to all employees utilizing a county-wide Technology
Integration Specialist and Technology Media Specialist
Harrison County technology professionals will continue the delivery of county produced virtual classes to provide expanded
learning opportunities for students.
Harrison County will deploy and utilize Adobe Connect to allow for video conferencing at the individual PC level for staff
development and group collaboration.
Hold a Summer Technology Institute to train Harrison CS teachers in 21st century tools and resources
Teachers and service personnel throughout Harrison County will continue to be provided training opportunities to advance skills in
Microsoft Office, E-mail applications, Odyssey, Compass, and other applications in order to increase technology integration in the
classroom.
Provide professional development for selected teacher participants in standards-based mathematics, formative assessment,
technology integration in mathematics, using student work to make instructional decisions, reinforcing competency and
strengthening techniques and strategies used in Dynamic Classroom Assessment
ESL Lead Language Specialist and ESL Tutors will participate in technology professional development training to assist students
in using language software programs to increase language proficiency. ESL Teachers will use technology to produce data analysis
of student performance to inform parents and the school district
The Harrison Coiunty Board of Edcuation will expand the implementation of techSteps to all elementary and middle schools.
TECH/08: Maintain and repair all 21st century tools and internal connections
Core Plan Technology
Harrison County technology professionals will deploy and utilize Microsoft’s SMS to remotely install software, diagnose problems,
and install and configure drivers.
Harrison County technology professionals will deploy and utilize new security devices to improve network security, intrusion
detection and prevention, and improve incident response. The Harrison County Technology Committee will continue to provide county-level technicians for maintenance issues to ensure
quality time on task for all students.
TECH/09: To collaborate with adult literacy programs to provide 21st century skills for community
Page 26 of 36 TECH/09: To collaborate with adult literacy programs to provide 21st century skills for community
Core Plan Technology
Harrison County School communities will continue to initiate and support the use of buildings and equipment for technology
education in the community, including collaboration with local adult literacy providers.
Harrison County School communities will continue to support the partnerships with the Technology Opportunity Centers in
Bridgeport, Liberty, and Lincoln High Schools to provide adult literacy opportunities in those communities.
Page 27 of 36 RELATED LEA GOAL: FEDERAL COMPLIANCE TITLE II: PROFESSIONAL DEVELOPMENT FOR
TEACHERS
Related TITLE II LEA Objective #1:
Additional staffing and resources are provided to support teacher professional development and increase achievement
Related TITLE II LEA Objective #2: Schools on improvement will receive LEA technical support through additional resources in order
to strengthen curriculum and instruction. Trainings will be focus on topics including, but not limited to, support in transition to new CSOs,
Response to Intervention (RTI and AIM), Writing assessment, WESTEST Data analysis, Professional Learning Communities)
Related TITLE II LEA Objective #3: LEA support to elementary and middle schools to support and implement Policy 2419. Support for
teachers will include scheduling, differentiated instruction, and documentation for instructional support provided to at-risk students
identified for Tiers II and III
Related TITLE II LEA Objective #4: LEA coordinates with alI schools to build capacity for improving parent-community-school relations
through parent advisory committee, school and parent involvement activities, partnerships with business and parent teacher organizations.
Related TITLE II LEA Objective #5: Schools and the LEA will coordinate resources and efforts to offer training for teachers who
provide academic support to students who are at risk of meeting state standards. Teacher training will assist teachers who administer
Tier III instruction. Related TITLE II LEA Objective #6: LEA supports teachers in analysis of Data by providing time and resources to collaborate with
colleagues to disaggregate WESTEST and DIBELS and ODYSSEY data
CORE PLAN GOAL 2: OBJECTIVES CONTINUED FOR TITLE II
TEACHER PROFESSIONAL DEVELOPMENT:
Mode
Related LEA TITLE
II Goal 2: TABLE #1:
Date
2008-2009 ongoing
September 2008
February & May 2009
2008-2009 Monthly
by grade level
Topic
Audience
Middle and High
School Teachers,
District Data analysis of student achievement(AIM) Training
Principals,
for all grades 5-12
Diestrict
Administrators
Launching Intervention Groups follow-up training for RtI
Grades K-3
classroom
teachers,
Specialists
(Coaching,
Funding
Learning
Source
Community,
or Trainer Led)
Learning
Community,
coaching, and
Trainer Led
Title II
Coaching,
Trainer Led,
Learning
Community
Title II
Teachers,
21st Century tools for teaching and learning, ACUITY, techSteps, United Streaming, SOLE, CSO Technolo
Trainer Led,
principals,
ACUITY, techSteps, United Streaming, SOLE, CSO
learning
Title II
administrators,
Technology Standards
Community
coaches
2009-2009 ongoing
Create process for examining, retaining, and retraining
highly qualified teachers in core academic classes. Ensure
100% of courses are taught by qualified teaching staff. Develop mentoring programs, and collaborate with higher
education institutions to design appropriate coursework
offerings to highly qualified teachers.
Teachers,
administrators,
curriculum
specialists,
literacy, math,
and technology
coaches
Trainer led,
learning
community,
coaching
Title II
August 2008 through
June 2009
District Data analysis: of student achievementAnalyze
WESTEST, DIBELS, Writing Assessment, ODYSSEY, ACT,
NAEP and other assessments in order to determine
correlations, discrepancies, and conclusions regarding
effective instructional practices
Instructional and
administrative
personnel
Trainer led,
learning
community,
coaching
TItle II
Academic Coaches and Specialists: Support acquisition and
professional development training of district academic
Academic
coaches: Two Elementary Literacy/Math coaches, Two
instructional
Secondary Literacy Coaches, One Elementary Math Coach, specialists, and
One Secondary Math Coach, One Technology Intervention
district curriculum
Specialist, One Media Trainer, One Academic Intervention
coordinators
Specialist
Learning
community
Title II
Academic School
Year for 2009-2010
Page 28 of 36 August 2008 through
July 2009
Implement Progress Monitoring Systems for Math: Create
and implement benchmark assessments grades 2-8 utilizing
Odyssey. Select and implement math assessment tool for K-1st grades. Professional Development for interventions with
curriculum programs and assessments. Curriculum
Specialists,
Classroom
Teachers and
specialists
Learning
Community,
trainer led
Title II
October 2008-June
2009
Formative Assessments: assessments that measure
formative progress using DIBLES fluency measures. Clarify
understanding of uses of formative assessments to inform
instruction. Use of performance assessments to determine
level of student mastery. Curriculum
Specialists and
Coordinators,
classroom
teachers and
specialists
Coaching and
trainer led
Title II
September 2008,
August 2009
Administrator Training Series: book study groups, Opening
Day Keynote Speakers, Classroom Walkthrough Software
Licenses & implementation support training
Administrators,
technology trainer
and
specialist, Central
Office curriculum
staff, Teachers,
Trainer Led,
Online
technical
support tools
Title II
Summer Institute Series: supporting professional
development needs as indicated by district data and teacher
surveys
Administrators,
technology trainer
and
specialist, Central
Office curriculum
staff, Teachers,
Trainer Led,
Learning
Community,
Consultants,
Online
technical
support tools
Title II
Summer (June-August
2009)
Action Step: Implement and upgrade Enterprise Edition of READ180 South Harrison High and Middle
School and Pressley Ridge (N&D) Literacy Intervention
Target Audience: Students and staff in schools using READ180
Timeline: Academic Year beginning July 2008-June 2009
Person Responsible: Office of Federal Programs, Contact: Christy Horne, Intervention Specialist
Core Plan Title II Title V Technology
Action Step: Summer Institute Series to support professional development needs as indicated by
district assessment data and teacher surveys
Target Audience: District and school instructional staff
Timeline: Academic Year beginning July 2008-August 2009 Person Responsible: Harrison County Focus Group, Federal Programs, Pupil Services
Core Plan Title II RLIS Technology
Provide targeted support to assist teachers and administrators with professional development
to improve instruction and learning for students at risk of meeting the WV high academic
achievement standards
Core Plan RLIS Technology
Project Based Learning Pilot (PBL)program in 3 programmatic levels (elementary, middle, high)Teachers and students master
technology tools for learning. Teachers complete action research on PBL project
Harrison County School Author Series to support middle and high school student learning. Three major authors and 5 mini-series
authors. Transportation and books to support student learning.
Summer Learning Academy for 8th grade at-risk students transitioning to high school. Professional development provided for
teachers to review and analyze student data, plan instruction and interventions. Materials and speakers will enrich the program.
READ180 implementation at target schools South Harrison Middle & High. Extends and supports the middle school READ180
intervention program for students attending the high school
Provide technical assistance to targeted schools for school reform (Lincoln, Lumberport Middle, Mountaineer Middle, Salem
Elementary)
IDMS District-wide Reading/Language Arts benchmarking software in grades 6-12 to provide formative assessment for strategic
instructional planning
Technology and Media Trainer to provide school-based professional development to increase
expertise of Technology Integration in classroom instruction and distance Learning
Page 29 of 36 Core Plan Title II Technology
Page 30 of 36 The Harrison County Board of Education has completed a five year plan to upgrade the network infrastructures within all buildings to a
totally switched, layer-3 environment with either a 100Mb, 1Gb, 10Gb backbone. All buildings now have a fiber optic backbone with
three campuses having multiple buildings connected through fiber optic cabling. In addition, these buildings are connected to our
centralized Network Operations Center through 100Mb, multiple 100Mb, or 1Gb fiber TLS connections provided through Verizon. These
connections have proven to be extremely reliable in that they have been up more than 99.9999% of the time. We are aggressively
pursuing the replacement of all non-Windows XP computers with less than 50 that still need replaced. As a result of the network
upgrades and the creation of the NOC mentioned above, we have migrated from Compass to an enterprise based installation of
Odyssey to allow students improved basic skills curriculum and to provide home access for additional learning opportunities. We have
also completed a multiyear plan to consolidate all school based servers to the NOC and to migrate their services to new Windows 2003
clustered, redundant servers. Complete comprehensive backup and off site disaster recovery capabilities have upgraded along with our
sever technologies. We continue to augment these and fine tune these services as needed. Additional network security hardware and
software measures are being deployed to protect our investments and to ensure a secure network and computing environment. We are
delivering distance learning based classes between five schools and are finishing the process of installing distance learning equipment in
the last remaining school. This will provide distance learning opportunities at 100% of our schools and the central office. In addition, we
have started the implementation of Apple computers within our schools. The addition of iMac’s will provide learning and instructional
opportunities for our students and teachers that would not be available on PC based computers. In addition, it allows for the use of dual
platform computers for about the same cost as a single PC.
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 31 of 36 Schools and counties should analyze digital divide survey reports as a needs assessment for technology planning.
Digital Divide
Summarize concerns from the analysis of the survey.
The Digital Divide Report has been used extensively since it’s inception for long and short range technology planning activities. Each school completes their survey in May with that information
being utilized to plan for the following year’s expenditures and to plan and prioritize projects on a long term basis. It is our goal to replace all non Windows XP workstations. We currently have
99.07% Windows XP workstations based on Digital Divide information collected in May 2008.
Page 32 of 36 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?
05/10/2001 (mm/dd/yyyy)
4. Provide the URL to your acceptable use policy.
http://www.harcoboe.com/About/Board/Policies/index.cfm
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?
0
0
0
8. Please identify for E-Rate requirements the number of schools and other buildings in your county
that have ATM T-1 Internet connections?
0
0
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 33 of 36 Technology Planning Budget
Funding
Prof.
Hardware Software Infrastructure Maintenance
Salaries Benefits Stipends Supplies Other
Source
Development
TFS 44422.35 106560.00 elementary
TFS-secondary 153799.57 11077.00 319.00
TI
Local share
EETT
County/school
Grants
Title I
SpEd
Other
Other
Other
TOTALS
161727.00 41855.00 308500.00 219665.00 105000.00
16,122.33
665881.60 275164.40 105319.00
Funding Source
Year
E-rate funds 2009 Cellular Data Lines Internal Conn Maint Internal Connections Internet Access Long Distance Paging Voice Voice/Long Distance WAN Web Hosting E-rate Totals 429000.00
429000.00
Annual
40000.00
146560.00
Disc% Commit
0.00
673,108.00 0.00 0.00 0.00 0.00 0.00 0.00 24,000.00 0.00 0.00 697,108.00 County Match
0.00
0.00
503,559.78
169,548.22
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
17,040.00
6,960.00
0.00
0.00
0.00
0.00
520,599.78
176,508.22
TFS/Elementary E-rate Application 2009 State Totals - TFS/Elementary 0.00
0.00
0.00
TFS/Secondary E-rate Application 0.00
0.00
0.00
2009 State Totals - TFS/Secondary Funding Source
Year
E-rate funds 2008 Cellular Data Lines Internal Conn Maint Internal Connections Internet Access Long Distance Paging Voice Voice/Long Distance WAN Web Hosting E-rate Totals Annual
Disc% Commit
0.00
673,108.00 0.00 0.00 0.00 0.00 0.00 0.00 24,000.00 0.00 0.00 697,108.00 County Match
0.00
0.00
503,559.78
169,548.22
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
17,040.00
6,960.00
0.00
0.00
0.00
0.00
520,599.78
176,508.22
TFS/Elementary E-rate Application 2008 State Totals - TFS/Elementary 0.00
0.00
0.00
TFS/Secondary E-rate Application 0.00
0.00
0.00
2008 State Totals - TFS/Secondary Page 34 of 36 TOTAL
150982
165195
161727
41855.
330150.00 47685.000 148000
330150.00 47685.00 199976
Funding Source
Year
E-rate funds 2007 Bundled Voice/Long Distance Cellular Data Lines Internal Conn Maint Internal Connections Internet Access Long Distance Paging Voice WAN Web Hosting E-rate Totals TFS/Elementary E-rate Application 2007 State Totals - Elemenary TFS State Totals - TFS/Elementary TFS/Secondary E-rate Application 2007 State Totals - TFS/Secondary Annual
Disc% Commit
0.00
County Match
0.00
0.00
0.00
0.00
474,296.64
148,731.36
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
17,082.00
6,318.00
0.00
0.00
0.00
0.00
491,378.64
155,049.36
0.00 0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00 623,028.00 0.00 0.00 0.00 0.00 0.00 23,400.00 0.00 0.00 646,428.00 0.00
Funding Source
Year
E-rate funds 2006 Cellular State Basic Skills E-rate
Application 2006 State Totals - BS/CE Data Lines Internal Conn Maint Internal Connections Internet Access Long Distance Paging Voice WAN Web Hosting E-rate Totals State SUCCESS E-rate Application 2006 State Totals - SUCCESS Annual
Disc% Commit
0.00
665,030.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 665,030.00 County Match
0.00
0.00
504,412.10
160,617.90
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
504,412.10
160,617.90
0.00
0.00
0.00
0.00
0.00
0.00
Funding Source
Year
E-rate funds 2005 Cellular Data Lines Internal Conn Maint Internal Connections Internet Access Long Distance Paging Voice Annual
Disc% Commit
0.00
583,410.00 0.00 123,632.00 0.00 0.00 0.00 23,400.00 County Match
0.00
0.00
455,997.00
127,413.00
0.00
0.00
93,003.40
30,628.60
0.00
0.00
0.00
0.00
0.00
0.00
17,550.00
5,850.00
Page 35 of 36 Web Hosting 0.00
E-rate Totals 730,442.00
State Basic Skills E-rate
Application 2005 State Totals - BS/CE State SUCCESS E-rate Application 2005 Robert C. Byrd HS State Totals - SUCCESS 0.00
93,002.00
93,002.00
70
0.00
0.00
566,550.40
163,891.60
0.00
0.00
65,101.40
27,900.60
65,101.40
27,900.60
Page 36 of 36